Literaturnachweis - Detailanzeige
| Autor/inn/en | Kontos, Susan; Burchinal, Margaret; Howes, Carollee; Wisseh, Steve; Galinsky, Ellen |
|---|---|
| Titel | An Eco-Behavioral Approach to Examining the Contextual Effects of Early Childhood Classrooms. |
| Quelle | In: Early Childhood Research Quarterly, 17 (2002) 2, S.239-58Infoseite zur Zeitschrift |
| Sprache | englisch |
| Dokumenttyp | gedruckt; Zeitschriftenaufsatz |
| ISSN | 0885-2006 |
| Schlagwörter | Age Differences; Classroom Environment; Context Effect; Early Childhood Education; Educational Quality; Models; Peer Relationship; Predictor Variables; Sex Differences; Teacher Student Relationship; Young Children Age; Difference; Age difference; Altersunterschied; Klassenklima; Unterrichtsklima; Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Quality of education; Bildungsqualität; Analogiemodell; Peer-Beziehungen; Prädiktor; Sex difference; Geschlechtsunterschied; Teacher student relationships; Lehrer-Schüler-Beziehung; Frühe Kindheit |
| Abstract | Identified child and classroom characteristics accompanying complex peer and object interactions in ethnically diverse early childhood classrooms. Found that complex peer interactions were most likely for girls, especially English-speaking, when there was no teacher involvement, and in creative activities. Complex interactions with objects were most likely for English-speaking children and in creative activities. Classroom quality did not predict interactions with either peers or objects. (Author/KB) |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
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