ERIC Number: ED254302
Record Type: RIE
Publication Date: 1984-Apr
Reference Count: 0
Meaning and Purposes of Recurrent Interactive Processes in Supplementary Child Rearing.
Klass, Carol Speekmann
A qualitative study was made of the daily experiences of young children and their teachers in a nonprofit day care center. The study's major focus concerned the orientations of four day care teachers toward children's individual and social learning experiences. Key concerns of the study were values, classroom interaction, and social continuity. By viewing children's day-by-day experiences and their teachers' orientations toward individual and social experiences, the investigation provided a conceptual model for understanding whether day care does in fact threaten the continuity of America's values. The research approach primarily followed the interpretive tradition; aspects of the positivist and critical social science perspectives were included. Four dimensions of teacher behavior were found to be salient in the data: teachers' arrangement of environment; their interactions with children; their interactions with each other; and children's action that the teacher allowed and/or encouraged. Analysis of each of these dimensions provided evidence that teachers' actions predominantly emphasized individual learning, even within different social situations. This finding was examined from an historical perspective. It was concluded that teachers' emphasis on children's individual learning experiences perpetuates America's tradition of individualism. (Contrasts among the basic assumptions of positivist, interpretive, and critical research orientations are illustrated in chart form.) (RH)
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Authoring Institution: N/A
Identifiers: Critical Theory; Positivism; Qualitative Analysis
Note: Paper presented at the Annual Meeting of the American Educational Research Association (68th, New Orleans, LA, April 23-27, 1984).