Relationships between types of teacher intervention and preschool children's play
Shin, Eunsoo
This item is only available for download by members of the University of Illinois community. Students, faculty, and staff at the U of I may log in with your NetID and password to view the item. If you are trying to access an Illinois-restricted dissertation or thesis, you can request a copy through your library's Inter-Library Loan office or purchase a copy directly from ProQuest.
Permalink
https://hdl.handle.net/2142/21615
Description
Title
Relationships between types of teacher intervention and preschool children's play
Author(s)
Shin, Eunsoo
Issue Date
1989
Doctoral Committee Chair(s)
Spodek, Bernard
Department of Study
Education
Discipline
Education
Degree Granting Institution
University of Illinois at Urbana-Champaign
Degree Name
Ph.D.
Degree Level
Dissertation
Keyword(s)
Education, Early Childhood
Education, Teacher Training
Education, Curriculum and Instruction
Language
eng
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.
Use this login method if you
don't
have an
@illinois.edu
email address.
(Oops, I do have one)
IDEALS migrated to a new platform on June 23, 2022. If you created
your account prior to this date, you will have to reset your password
using the forgot-password link below.
