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Sociomoral Atmosphere in Direct-Instruction, Eclectic, and Constructivist Kindergartens: A Study of Teachers' Enacted Interpersonal Understanding.
DeVries, Rheta; And Others – 1991
This study examined the interactions between teachers and children in three kindergarten classrooms. Programs used in the classrooms were: a direct-instruction (DI) program, representing a cultural transmission paradigm; a contructivist program (CON), representing the cognitive-developmental paradigm; and an eclectic program (ECL), combining…
Descriptors: Authoritarianism, Classroom Techniques, Cooperation, Kindergarten
Sociomoral Atmosphere in Direct-Instruction, Eclectic, and Constructivist Kindergartens: A Study of Teachers' Enacted Interpersonal Understanding.
Peer reviewed Peer reviewed
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.
Peer reviewed Peer reviewed
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
Constructivist Early Education for Moral Development.
Peer reviewed Peer reviewed
DeVries, Rheta; Hildebrandt, Carolyn; Zan, Betty – Early Education and Development, 2000
Examines role that constructivist teachers play in fostering moral development in young children. Traces development of perspective taking, autonomy, and self- regulation, and examines effects of different teaching and parenting practices on children's character development. Provides suggestions for teachers to promote optimal moral development by…
Descriptors: Constructivism (Learning), Early Childhood Education, Environment, Moral Development