ERIC Number: ED191595
Record Type: RIE
Publication Date: 1980-Apr
Reference Count: 0
Educational Destinies Before the School Bell Rings.
This paper describes the operations of a community-based, racially-mixed, day-long, day care center, its social environment and the staff's response to one very young, disruptive black boy. Data for the study were collected over a 3-year period of participant observation among approximately 25 children ranging in age from 2 through 5 from low income families. Center personnel consisted of a director, four teachers (all with college degrees), three aides, and a number of occasional volunteers. Observational records amounting to a total of 220 hours of observational time were made by nine undergraduate students. Observations provided a record of how the center's expectations for prosocial behavior among the children were regularly thwarted by a child (called Barry) who cried and hit others when required to share and take turns and who could not sustain interaction with others. After three years, the social environment created for the child by the center staff did not encourage the development of personality traits which could be expected to be compatible with subsequent school success. Implications of the problems in the center are discussed in terms of the reluctance of adults to impose on black children standards for behavior perceived to originate in the white middle-class. It is suggested that such reluctance can amount to racial tracking through exclusion from structured learning experiences. (Author/RH)
Publication Type: Speeches/Meeting Papers; Reports - Research
Education Level: N/A
Authoring Institution: N/A
Note: Paper presented at the Annual Meeting of the Midwest Sociological Society (Milwaukee, WI, April 4, 1980).