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"Why don't you let her try doing it ...

Wilgus, Gay.

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"Why don't you let her try doing it herself?" Ideological and practical conflict in the early childhood classroom.

Record Type:	Language materials, printed : Monograph/item
Title/Author:	"Why don't you let her try doing it herself?" Ideological and practical conflict in the early childhood classroom./
Author:	Wilgus, Gay.
Description:	303 p.
Notes:	Adviser: Stanley Aronowitz.
Contained By:	Dissertation Abstracts International63-03A.
Subject:	Education, Early Childhood. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3047277
ISBN:	0493613730

"Why don't you let her try doing it herself?" Ideological and practical conflict in the early childhood classroom.
Wilgus, Gay.

"Why don't you let her try doing it herself?" Ideological and practical conflict in the early childhood classroom. - 303 p.

Adviser: Stanley Aronowitz.

Thesis (Ph.D.)--City University of New York, 2002.

Identified conflicts were then historically contextualized. Conflicts common to both sites were compared in detail.

ISBN: 0493613730Subjects--Topical Terms:

1017530
Education, Early Childhood.

"Why don't you let her try doing it herself?" Ideological and practical conflict in the early childhood classroom.
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005 20110426
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020 $a 0493613730
035 $a (UnM)AAI3047277
035 $a AAI3047277
040 $a UnM $c UnM
100 1 $a Wilgus, Gay. $3 1252161
245 1 0 $a "Why don't you let her try doing it herself?" Ideological and practical conflict in the early childhood classroom.
300 $a 303 p.
500 $a Adviser: Stanley Aronowitz.
500 $a Source: Dissertation Abstracts International, Volume: 63-03, Section: A, page: 1143.
502 $a Thesis (Ph.D.)--City University of New York, 2002.
520 $a Identified conflicts were then historically contextualized. Conflicts common to both sites were compared in detail.
520 $a Indications for reform of teacher training programs and for mediated discussions among early childhood personnel are made.
520 $a Diverse ideologies, values and beliefs about childrearing and early educational practice can create conflict in the early childhood classroom. Some conflictual ideologies derive from teachers' cultural, ethnic or educational backgrounds, others occur between teachers of similar background. Conflict of this nature has been given scant attention by research literature and by teacher training programs.
520 $a Existent studies suggest that teachers' ideological and practical choices can be understood exclusively in terms of their cultural backgrounds. This study maintains that other elements are involved, since some teachers espouse ideologies antithetical to those attributed to their cultural groups.
520 $a The theoretical framework addresses problems with traditional early childhood research methodologies which rarely solicit early childhood teachers' input. Researchers often work at a significant distance from the early childhood classroom, generating theory, policy, curriculum innovation and professional development strategies which do not benefit classroom teachers.
520 $a Research was conducted in New York City at (1) an Early Head Start program in a housing project and (2) a preschool serving upper middle class families. Teachers at both sites were from diverse cultural and class backgrounds. Ethnographic data included extensive classroom observation and open-ended interviews in which teachers described their beliefs about and practical approaches to early childhood education, then identified which of these results in conflict with co-workers.
520 $a “Categories of conflict” were identified for each school. These included conflict over (1) encouragement of children's autonomy versus adherence to teacher direction; (2) appropriate limit setting strategies; (3) feeding, napping and carrying practices; (4) treatment of co-teachers and subordinates; (5) disagreements with administrative policy and practice; (6) the role and rights of parents at school; (7) curriculum and materials.
520 $a Questions raised by the study are explored. These include: Should Developmentally Appropriate Practice invariably serve as the “bottom line” in early childhood classroom practice? Should teachers' or parents' “intuitive” beliefs about childrearing wield weight? Is the child's “best interest” at risk when one voice is overpowered by the other?
590 $a School code: 0046.
650 4 $a Education, Early Childhood. $3 1017530
650 4 $a Sociology, Individual and Family Studies. $3 626655
690 $a 0518
690 $a 0628
710 2 0 $a City University of New York. $3 1018111
773 0 $t Dissertation Abstracts International $g 63-03A.
790 $a 0046
790 1 0 $a Aronowitz, Stanley, $e advisor
791 $a Ph.D.
792 $a 2002
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3047277