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Report

Preschoolers' Attitudes Toward Their Respective Early Childhood Programs

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Abstract/Notes: The purpose of this study was to compare the attitudes of preschool children toward their program experiences and school adjustment, in order to ascertain whether differences existed among program type, age, and gender variables. A total of 90 preschool boys and girls 3 to 5 years of age from a church-related program, a Montessori program, and a Head Start program participated in the study. Children were surveyed using a self-report instrument, and teachers rated the children's adjustment to school environments. Results indicated that the attitudes toward program experiences of those children in the church-related program were different from those of children in the Montessori and Head Start programs. Results suggest that, in view of the increased emphasis on early childhood programs and the establishment of numerous preschool programs, such programs for young children should be evaluated from many points of view, including that of the preschool child.

Language: English

Published: [S.I.], 1986

Article

✓ Peer Reviewed

'The Coke side of life': An exploration of preschoolers' construction of product and selves through talk-in-interaction around Coca-Cola

Available from: Emerald Insight

Publication: Young Consumers, vol. 10, no. 4

Pages: 314-328

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Abstract/Notes: Purpose The purpose of this paper is to propose the activity‐based focus group as a useful method with which to generate talk‐in‐interaction among pre‐schoolers. Analytically, it aims to illustrate how transcribed talk‐in‐interaction can be subjected to a discourse analytic lens, to produce insights into how pre‐schoolers use “Coca‐Cola” as a conversational resource with which to build product‐related meanings and social selves. Design/methodology/approach Fourteen activity‐based discussion groups with pre‐schoolers aged between two and five years have been conducted in a number of settings including privately run Montessori schools and community based preschools in Dublin. The talk generated through these groups has been transcribed using the conventions of conversation analysis (CA). Passages of talk characterized by the topic of Coca‐Cola were isolated and a sub‐sample of these are analysed here using a CA‐informed discourse analytic approach. Findings A number of linguistic repertoires are drawn on, including health, permission and age. Coca‐Cola is constructed as something which is “bad” and has the potential to make one “mad”. It is an occasion‐based product permitted by parents for example as a treat, at the cinema or at McDonalds. It can be utilised to build “age‐based” social selves. “Big” boys or girls can drink Coca‐Cola but it is not suitable for “babies”. Originality/value This paper provides insight into the use of the activity‐based focus group as a data generation tool for use with pre‐schoolers. A discourse analytic approach to the interpretation of children's talk‐in‐interaction suggests that the preschool consumer is competent in accessing and employing a consumer artefact such as Coca‐Cola as a malleable resource with which to negotiate product meanings and social selves.

Language: English

DOI: 10.1108/17473610911007148

ISSN: 1747-3616

Article

✓ Peer Reviewed

Beliefs About Teaching in Montessori and Non-Montessori Preschool Teachers

Available from: SAGE Journals

Publication: Journal of Teacher Education, vol. 32, no. 2

Pages: 41-44

Americas, Comparative education, North America, Teachers - Attitudes, United States of America

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Language: English

DOI: 10.1177/002248718103200209

ISSN: 0022-4871

Book Section

The Treatment of Personality Variables in a Preschool Cognitive Program

Available from: Books to Borrow @ Internet Archive

Book Title: Preschool Programs for the Disadvantaged: Five Experimental Approaches to Early Childhood Education: Proceedings of the First Annual Hyman Blumberg Symposium on Research in Early Childhood Education

Pages: 111-164

Children with disabilities, Conferences, Developmentally disabled children, Early childhood care and education, Early childhood education, Hyman Blumberg Symposium on Research in Early Childhood Education (1st, Johns Hopkins University, Baltimore, Maryland, 1971), Inclusive education, Preschool children, Preschool education, Special education

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Language: English

Published: Baltimore, Maryland: Johns Hopkins University Press, 1972

ISBN: 978-0-8018-1370-2 0-8018-1370-0

Doctoral Dissertation (Ph.D. In Communications)

Television as Activity System: "Mr. Rogers' Neighborhood" and the Development of Polite Behavior Routines in Preschoolers

Available from: ProQuest Dissertations and Theses

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Abstract/Notes: This dissertation examines the role of quality age-appropriate television in children's knowledge of polite behavior routines. The television program used is from the series "Mr. Rogers' Neighborhood" and the child subjects are preschoolers in a Montessori school in a midwestern University town. The study asks: What do preschoolers know about appropriate host-guest behaviors and from where does this knowledge come? A developmental investigation of preschoolers' knowledge of polite behavior routines and their learning from the television program is undertaken using the theoretical framework of Soviet activity theory. By framing the interacting elements in the study as an activity system, a study design in five phases emerges. The phases include: observations of children in the classroom environment; a deep reading of the program; interviews with the program's producers; a study of children's learning from the program and knowledge of host-guest behaviors, and; surveys and interviews with parents intended to establish family attitudes and methods for teaching polite behaviors. Results from the five phases are integrated and analyzed within the framework of activity theory. It is concluded that preschoolers have quite a bit of knowledge about how to interact as hosts and guests and that they do imitate and learn from an appropriate television program. Their knowledge of appropriate behaviors and their memory and comprehension for the televised messages increase with age from three to five years. There also appears to be an affective component, involving fear related to strange situations, at work for the youngest children, which may contribute to inhibiting their performance of appropriate behaviors. The television program, the school, and the home, which in this study all reflect middle-class American values, parallel each other in the behaviors they encourage. And although the importance of this kind of television programming is acknowledged, it is concluded that children's abilities in this domain are stretched more by interacting with an adult, that is, learning takes place in the "zone of proximal development" in a role-playing situation, but not simply as a result of viewing.

Language: English

Published: Urbana-Champaign, Illinois, 1993

Article

✓ Peer Reviewed

Measuring Preschools' Readiness to Mainstream Handicapped Children

Available from: JSTOR

Publication: Child Welfare, vol. 55, no. 3

Pages: 216-220

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Language: English

ISSN: 0009-4021

Master's Thesis (M.A.)

Motor Inhibition and Assertive Behavior in Montessori and Parent Cooperative Preschool Settings

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Language: English

Published: San Francisco, California, 1976

Article

Stop Preschool Dropouts: A Montessori Mother Discusses Early Learning at Home and in School

Publication: My Baby, vol. 3

Pages: 24, 28

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Language: English

ISSN: 0027-5379

Book

Z dějin předškolní výchovy [On the History of Preschool Education]

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Language: Czech

Published: Praha, Czechia: SPN, 1982

Edition: 2nd ed.

Series: Učebnice pro stř. školy

Book Section

The Status and Future of Preschool Compensatory Education

Available from: Books to Borrow @ Internet Archive

Book Title: Preschool Programs for the Disadvantaged: Five Experimental Approaches to Early Childhood Education: Proceedings of the First Annual Hyman Blumberg Symposium on Research in Early Childhood Education

Pages: 165-181

Children with disabilities, Conferences, Developmentally disabled children, Early childhood care and education, Early childhood education, Hyman Blumberg Symposium on Research in Early Childhood Education (1st, Johns Hopkins University, Baltimore, Maryland, 1971), Inclusive education, Preschool children, Preschool education, Special education

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Language: English

Published: Baltimore, Maryland: Johns Hopkins University Press, 1972

ISBN: 978-0-8018-1370-2 0-8018-1370-0

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