Children's Day Care Experiences: Differences by Age, Gender, and Type of Program.

Autor/in	Clawson, Mellisa A.
Titel	Children's Day Care Experiences: Differences by Age, Gender, and Type of Program.
Quelle	(1997), (20 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Age Differences; Caregiver Child Relationship; Child Caregivers; Class Size; Comparative Analysis; Day Care; Day Care Centers; Interviews; Nonprofit Organizations; Observation; Preschool Children; Preschool Education; Sex Differences; Teacher Qualifications; Teacher Student Ratio; Teacher Student Relationship + Suchen Sie Ihr Suchwort? Age; Difference; Age difference; Altersunterschied; Caregiver; Caregivers; Carer; Child; Children; Kinderbetreuung; Klassengröße; Tagespflege; Day care centres; Hort; Interviewing; Interviewtechnik; Nonprofit-Organisation; Beobachtung; Pre-school age; Preschool age; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Sex difference; Geschlechtsunterschied; Lehrqualifikation; Lehrer-Schüler-Relation; Teacher student relationships; Lehrer-Schüler-Beziehung
Abstract	This study examined how children's experience of regulatable quality and teacher-child interaction differs between nonprofit and for-profit day care settings. Gender and age differences in children's day care experiences were also explored. Assessments of regulatable quality and teacher-child interaction were conducted in three for-profit and two nonprofit centers serving, respectively, 122 and 72 children age 36 to 71 months. Data collection included classroom observations and teacher interviews. Regulatable quality variables included teacher-child ratio, class size, and teacher qualifications. Teacher-child interaction was assessed with respect to rate, content, and affective tone. Results indicated that: (1) older children experienced day care environments of higher quality in terms of both regulatable features and teacher-child interaction; (2) boys' environments were less optimal than girls' with respect to teacher-child interaction; and (3) nonprofit centers had higher levels of regulatable quality and positive, meaningful teacher-child interactions compared to for-profit centers. (Contains 24 references.) (Author/KDFB)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC