Caregiver Cognition and Behavior in Day-Care Classrooms.

Autor/in	Holloway, Susan D.
Titel	Caregiver Cognition and Behavior in Day-Care Classrooms.
Quelle	(1991), (14 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Assertiveness; Attribution Theory; Behavior Problems; Child Caregivers; Day Care Centers; Locus of Control; Longitudinal Studies; Peer Relationship; Preschool Children; Preschool Education; Punishment; Socialization + Suchen Sie Ihr Suchwort? Caregiver; Caregivers; Carer; Child; Children; Kinderbetreuung; Day care centres; Hort; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Peer-Beziehungen; Pre-school age; Preschool age; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Bestrafung; Socialisation; Sozialisation
Abstract	A study examined the relationship between change in daycare children's classroom behavior and the teacher's socialization behavior. Various behaviors of 69 children in 24 classrooms were observed and coded in the fall and spring of the school year. Observers coded teacher behavior according to the Caregiver Interaction Scale, which assesses detachment, permissiveness, punitiveness, and positive interaction. Results indicated that: (1) high positive interaction for teachers was correlated with children's positive interactions and increased solitary play; (2) children rated high in positive play with peers had teachers who were rated high in punitiveness; and (3) children whose teachers were rated low in positive interaction and high in detachment engaged in more negative interaction with peers than did other children. In a second study, each of 40 caregivers was observed in the classroom, and the caregiver's response to children's misbehaviors was coded for power assertiveness. Later, the caregiver was asked why she thought the child had misbehaved and her response was coded according to the attributional dimensions of internal versus external, controllable versus uncontrollable, and stable versus unstable. Results indicated that caregivers who assigned internal and controllable attributions displayed high power assertiveness. A 14-item reference list is included. (BC)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC