Group Day Care as a Child-Rearing Environment. An Observational Study of Day Care Program.

Autor/inn/en	Prescott, Elizabeth; und weitere
Institution	Pacific Oaks Coll., Pasadena, CA.
Titel	Group Day Care as a Child-Rearing Environment. An Observational Study of Day Care Program.
Quelle	(1967), (453 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Administrator Characteristics; Behavior Rating Scales; Child Caregivers; Child Development; Childhood Needs; Day Care; Preschool Children; Preschool Teachers; Program Effectiveness; Program Evaluation; Social Work; Space Utilization; Teacher Background; Teacher Behavior; Teacher Characteristics; Teaching Styles; California + Suchen Sie Ihr Suchwort? Caregiver; Caregivers; Carer; Child; Children; Kinderbetreuung; Kindesentwicklung; Childhood; needs; Kindheit; Bedürfnis; Tagespflege; Pre-school age; Preschool age; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Erzieher; Erzieherin; Kindergärtnerin; Programme evaluation; Programmevaluation; Soziale Arbeit; Raumnutzung; Teacher behaviour; Lehrerverhalten; Lehrstil; Unterrichtsstil; Kalifornien
Abstract	The purpose of this study was to describe fully day care programs, to find factors predictive of differences in programs, and to evaluate the effectiveness of day care centers. Teachers in 50 randomly selected day care centers in Los Angeles were observed for four 20-minute periods daily for 10 days. The results indicated the following points: Teachers vary individually in the use of encouragement and restriction, and program formats reflect (through teaching styles) the theories that the adult either is a model for socialization or enforces society's rules. Predictors of program differences are structural characteristics (such as activity, type of settings, number of adults, and age of children) which dictate the amount of teaching involvement and staff attitudes which reflect the amount of their training. Most child-centered staff members were well trained, although some well trained directors were adult-centered. The size and spacial layout of the center regulate teacher performance. Day care was most effective where warm, child-centered teachers provided many stimulating activities, where the staff was flexible, and where children's needs were met. Studies of broad environment factors and of staff decision policies are needed. Data are tabulated and a bibliography is appended. (JS)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC