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ERIC Number: EJ441873
Record Type: Journal
Publication Date: 1991
Pages: N/A
Abstractor: N/A
ISBN: N/A
ISSN: ISSN-0885-2006
EISSN: N/A
Sociomoral Development in Direct-Instruction, Eclectic, and Constructivist Kindergartens: A Study of Children's Enacted Interpersonal Understanding.
DeVries, Rheta; And Others
Early Childhood Research Quarterly, v6 n4 p473-517 Dec 1991
Results of a study on the relationship between children's sociomoral development and the sociomoral atmospheres of three types of kindergarten classrooms suggest the possibility that heavily academic, teacher-centered programs hinder children's development of interpersonal understanding and their broader social-cognitive and moral development. (LB)
Descriptors: Classroom Environment, Comparative Analysis, Interpersonal Communication, Kindergarten, Moral Development, Observation, Parent Attitudes, Preschool Teachers, Primary Education, Social Behavior, Social Development, Student Attitudes, Teacher Attitudes, Teacher Behavior, Teacher Student Relationship
Publication Type: Journal Articles; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A
What Works Clearinghouse Reviewed: Does Not Meet Evidence Standards