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  Partner: UNT Libraries
 Degree Discipline: Early Childhood Education
 Collection: UNT Theses and Dissertations
A Study of the Attitudes of Parents, Teachers and Principals Toward Parental Involvement in School Activities

A Study of the Attitudes of Parents, Teachers and Principals Toward Parental Involvement in School Activities

Date: May 1973
Creator: Baker, Jeroline Ann, 1932-
Description: The problem with which this investigation was concerned was that of surveying the attitudes of parents, teachers, and principals toward parental involvement in school activities. The study had a threefold purpose. The first was to determine the attitudes of parents toward involvement in school activities. The second was to determine the attitudes of teachers and principals toward parental involvement in schools. The third was to identify attitudes of parents, teachers, and principals toward various methods of involvement.
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Kindergarten Teacher Competencies Ranked by Kindergarten Teachers and Kindergarten Teacher Trainers

Kindergarten Teacher Competencies Ranked by Kindergarten Teachers and Kindergarten Teacher Trainers

Date: August 1973
Creator: Hicks, Vivian Agnes
Description: This study is concerned with the problem of determining the competencies which inservice kindergarten teachers and kindergarten-teacher trainers consider most important for teaching kindergarten. There are four purposes of the study: to identify specific competencies needed to teach kindergarten, to determine the teacher competencies considered most important by kindergarten teachers, to determine teacher competencies considered most important by teacher trainers, and to compare the rankings of teacher competencies by kindergarten teachers and kindergarten-teacher trainers.
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An Analysis of the Peer Relationships of Gifted and Gifted-Creative Primary Students

An Analysis of the Peer Relationships of Gifted and Gifted-Creative Primary Students

Date: December 1987
Creator: Greene, Debra Blatt
Description: The purpose of this study was to compare the peer relationships of highly gifted and highly gifted-highly creative primary students in a gifted classroom of a public school. The study was conducted using thirty-one highly gifted first, second, and third graders who had scores of 140 or better on the WISC-R, WPPSI, or Otis-Lennon. At the beginning of the school year, the Creativity Assessment Packet was administered to the class. The top 20 percent scorers in the class (termed gifted-creative) and those who scored in the bottom 20 percent of the class (termed gifted) on the CAP were targeted for observation. In addition, a sociogram was administered to each student individually for the purpose of determining each child's social status. A bivariate correlation coefficient was employed to express the degree of any relationship between creativity scores and rankings on the class sociogram. Observational anecdotes were used in the discussion of the sociometric results. The following findings resulted from the study. The gifted-creative students, as a group, ranked higher on a class sociogram on measures of friendship and choice of academic work partners than did the gifted group. On sociometric measures of choice of creative work partners, there was no significant ...
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The Relationship of Parent Involvement in Head Start to Family Characteristics, Parent Behaviors and Attitudes, and Preschool Inventory Scores

The Relationship of Parent Involvement in Head Start to Family Characteristics, Parent Behaviors and Attitudes, and Preschool Inventory Scores

Date: May 1988
Creator: Pyle, Nancy Storey
Description: The purpose of this study was to examine the relationship between family characteristics and parent involvement in Head Start, and the differences between parents who participated in Head Start parent involvement activities and parents who did not participate, as to their behaviors and attitudes concerning education, their children, their communities, and their children's academic achievement. This study analyzed existing data collected for a national parent involvement study. The sample consisted of 2,051 parent-child pairs (1,443 Head Start and 606 non-Head Start). Findings indicated a significant relationship between numerous family characteristics and parent involvement in Head Start, with variables related to a higher level of education of the mother or primary caregiver being the most dominant. Significant differences were found between the parents who participated in Head Start activities and parents who did not participate. The involved parents felt more strongly about teachers needing knowledge of their children's families, parents having knowledge worthy of sharing with their children's teachers, and parents wanting advice or input from their children's teachers. They reported a higher frequency of behaviors such as talking, reading, and playing with their children, trying to teach their children basic concepts, and having materials available for their children's use. Involved ...
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A Study of the Relationship between Field-Independent and Field-Dependent Cognitive Styles and Social Behaviors during Free-Play of Preschool Children

A Study of the Relationship between Field-Independent and Field-Dependent Cognitive Styles and Social Behaviors during Free-Play of Preschool Children

Date: August 1989
Creator: Jun, Ye-Hwa
Description: The problem of this study was to discover the relationship between field-independent and field-dependent cognitive styles and social behaviors during free-play of preschool children in a school setting. This study also compared the field-independent and field-dependent cognitive styles and social behaviors during free-play between age-groups and sex-groups. Thirty-six children from a university child development laboratory were subjects. They were selected from a 3-year-old classroom and a 4-year-old classroom. The research instrument, the Preschool Embedded Figures Test, was utilized to measure field-independent and field-dependent cognitive styles. The children's social behaviors were observed during free-play for four consecutive weeks. The nine categories of social behavior were solitary, parallel, and group play; .unoccupied, onlooker, transitional, and aggressive behaviors; and conversations with teachers and conversations with peers. Correlations between field-independent and field-dependent cognitive styles and social behaviors indicated that field-independence/field-dependence was related to social orientations in preschool children and also related to the choice of play activity. Field-dependent children tended to engage in conversations with teachers more often than field-independent children. Four-year-old children who were field-independent tended to spend more time in solitary play than 4-year-old children who were field-dependent. Four-year-old boys who were field-independent tended to play more often in the manipulative learning ...
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Comparison of Childrearing Attitudes Between Church-Related Korean American Immigrant Parents and Korean Parents

Comparison of Childrearing Attitudes Between Church-Related Korean American Immigrant Parents and Korean Parents

Date: May 1992
Creator: Choi, Jong Eun
Description: The purposes of this study were to compare the childrearing attitudes of church-related Korean American immigrant parents and Korean parents as measured by the Parent As A Teacher Inventory (PAAT), and to identify relationships between the PAAT childrearing subsets and demographic variables including sex of child, sex of parent, education of parent, family income level, maternal employment, accessibility to the child, language of parent, and length of residence in America.
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A Study of Korean Kindergarten Teachers' Concerns

A Study of Korean Kindergarten Teachers' Concerns

Date: December 1992
Creator: Park, Guen K.
Description: The problem of this study was to identify some concerns of Korean kindergarten teachers at different points in their careers, based on the conceptual framework of Katz's (1972, 1977, 1985) theory of preschool teacher development. This study also described the variations in these concerns on the basis of some teacher characteristics including teaching experience, certification, educational background, inservice training, and teaching assignment. The subjects for this study were 174 volunteers who were Korean kindergarten teachers in Seoul, Korea. The concerns of the teachers were expressed through the Kindergarten Teacher Concerns Questionnaire, consisting of two parts: (a) background information, and (b) the Kindergarten Teacher Concern Rating Scale (KTCRS), consisting of a list of 54 items developed by Tsai (1990), reflecting the four areas of concerns—Survival, Consolidation, Renewal, and Maturity—formulated by Katz. A Likert type 5-point scale indicating the degree of concerns was used in the questionnaire as the scoring system. The following conclusions were drawn from this study: 1. The concerns of the Korean kindergarten teachers were developmental in nature in terms of preoccupation with a specific area of concerns at different points in the teachers' careers. This result tended to follow a sequence of stages as posited by Katz (1972, ...
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Language Behaviors and Social Strategies of English as Second Language and English as Primary Language Preschool Children During Computer Assisted Instruction Experiences

Language Behaviors and Social Strategies of English as Second Language and English as Primary Language Preschool Children During Computer Assisted Instruction Experiences

Date: August 1993
Creator: Emerson, Stacia B. (Stacia Brewster)
Description: This study describes the language behaviors and social strategies of English as Second Language (ESL) and English as Primary Language (EPL) pre-kindergarten students during cooperative Computer Assisted Instruction (CAI) experiences. Thirty-three pre-kindergarten subjects ages four to five years, were videotaped at two personal computers during self-selected center time. The sources of data for this descriptive study were a parent computer survey, videotapes, a subject interview derived from the Young Children's Computer Inventory, and written records.
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Self-Assessment of Literacy Growth in Young Children

Self-Assessment of Literacy Growth in Young Children

Date: August 1993
Creator: Miels, Jill C.
Description: In this study, 78 kindergarten and first-grade children were interviewed about their writing to identify indicators of self-assessment. Writing samples for each participant were saved over a three month period, then compared and discussed by the child. Results indicated that these young children did engage in self:-assessment behaviors. The classroom teachers were asked to place the participants in their classes along a writing continuum known as a Writing Band. Graphs were presented to show the writing levels of the children by classroom. In addition, each classroom was surveyed to document events which promote literacy development within the framework of an integrated curriculum. Writing samples for each child were collected and kept in a portfolio. Participants were interviewed regarding the contents of the portfolio. Children in two of the kindergarten classes were interviewed using 5 samples collected over a 2 1/2 month time period, and all other participants were interviewed using 6 writing samples collected over a 3 month period. Findings indicated that not only did these young children recognize growth in their writing, but they also assessed that growth based on outward, physical features of their writing. The writing ability of each child at the beginning of the study did ...
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Young Children's Construction of Physical Knowledge on Swings in the Outdoor Play Environment

Young Children's Construction of Physical Knowledge on Swings in the Outdoor Play Environment

Date: December 1993
Creator: Fox, Jill Englebright
Description: This investigation examined the development of young children's behaviors on swings in the outdoor play environment and their emerging understanding of the physics principles associated with those behaviors. The children's language interactions were also examined in an effort to determine the relationship between language and cognitive development in their construction of physical knowledge. The procedures involved observing the children's behaviors and collecting samples of their spontaneous language interactions during their swinging activities. Informal interviews were also conducted with individual and groups of children. The findings indicate that young children's swinging behaviors develop in eight hierarchical stages. As these behaviors develop, children experiment with the physics principles of balance, gravity, force, resistance, and resonance. Children's swinging behaviors develop in a social context. Many early behaviors are acquired through observing and modeling other children. Language provides the medium for more-experienced peers to assist novice swingers through encouragement and direct instruction. The stage development of swinging behaviors is compared to Cratty's Theory of Perceptual-Motor Development and Harrow's Taxonomy of the Psychomotor Domain. Children's cognitive processing and language interactions are discussed in the context of Piagetian and Vygotskian theories of development. Implications for instruction and suggestions for further research are discussed.
Contributing Partner: UNT Libraries
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