ERIC Number: EJ1082577
Record Type: Journal
Publication Date: 2015
Abstractor: As Provided
Reference Count: 38
Class and Pedagogy: A Case Study of Two Chicago Preschools
Sanders-Smith, Stephanie C.
International Studies in Sociology of Education, v25 n4 p314-332 2015
Using a Bernsteinian theoretical framework, this study compares two American early childhood centres, one with a primarily progressive pedagogy (Frank Lloyd Wright Family Centre) and one with a primarily traditional pedagogy (Casimir Pulaski Centre), in high-poverty Chicago neighbourhoods to examine the effects of different pedagogic practices on the development of academic and non-academic skills in young children as measured by pre- and post-testing and observations over five months. The collected data demonstrate that students at Wright experienced greater levels of academic development than students at Pulaski. Children at both sites showed development in literacy and social/emotional skills, but the children at Wright also show development in problem-solving and imagination--skills that aid in abstract thought. While further study is needed on a broader scale, results from this study suggest that early childhood programmes with more progressive elements have the potential to better prepare children for elementary school than programmes with more traditional elements.
Descriptors: Case Studies, Preschool Evaluation, Early Childhood Education, Pretests Posttests, Observation, Skill Development, Effective Schools Research, Educational Practices, Progressive Education, Traditional Schools, Disadvantaged Environment, Achievement Tests, Instructional Effectiveness, Classification, Achievement Gains, Comparative Analysis, School Effectiveness
Publication Type: Journal Articles; Reports - Research
Education Level: Preschool Education; Early Childhood Education
Authoring Institution: N/A
Identifiers - Location: Illinois