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Alternative Interpretations: Reply to Giyoo Hatano.
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DeVries, Rheta – Early Childhood Research Quarterly, 1991
Offers a rebuttal to Giyoo Hatano's commentary on a study on sociomoral development in the kindergarten classroom. It is suggested that the danger in restricting evaluation to stated goals is that unintended negative effects will not be recognized. (LB)
Descriptors: Behavioral Science Research, Classroom Environment, Evaluation Criteria, Evaluation Methods
The Eye Beholding the Eye of the Beholder: Reply to Gersten.
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DeVries, Rheta – Early Childhood Research Quarterly, 1991
General issues raised by Gersten in his commentary on DeVries' article are discussed. These include the role of error, academic content, and direct instruction in constructivist education. His criticisms of sociomoral research by DeVries and others are emphatically refuted. (LB)
Descriptors: Behavioral Science Research, Classroom Environment, Evaluation Criteria, Evaluation Methods
Sociomoral Atmosphere in Direct-Instruction, Eclectic, and Constructivist Kindergartens: A Study of Teachers' Enacted Interpersonal Understanding.
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DeVries, Rheta; And Others – Early Childhood Research Quarterly, 1991
A microanalytic description of teachers' interactions with children suggests that the sociomoral atmospheres of three types of classrooms differ considerably. Children in the direct-instruction classroom experience an almost totally unilateral relationship with the teacher; in the constructivist classroom, there is more reciprocity and intimacy;…
Descriptors: Classroom Environment, Comparative Analysis, Interpersonal Communication, Kindergarten
Sociomoral Development in Direct-Instruction, Eclectic, and Constructivist Kindergartens: A Study of Children's Enacted Interpersonal Understanding.
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DeVries, Rheta; And Others – Early Childhood Research Quarterly, 1991
Results of a study on the relationship between children's sociomoral development and the sociomoral atmospheres of three types of kindergarten classrooms suggest the possibility that heavily academic, teacher-centered programs hinder children's development of interpersonal understanding and their broader social-cognitive and moral development. (LB)
Descriptors: Classroom Environment, Comparative Analysis, Interpersonal Communication, Kindergarten
Young Children's Reasoning in Games of Nonsocial and Social Logic: "Tic Tac Toe" and a "Guessing Game."
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Fernie, David E.; DeVries, Rheta – Early Childhood Research Quarterly, 1990
A total of 87 children, 3- to 7-years old, were examined in a study of children's play and reasoning in games of mathematical logic and social logic. Children's sophistication in reasoning was positively related for two games, suggesting a common three-level progression from mastery of procedures to a competitive attitude to advanced strategy. (SH)
Descriptors: Abstract Reasoning, Age Differences, Childrens Games, Cognitive Processes