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ERIC Number: EJ836949
Record Type: Journal
Publication Date: 2008
Pages: 17
Abstractor: As Provided
Reference Count: 29
ISBN: N/A
ISSN: ISSN-0256-8543
Analysis of Two Early Childhood Education Settings: Classroom Variables and Peer Verbal Interaction
Hojnoski, Robin L.; Margulies, Allison S.; Barry, Amberly; Bose-Deakins, Jillaynne; Sumara, Kimberly M.; Harman, Jennifer L.
Journal of Research in Childhood Education, v23 n2 p193 Win 2008
Descriptive and ecobehavioral analyses were used to explore the daily activity contexts in classroom settings reflecting two distinct models of early childhood education. Activity context, social configurations, teacher behavior, and child behavior were explored, with specific consideration given to peer verbal behavior as an indicator of social interaction. Twenty-four children between the ages of 3 and 6 years enrolled in a Montessori classroom and 26 children between the ages of 3 and 5 years enrolled in a traditional preschool classroom were observed over a 3-month period using the Ecobehavioral System for Complex Assessment of Preschool Environments (ESCAPE; Carta, Greenwood, & Atwater, 1986). Overall, activity context, social configurations, teacher behavior, and child behavior varied across settings in ways consistent with program philosophies. However, levels of peer verbal interaction did not vary significantly. (Contains 6 tables.)
Association for Childhood Education International. 17904 Georgia Avenue Suite 215, Olney, MD 20832. Tel: 800-423-3563; Tel: 301-570-2111; Fax: 301-570-2212; e-mail: headquarters@acei.org; Web site: http://www.acei.org
Publication Type: Journal Articles; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A