ERIC Number: ED047786
Record Type: RIE
Publication Date: 1970-Nov
Reference Count: 0
An Analysis of Published Preschool Language Programs.
Bartlett, Elsa Jaffe
For purposes of analysis, preschool language programs can be sorted into four general categories according to the dominant type of learning activity (1) Pattern practice, (2) Cognitive verbalization, (3) Discussion, (4) Role play. Along with definitions of language, the program types differ in the kinds of interactions which occur between teacher and child and among children themselves. The kind of interaction a program promotes should be a key feature in choosing a published package for preschool use. It is important to know exactly the kind of learning relationships that are being rewarded and whether they are the kind of learning behaviors the school wishes to foster. Other major points of comparison among programs come from inspection of the teacher's guide. Programs differ in the amount of organization and sequencing provided for the teacher and they also vary in the amount of detailed information given to guide the teacher. The single most important factor in choosing a program seems to be whether the teacher is able to spend the 15 to 30 minutes per day carrying out the recommended classroom procedures. Four charts identify specific programs, materials, learning activities and types of teachers' guides analyzed for this study. [Filmed from best available copy.] (WY)
Publication Type: N/A
Education Level: N/A
Sponsor: Ford Foundation, New York, NY.
Authoring Institution: Harvard Univ., Cambridge, MA. Graduate School of Education.
Identifiers: Bank Street College of Education NY; Bereiter Engelmann Curriculum; Distar; New Nursery School; Peabody Language Development Kits
Note: Paper presented at the Annual Meeting of the National Association for the Education of Young Children, Boston, Massachusetts, November, 1970