A Qualitative Study of Early Childhood Educators' Beliefs about Key Preschool Classroom Experiences

Autor/inn/en	Lara-Cinisomo, Sandraluz; Fuligni, Allison Sidle; Daugherty, Lindsay; Howes, Carollee; Karoly, Lynn
Titel	A Qualitative Study of Early Childhood Educators' Beliefs about Key Preschool Classroom Experiences
Quelle	In: Early Childhood Research & Practice, 11 (2009) 1, (8 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1524-5039
Schlagwörter	Early Childhood Education; Focus Groups; Young Children; Kindergarten; Preschool Teachers; Preschool Education; Classroom Techniques; School Readiness; Private Schools; Public Schools; Child Care; Teacher Student Relationship; Interaction; Educational Environment; Classroom Environment; Educational Opportunities; California + Suchen Sie Ihr Suchwort? Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Frühe Kindheit; Pre-school education; Preschool education; Erzieher; Erzieherin; Kindergärtnerin; Vorschulerziehung; Vorschule; Klassenführung; Readiness for school; School ability; Schulreife; Private school; Privatschule; Public school; Öffentliche Schule; Kinderfürsorge; Kinderbetreuung; Teacher student relationships; Lehrer-Schüler-Beziehung; Interaktion; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Klassenklima; Unterrichtsklima; Bildungsangebot; Bildungschance; Kalifornien
Abstract	The aim of the study was to uncover early childhood educators' beliefs about how to best work with children getting ready for kindergarten. The study involved 11 focus groups with providers from three types of early education settings located in Los Angeles County: (1) public center-based programs, (2) private center-based programs, and (3) family child care programs. Results from the qualitative data analyses revealed three types of preschool classroom experiences that participants believed to be important when working with children who are getting ready for kindergarten: (1) types of teacher-child interaction, (2) children's learning environment, and (3) types of learning opportunities. Each of these dimensions was made up of several factors. Although educators from all three types of early education programs mentioned these dimensions, there was variation among the factors that make up each dimension, with differences between and within center type. (Contains 4 tables.) (As Provided).
Anmerkungen	Clearinghouse on Early Education and Parenting, University of Illinois at Urbana-Champaign. 51 Gerty Drive, Champaign, IL 61820. Tel: 877-275-3227; Tel: 217-333-1386; Fax: 217-244-7732; e-mail: ecrp@uiuc.edu; Web site: http://ecrp.uiuc.edu
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10