ERIC Number: ED036340
Record Type: RIE
Publication Date: 1969-Mar
Reference Count: 0
Teaching Styles in Four-Year-Olds.
Feshbach, Norma D.; Devor, Geraldine
Child Development, v40 n1 p183-90 Mar 1969
This study investigates the relationship between social-class factors and patterns of reinforcement used by preschool children when instructing younger peers. It was hypothesized that middle class Caucasian children would spontaneously use more positive reinforcements and lower class children more negative reinforcements when interacting with peers. Subjects were 204 3- and 4-year-olds. Data were obtained by having 4-year-old boys and girls of different race and social-class backgrounds instruct 3-year-olds of the same social class and race. All comments were recorded and classified as either positive or negative reinforcements. The prediction for positive reinforcement was confirmed for middle class Caucasians. While lower-class children did make greater use of negative reinforcement, for most of the social-class comparisons the differences were not statistically significant. Middle-class Negro children displayed the least number of reinforcements, positive or negative, of all the groups. Further research directly linking specific parental behaviors to the child's use of and differential responsiveness to different classes of reinforcement is needed. (Author/DR)
Descriptors: Comparative Analysis, Negative Reinforcement, Peer Relationship, Peer Teaching, Positive Reinforcement, Preschool Children, Reinforcement, Social Class
Center for the Study of Evaluation, Moore Hall 145, University of California, Los Angeles, California 90024 (Reprint No. 6)
Publication Type: N/A
Education Level: N/A
Sponsor: Office of Education (DHEW), Washington, DC. Bureau of Research.
Authoring Institution: California Univ., Los Angeles. School of Education.