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ERIC Number: ED336215
Record Type: Non-Journal
Publication Date: 1991
Pages: 49
Abstractor: N/A
Reference Count: N/A
Sociomoral Atmosphere in Direct-Instruction, Eclectic, and Constructivist Kindergartens: A Study of Teachers' Enacted Interpersonal Understanding.
DeVries, Rheta; And Others
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 elements of the other two programs. Teacher-child interactions were observed and coded according to categories of negotiation strategies (NS) and shared experiences (SE). Ratings for NS ranged from Level 0, exercise of will, to Level 3, striving for mutual understanding. Ratings for SE ranged from Level 0, impulsive enthusiasm, to Level 3, mutual collaboration in sharing. Results indicated that the CON teacher had the most SE with children and the DI teacher the least. The CON teacher had a higher percentage of Levels 2 and 3, and a lower percentage of Level 0, for NS and SE than did the DI and ECL teachers. The DI teacher exhibited an authoritarian orientation and an academic emphasis. The CON teacher exhibited a cooperative orientation and an emphasis on stimulation of reasoning. The ECL teacher was more similar to the DI teacher than to the CON teacher. A list of 34 references is included. Two appendixes describe the categories of negotiation strategies and shared experience. (BC)
Publication Type: Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A