THE COGNITIVE ENVIRONMENTS OF URBAN PRE-SCHOOL CHILDREN. MANUAL OF INSTRUCTIONS FOR ADMINISTERING AND SCORING MOTHER'S ROLE IN TEACHER/CHILD AND CHILD/PEER SCHOOL SITUATIONS.

Autor/inn/en	HESS, ROBERT D.; und weitere
Institution	Chicago Univ., IL. Urban Child Center.
Titel	THE COGNITIVE ENVIRONMENTS OF URBAN PRE-SCHOOL CHILDREN. MANUAL OF INSTRUCTIONS FOR ADMINISTERING AND SCORING MOTHER'S ROLE IN TEACHER/CHILD AND CHILD/PEER SCHOOL SITUATIONS.
Quelle	(1967), (10 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Attitude Measures; Black Mothers; Cognitive Development; Conflict Resolution; Educational Environment; Interviews; Measurement Instruments; Measurement Techniques; Mother Attitudes; Parent Role; Preschool Children; Socioeconomic Background; Urban Environment; Illinois (Chicago) + Suchen Sie Ihr Suchwort? Kognitive Entwicklung; Conflict solving; Konfliktlösung; Konfliktregelung; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Interviewing; Interviewtechnik; Messtechnik; Mutterliebe; Parental role; Elternrolle; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Sozioökonomische Lage; Stadtökologie
Abstract	THIS MANUAL DESCRIBES MEASURES USED IN "THE COGNITIVE ENVIRONMENTS OF URBAN PRE-SCHOOL CHILDREN" PROJECT AT THE UNIVERSITY OF CHICAGO. THE SAMPLE FOR THE STUDY CONSISTED OF 163 NEGRO MOTHER-CHILD PAIRS SELECTED FROM 3 SOCIOECONOMIC CLASSES BASED ON THE FATHER'S OCCUPATION AND THE PARENTS' EDUCATION. A FOURTH GROUP INCLUDED FATHER-ABSENT FAMILIES. THE MOTHERS WERE INTERVIEWED AT HOME AND THE MOTHERS AND CHILDREN WERE TESTED AT THE UNIVERSITY OF CHICAGO WHEN THE CHILDREN WERE 4 YEARS OLD. FOLLOW-UP DATA WERE OBTAINED WHEN THE CHILDREN WERE 6 AND AGAIN WHEN THEY WERE 7. TO ASSESS THE MOTHER'S VIEW OF HER ROLE IN SCHOOL SITUATIONS, EACH MOTHER WAS GIVEN 8 HYPOTHETICAL SCHOOL SITUATIONS IN WHICH A CONFLICT OCCURRED BETWEEN HER CHILD AND THE TEACHER, A PEER, OR THE INSTITUTIONAL DEMANDS OF THE SCHOOL. IN HALF OF THE CASES THE CHILD WAS IN THE WRONG, AND IN THE OTHER HALF HE WAS THE INNOCENT VICTIM OF ANOTHER'S MISBEHAVIOR. RESPONSES WERE SCORED BY 2 SCHEMES. (1) THE TYPE OF THE MAJOR APPEAL USED IN THE MOTHER'S STATEMENT OF WHAT SHE WOULD DO WAS CLASSIFIED AS STATUS-NORMATIVE, PERSON-SUBJECTIVE, OR COGNITIVE-RATIONAL. (2) EACH RESPONSE UNIT, WHICH WAS BASICALLY A SUBJECT-PREDICATE PAIR, WAS SCORED IN THE SAME CATEGORIES, AND PERCENTAGES WERE COMPUTED FOR ALL 8 SITUATIONS. THE SITUATION DESCRIPTIONS AND THE CODING CRITERIA ARE GIVEN, AND THE SCORING CATEGORIES ARE DISCUSSED. THIS IS A PART OF THE HOME INTERVIEW DESCRIBED IN PS 000 475. (DR)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC