The Lessons They Learn: Different Experiences of Preschoolers in Two Cultural Contexts.

Autor/inn/en	Putnam, Sarah; und weitere
Titel	The Lessons They Learn: Different Experiences of Preschoolers in Two Cultural Contexts.
Quelle	(1993), (26 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Comparative Analysis; Cultural Context; Cultural Differences; Day Care; Interpersonal Competence; Learning Activities; Naturalistic Observation; Parent Child Relationship; Play; Preschool Children; Preschool Education; Professional Occupations; Sex Differences; Skill Development; Socioeconomic Influences; Socioeconomic Status; Working Class + Suchen Sie Ihr Suchwort? Kultureller Unterschied; Tagespflege; Interpersonale Kompetenz; Lernaktivität; Naturbeobachtung; Parents-child relationship; Parent-child-relation; Parent-child relationship; Eltern-Kind-Beziehung; Spiel; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Berufsklassifikation; Sex difference; Geschlechtsunterschied; Kompetenzentwicklung; Qualifikationsentwicklung; Sozioökonomischer Faktor; Socio-economic status; Sozioökonomischer Status; Arbeiterklasse
Abstract	This paper reports on one aspect of a study examining activities, partners, and settings of 20 preschoolers ranging in age from 28 to 45 months. The children were drawn from two cultural communities (both white): in one community parents worked in professional occupations; in the second group, parents were in non-professional, working class occupations. The communities were located in a city in the southeastern United States. Modified spot observations were collected every 6 minutes for 18 hours during 1 week, scheduled to cover an entire waking day of each focal child. Activities occurring during a 30-second window were coded, noting all activities in the vicinity of the focal child, the child's activity, the child's partners (if any) in that activity, and their respective roles. Activities were classified as lessons, work, play, conversation, and other (sleeping, eating, etc.). This paper reports on observations in the lessons category, including academic, interpersonal, skill or nature, and religious lessons. In both communities, lessons were the least common activity. In the group with professional-class parents, children were actively involved in more lessons, particularly academic and skill or nature lessons, and were more likely to play with academic objects (books and games with explicitly academic purposes). In both communities, boys were more likely than girls to engage in academic lessons. Analysis suggests that children from the professional-class community were clearly accustomed to a greater degree of self-direction and initiative. (MM)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC