Literaturnachweis - Detailanzeige
| Autor/in | Prescott, Elizabeth |
|---|---|
| Institution | Pacific Oaks Coll., Pasadena, CA. |
| Titel | A Comparison of Three Types of Day Care and Nursery School-Home Care. |
| Quelle | (1973), (11 Seiten)
PDF als Volltext kostenfreie Datei |
| Beigaben | Tabellen |
| Dokumenttyp | gedruckt; online; Monographie |
| Schlagwörter | Tagungsbericht; Behavior Patterns; Child Care; Child Development; Comparative Analysis; Day Care; Nursery Schools; Observation; Preschool Education; Research Reports; Self Directed Classrooms |
| Abstract | A study was conducted comparing young children's experiences in three types of day care--closed structure, open structure and family--with their experiences in home care supplemented by part-time nursery school. A total of 112 children, aged 2 to 5, were observed, each for 180-200 minutes. Eighty-four were selected from 15 day care centers, half having open and half having closed structures. Fourteen children came from 14 family day care homes. Fourteen were children from intact families who spend half the day in nursery school and half at home. The Day Care Environmental Inventory was designed to permit immediate coding of two levels of behavior--the mode of behavior every 15 seconds and activity segments of which the 15-second codings are a part. Differences between types of care were found in the availability and usefulness of adults, opportunities for autonomy and initiative, supports for self-esteem, and opportunities for cognitive engagement. Closed structure group day car appears to provide clear limits and adult input to which children must attend, but it appears to be somewhat lacking in opportunities for autonomy and initiative, in positive adult-child interaction, and in supports for self-esteem. Open structure group care offers opportunities for child-child interaction and more autonomy and initiative, but adult input and opportunities for cognitive engagement are low. Family day care and nursery school-home care are similar in that adults are more available to children than in group care and opportunities for autonomy and initiative are higher. Supports for self-esteem are also high. (KM) |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2004/1/01 |
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