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ERIC Number: ED248047
Record Type: RIE
Publication Date: 1984-Apr
Pages: 15
Abstractor: N/A
Reference Count: 0
Values, Classroom Interaction, and Social Continuity: A Field Study of Day Care.
Klass, Carol Speekmann
With a view towards finding out whether teachers' practices were consistent with core American values, a field study investigated the interactions of four day care teachers and the children in their charge. Six months of participant observation led to the conceptualization of four features of teachers' schooling action accounting for their relative emphasis on children's individual and social learning experiences: (1) teachers' arrangement of the environment, (2) teacher/child interaction patterns, (3) children's action that teachers allow and/or encourage, (4) and teachers' interactions with each other. Individual learning in social contexts corresponded to the four features of schooling action delineated above. Eight possible reasons for the teachers' schooling action were considered in order to better understand the meaning of the teachers' arrangement of environment and their interactions with children. These reasons included teachers' educational assumptions; pedogogical knowledge and skill; personal history; and personal, maintenance, and management needs. The environment at the center and the children's action were also important. Findings suggested that day care teachers' emphasis on children's individual learning experience perpetuates the traditional American value of individualism. (RH)
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Audience: Researchers
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers: Conceptual Analysis; Social Interaction
Note: Paper presented at the Annual Meeting of the American Educational Research Association (68th, New Orleans, LA, April 23-27, 1984).