Activity Settings and Daily Routines in Preschool Classrooms: Diverse Experiences in Early Learning Settings for Low-Income Children

Autor/inn/en	Fuligni, Allison Sidle; Howes, Carollee; Huang, Yiching; Hong, Sandra Soliday; Lara-Cinisomo, Sandraluz
Titel	Activity Settings and Daily Routines in Preschool Classrooms: Diverse Experiences in Early Learning Settings for Low-Income Children
Quelle	In: Early Childhood Research Quarterly, 27 (2012) 2, S.198-209 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0885-2006
DOI	10.1016/j.ecresq.2011.10.001
Schlagwörter	Play; School Readiness; Group Activities; Fantasy; Preschool Children; Affective Behavior; Profiles; Child Care; Early Childhood Education; Low Income Groups; Preschool Education; Mathematics; Language; Literacy + Suchen Sie Ihr Suchwort? Spiel; Readiness for school; School ability; Schulreife; Gruppenaktivität; Fantasie; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Affective disturbance; Active behaviour; Affektive Störung; Charakterisierung; Profilanalyse; Kinderfürsorge; Kinderbetreuung; Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Mathematik; Languages; Sprache; Alphabetisierung; Schreib- und Lesefähigkeit
Abstract	This paper examines activity settings and daily classroom routines experienced by 3- and 4-year-old low-income children in public center-based preschool programs, private center-based programs, and family child care homes. Two daily routine profiles were identified using a time-sampling coding procedure: a High Free-Choice pattern in which children spent a majority of their day engaged in child-directed free-choice activity settings combined with relatively low amounts of teacher-directed activity, and a Structured-Balanced pattern in which children spent relatively equal proportions of their day engaged in child-directed free-choice activity settings and teacher-directed small- and whole-group activities. Daily routine profiles were associated with program type and curriculum use but not with measures of process quality. Children in Structured-Balanced classrooms had more opportunities to engage in language and literacy and math activities, whereas children in High Free-Choice classrooms had more opportunities for gross motor and fantasy play. Being in a Structured-Balanced classroom was associated with children's language scores but profiles were not associated with measures of children's math reasoning or socio-emotional behavior. Consideration of teachers' structuring of daily routines represents a valuable way to understand nuances in the provision of learning experiences for young children in the context of current views about developmentally appropriate practice and school readiness. (Contains 1 figure and 5 tables.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10