Abstract/Notes: This report presents three interpretive manuscripts on preschool reading instruction for three audiences: the school administrator, the school teacher, and the parent. "Preschool Reading Instruction: Information for the Administrator" discusses the origins of preschool reading instruction, reviews the research dealing with preschool reading instruction, and presents information necessary for installing a preschool reading program. Similarly, "Preschool Reading Instruction: Information for the Teacher" presents a review of the literature on preschool reading instruction, along with suggestions and materials for teaching preschool reading. "Preschool Reading Instruction: Information for the Parent" provides answers to questions parents ask about preschool reading instruction and suggests guidelines parents might follow in helping the preschool child before he learns to read. (Author)

Language: English

Published: Bloomington, Indiana, Jun 1972

Language: English

ISSN: 1071-6246

Abstract/Notes: Examined the suggestion that elementary school teachers are more reinforcing of female students and feminine behaviors. Videotape records of 14 classes of 13-20 4-yr-olds each from 4 types of educational programs were examined. Instructional contact and positive reinforcement were tallied. Girls received more instructional contact than boys in all 4 programs and in 10 of the 14 classes (p < .001). Girls also received more positive reinforcement in 3 of the programs and in 7 of the classes (p < .001). No significant difference was found in the number of reinforcements per instructional contact. It is concluded that the results reflect the higher number of instructional contacts to girls rather than teachers being more reinforcing to them.

Language: English

DOI: 10.1037/h0032926

ISSN: 1939-0599, 0012-1649

Abstract/Notes: This research was aimed at an analysis of classroom activities which make up educational programs for young children. Its broad purpose was to analyze systematically and to make comparisons among six preschool programs in order to describe the patterns of activity settings used; the objectives activity settings were designed to reach from the point of view of their designers, classroom teachers; and the social behaviors of teachers and children which are shaped and molded by the requirements of settings and which have not necessarily been planned for or recognized by teachers. The six preschool settings used for the study include a Montessori nursery school, a Head Start program, two laboratory nursery school classrooms, a franchise day care center, and a community day care center. The first section of the report contains discussion of related research, a theoretical model, the six preschool classrooms, and the research procedures. The presentation of the results comprises the rest of the report. The findings are divided into three parts: a quantified picture of six classrooms in terms of activity characteristics and social interaction; an exploration of the relations between the activity and social interaction values; and an examination of the relationship of the personal characteristics of the children to activity participation and social interaction. (SDH)

Language: English

Published: Washington, D.C., 1973

Abstract/Notes: This experiment was based on the assumption that the academic failure of the disadvantaged or middle class child is due to a failure of instruction and that if above-normal learning schedules were maintained, the second year of an enrichment program would not show the customary drop in gains from the first year. The subjects of this study were 43 disadvantaged Negro and white 4-year-olds of high, middle, and low intelligence. Fifteen of the children were placed in an experimental group (I) and 28 in a control group (II). A 2-year program involving a group (III) of middle class 4-year-olds was also conducted, with a control group (IV) consisting of middle class 4-year-olds in a Montessori preschool. Groups I and III received a 2-year experimental program in which rapid attainment of basic academic concepts was emphasized. Group II received a 2-year traditional preschool education. Group I achieved significantly greater Stanford-Binet IQ gains than Group II and maintained them over the 2-year program. Group III children also benefited measureably from the program and demonstrated greater achievement in many areas than Group IV.

Language: English

Published: Washington, D.C., 1966

Language: English

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

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

Language: Czech

Published: Praha, Czechia: SPN, 1980

Edition: 1st ed.

Series: Učebnice pro stř. školy

Language: English

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

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

Language: Czech

Published: Praha, Czechia: SPN, 1982

Edition: 2nd ed.

Series: Učebnice pro stř. školy

Language: English

ISSN: 0065-9444