The Classroom Practices Inventory: An Observation Instrument Based on NAEYC's Guidelines for Developmentally Appropriate Practices for 4- and 5-Year-Old Children.

Autor/inn/en	Hyson, Marion C.; und weitere
Titel	The Classroom Practices Inventory: An Observation Instrument Based on NAEYC's Guidelines for Developmentally Appropriate Practices for 4- and 5-Year-Old Children.
Quelle	(1989), (38 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Academic Achievement; Anxiety; Classroom Observation Techniques; Creativity; Developmentally Appropriate Practices; Early Childhood Education; Family Characteristics; Individual Characteristics; Kindergarten; Kindergarten Children; Preschool Children; Preschool Education; Test Construction; Test Reliability + Suchen Sie Ihr Suchwort? Schulleistung; Angst; Kreativität; Entwicklungsbezogene Bildung; Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Personality characteristic; Personality traits; Persönlichkeitsmerkmal; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Testaufbau; Testreliabilität
Abstract	This article reports on the development, internal consistency, and reliability of a new preschool and kindergarten classroom observational measure based on NAEYC's Guidelines for Developmentally Appropriate Practices. The Classroom Practices Inventory (CPI) is a 26-item rating scale tapping the curricular emphasis and emotional climate of programs for 4- and 5-year-old children. The scale demonstrates a high degree of internal consistency. Over half the measure's variance is accounted for by a factor tapping encouragement of curiosity, creativity, and provision of concrete materials. In a study of 10 preschool programs, CPI scores correlated significantly with teachers' and parents' educational attitudes. Modest relationships were found between the CPI scores of children's preschools and measures of academic skills, creativity, and anxiety. It is concluded that the CPI appears to be a promising measure for examining developmentally appropriate practices in early childhood education, especially programs providing formal academic learning experiences. The wide range of scores and their association with other school, parent, and child variables indicate that the CPI is sensitive to important differences in curriculum and teaching practices in early childhood programs. (RH)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC