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|Title:||Relationships between types of teacher intervention and preschool children's play|
|Doctoral Committee Chair(s):||Spodek, Bernard|
|Department / Program:||Education|
|Degree Granting Institution:||University of Illinois at Urbana-Champaign|
|Subject(s):||Education, Early Childhood
Education, Teacher Training
Education, Curriculum and Instruction
|Abstract:||The purpose of this study was to examine the relationship between types of teacher intervention and children's play patterns in preschool settings. An event sampling observation technique was used to examine the relationship between teachers' interventions and children's play, four play areas, and children's gender. Ten teachers were observed during free play time for five days per classroom. The observations were categorized into nine types of teacher intervention and 12 patterns of children's play. The relationships were analyzed using a descriptive analysis and Log Linear Model.
The results indicated that: (a) teacher's interventions were significantly different for different children's play patterns, (b) teachers' interventions were significantly different for different play areas, (c) there was no significant difference in teachers' interventions in relation to children's gender, and (d) interaction effects were evident between children's play and play areas and types of teacher intervention.
The results suggested that teachers' interventions were related to children's play patterns and play areas, though not to children's gender. Practical implications for teacher intervention in relation to different play behaviors and play settings were suggested for preschool teachers.
|Rights Information:||Copyright 1989 Shin, Eunsoo|
|Date Available in IDEALS:||2011-05-07|
|Identifier in Online Catalog:||AAI9011020|