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Four-year-olds' perceptions of their...

Wiltz, Nancy Wright.

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Four-year-olds' perceptions of their experiences in high and low quality child care.

Record Type:	Language materials, printed : Monograph/item
Title/Author:	Four-year-olds' perceptions of their experiences in high and low quality child care./
Author:	Wiltz, Nancy Wright.
Description:	207 p.
Notes:	Adviser: Elisa L. Klein.
Contained By:	Dissertation Abstracts International58-06A.
Subject:	Education, Early Childhood. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=9736661
ISBN:	0591466627

Four-year-olds' perceptions of their experiences in high and low quality child care.
Wiltz, Nancy Wright.

Four-year-olds' perceptions of their experiences in high and low quality child care. - 207 p.

Adviser: Elisa L. Klein.

Thesis (Ph.D.)--University of Maryland College Park, 1997.

Four-year-olds' perceptions of their day-to-day child care experiences were investigated in 4 high and 4 low quality classrooms in 8 different child care centers selected for over-all child care quality and a curricular approach to education known as developmentally appropriate practice. Parent and teacher questionnaires suggested that parents who sent their children to high quality centers and teachers who taught in them had beliefs and attitudes that were more consistent with developmentally appropriate practices than parents and teachers at low quality centers. Extensive observations were conducted in each target classroom and 122 children were interviewed about their child care experiences. Four major themes emerged from the data: (1) Children's terminology reflected their knowledge about classroom structure. When asked what they did at child care, children in low quality settings simply listed the events of their day sequentially, with little elaboration, while children in high quality settings described in rich and varied ways the selection of choices available for much of their day. (2) Play was universally enjoyed by all children in all centers, although slightly more responses were recorded in centers where play was better supported. However, 98% of all children indicating that play was their favorite activity, even in settings that offered few opportunities for it. (3) Overall, children's responses were positive in nature demonstrating their resiliency and optimism. Children's primary dislikes included peers and teachers who were mean and activities that terminated play (circle time, nap time and time out). (4) The differential nature of the quality of each of the 8 centers became increasingly obvious over time. Each center took on a distinct character based on the attitudes of caregivers, the personalities of children, and the philosophy of the center itself. While children were not found to be reliable sources of information about issues of quality, they were knowledgeable about routines, activities, events, experiences and procedures at child care, and they provided keen insights and deeper understandings into the child care culture.

ISBN: 0591466627Subjects--Topical Terms:

1017530
Education, Early Childhood.

Four-year-olds' perceptions of their experiences in high and low quality child care.
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100 1 $a Wiltz, Nancy Wright. $3 1262020
245 1 0 $a Four-year-olds' perceptions of their experiences in high and low quality child care.
300 $a 207 p.
500 $a Adviser: Elisa L. Klein.
500 $a Source: Dissertation Abstracts International, Volume: 58-06, Section: A, page: 2066.
502 $a Thesis (Ph.D.)--University of Maryland College Park, 1997.
520 $a Four-year-olds' perceptions of their day-to-day child care experiences were investigated in 4 high and 4 low quality classrooms in 8 different child care centers selected for over-all child care quality and a curricular approach to education known as developmentally appropriate practice. Parent and teacher questionnaires suggested that parents who sent their children to high quality centers and teachers who taught in them had beliefs and attitudes that were more consistent with developmentally appropriate practices than parents and teachers at low quality centers. Extensive observations were conducted in each target classroom and 122 children were interviewed about their child care experiences. Four major themes emerged from the data: (1) Children's terminology reflected their knowledge about classroom structure. When asked what they did at child care, children in low quality settings simply listed the events of their day sequentially, with little elaboration, while children in high quality settings described in rich and varied ways the selection of choices available for much of their day. (2) Play was universally enjoyed by all children in all centers, although slightly more responses were recorded in centers where play was better supported. However, 98% of all children indicating that play was their favorite activity, even in settings that offered few opportunities for it. (3) Overall, children's responses were positive in nature demonstrating their resiliency and optimism. Children's primary dislikes included peers and teachers who were mean and activities that terminated play (circle time, nap time and time out). (4) The differential nature of the quality of each of the 8 centers became increasingly obvious over time. Each center took on a distinct character based on the attitudes of caregivers, the personalities of children, and the philosophy of the center itself. While children were not found to be reliable sources of information about issues of quality, they were knowledgeable about routines, activities, events, experiences and procedures at child care, and they provided keen insights and deeper understandings into the child care culture.
590 $a School code: 0117.
650 4 $a Education, Early Childhood. $3 1017530
650 4 $a Health Sciences, Human Development. $3 1019218
650 4 $a Psychology, Developmental. $3 1017557
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792 $a 1997
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