Educare for Infants and Toddlers in New Zealand Childcare Centres: Is It a Reality and How Important a Component is Joint Attention?

Autor/in	Smith, Anne B.
Titel	Educare for Infants and Toddlers in New Zealand Childcare Centres: Is It a Reality and How Important a Component is Joint Attention?
Quelle	(1996), (15 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Attention; Caregiver Child Relationship; Child Development; Cognitive Development; Context Effect; Day Care Centers; Early Childhood Education; Educational Philosophy; Educational Quality; Educational Theories; Foreign Countries; Infants; Outcomes of Education; Program Improvement; Social Influences; Teacher Role; Teacher Student Relationship; Toddlers; New Zealand + Suchen Sie Ihr Suchwort? Aufmerksamkeit; Kindesentwicklung; Kognitive Entwicklung; Day care centres; Hort; Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Bildungsphilosophie; Erziehungsphilosophie; Quality of education; Bildungsqualität; Educational theory; Theory of education; Bildungstheorie; Ausland; Infant; Toddler; Toddlers; Kleinkind; Lernleistung; Schulerfolg; Sozialer Einfluss; Lehrerrolle; Teacher student relationships; Lehrer-Schüler-Beziehung; Infants; Neuseeland
Abstract	This study examined the "educare" experiences of infants and toddlers in New Zealand child care centers to evaluate whether those experiences provided opportunities for learning. Subjects were 200 under-2-year-old children (99 boys and 101 girls) from 100 childcare centers, 2 children from each center. Subjects were each observed for 80 minutes of structured time-sampled observations and 30 minutes running records of the child's activity in context. The results showed that children initiated many interactions with adults, most commonly through vocalization. Crying, requesting, physical actions, and positive affect were much more infrequent. Most of the children's initiations received either positive or neutral responses from adults. Children were engaged more than three quarters of the time when they were observed but spent about 14 percent of the time wandering or waiting. Children were somewhat unlikely to be involved in joint play activities with an adult, which occurred only 7 percent of the time. A third of all children in the study participated in no joint attention at all. Qualitative data provided evidence of the overall responsiveness of high quality centers and the richness of joint attention episodes as contexts for learning. (Contains 33 references.) (Author/AA)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC