A Longitudinal Study of the Social Development of Three-and Four-Year-Old Children in a Preschool Program.

Autor/inn/en	Boger, Robert P.; Cunningham, Jo Lynn
Institution	Michigan State Univ., East Lansing.
Titel	A Longitudinal Study of the Social Development of Three-and Four-Year-Old Children in a Preschool Program.
Quelle	(1972), (36 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Beigaben	Tabellen
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Tagungsbericht; Cognitive Development; Early Childhood Education; Human Development; Preschool Children; Preschool Curriculum; Preschool Education; Preschool Evaluation; Preschool Teachers; Social Development + Suchen Sie Ihr Suchwort? Kognitive Entwicklung; Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Erzieher; Erzieherin; Kindergärtnerin; Soziale Entwicklung
Abstract	An extensive longitudinal research effort conducted through the Early Childhood Research Center at Michigan State University focused on understanding the forces leading to positive social and emotional development during the preschool years. Because of the rather limited base which was available from other studies for launching such an effort, major attention was devoted within the project to the development of research strategies, particularly instrumentation and analytic techniques which were thought to be appropriate to the dimensions of interest. The two major project phases plus a one-year pilot study each involved thirty-two three-and-four-year-old children divided between two preschool classes, each of which was stratified with respect to three demographic variables. An extensive battery of measures was used for collection of data for this project. Differences in behavior were found and attributed to differences in the teachers' approaches in setting up activities and in initiating and guiding the children's choices of play. (Author/BW)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2004/1/01