Children's Behavior during Teacher-Directed and Child-Directed Activities in Head Start

Autor/inn/en	Qi, Cathy Huaqing; Kaiser, Ann P.; Milan, Stephanie
Titel	Children's Behavior during Teacher-Directed and Child-Directed Activities in Head Start
Quelle	In: Journal of Early Intervention, 28 (2006) 2, S.97-110 (14 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1053-8151
Schlagwörter	Social Behavior; Teacher Guidance; Early Intervention; Preschool Children; Language Skills; Behavior Disorders; Gender Differences; Interpersonal Competence; At Risk Persons; Behavior Problems; Delayed Speech; Sample Size; Longitudinal Studies + Suchen Sie Ihr Suchwort? Social behaviour; Soziales Verhalten; Lehrerberatung; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Language skill; Sprachkompetenz; Geschlechterkonflikt; Interpersonale Kompetenz; Risikogruppe; Sprachverzögerung; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung
Abstract	The social/behavioral characteristics of 63 preschool children with low and high language abilities were observed for 60 min during teacher-directed structured activities and 60 min during child-directed unstructured activities in Head Start classrooms. Children with low language were observed to have significantly higher rates of disruptive behavior and negative responses, fewer initiations to peer interactions, and shorter durations of engagement than children with high language. Boys with low language abilities were more likely to be disruptive than girls with either low or high language abilities. Teachers praised children with low language significantly less often than children with high language. These findings suggest that children with lower language abilities are at greater risk for problem behaviors and poor social skills than children with higher language abilities. (Contains 4 tables.) (Author).
Anmerkungen	Division for Early Childhood, Council for Exceptional Children. 27 Fort Missoula Road, Suite 2, Missoula, MT 59804. Tel: 406-543-0872; Fax: 406-543-0887; e-mail: dec@dec-sped.org; Web site: http://www.dec-sped.org/journals.html.
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10