ERIC Number: ED313161
Record Type: RIE
Publication Date: 1989-Apr
Saying Is Not Believing: The Gap between Theory and Practice in Early Childhood Classrooms.
Fuqua, J. Diane; Ross, Martha K.
A survey of 27 principals, 45 kindergarten teachers, 86 primary teachers, and 57 preservice teachers was designed to determine whether teachers instruct kindergarten children and elementary school students differently. Subjects were asked about benefits of free exploration of materials, child-selected activities, use of props in play, social interaction, and the need for teacher-directed activities and commercial programs in teaching skills and concepts. Subjects responded to statements concerning the most effective ways to help children develop skills and concepts in speaking, listening, reading, writing, science, mathematics, and social studies. Findings indicated that: (1) principals and primary teachers believed that both kindergarten and primary children should spend most of their time in teacher-directed activities; (2) all groups supported the importance of play, choice, and interaction for all children; (3) kindergarten and preservice teachers were more play-oriented, with preservice teachers placing the most emphasis on play for kindergarten and primary children; and (4) all groups differentiated between kindergarten and primary grades by placing more emphasis on teacher-directed instruction in the primary grades. (RH)
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Sponsor: James Madison Univ., Harrisonburg, VA.
Authoring Institution: N/A
Grant or Contract Numbers: N/A
Note: Paper presented at the Annual Meeting of the Southern Association on Children Under Six (40th, Richmond, VA, April 13-16, 1989).