ERIC Number: ED035792
Record Type: RIE
Publication Date: 1970-Mar
Reference Count: 0
Sentimentality in Preschool Teachers: Some Possible Interpretations.
Katz, Lilian G.
In the course of controversies over preschool goals and methods for disadvantaged children, practices identified with professional preschool education predating Head Start have become labeled "traditional", and teachers associated with it are stereotyped as "sentimental". A cluster of teacher attributes implied by the "sentimental" stereotype includes belief in (a) the uniqueness, (b) the lovability, and (c) the preciousness of the young child. Roots of the belief are traceable to the romanticism of Rousseau and Freudian views of the psychosocial vulnerability of the young. The beliefs are seen also to serve functions for the teacher related to aspects of her working conditions. The functions of sentimentality are interpreted in terms of (1) confusion of role models, (2) low occupational status, and (3) over-determined responses to the young child as captive client. Hypothesized relationships between teacher attributes and working conditions are proposed. (Author)
Publication Type: N/A
Education Level: N/A
Sponsor: National Center for Educational Research and Development (DHEW/OE), Washington, DC. Div. of Educational Labs.; Office of Economic Opportunity, Washington, DC.
Authoring Institution: ERIC Clearinghouse on Early Childhood Education, Champaign, IL.
Note: Paper presented at the Annual Meeting of the American Educational Research Association, Minneapolis, Minnesota, March, 1970