| Abstrakt: |
Children from two primary grade classrooms were observed in three different instructional settings: Teacher Directed/Large Group; Teacher and Child Directed/Large and Small Group; and Child Directed. Aspects of the children's cognitive functioning, materials use, language behavior, peer interaction, and task involvement were recorded. Three questions were investigated: (a) Do children in the same lesson behave alike? (b) Do children change their behavior from one lesson type to another? (c) What effects do lesson types have on these five aspects of children's behavior? The results revealed a homogeneity of behavior among children within lesson type and a shift in behavioral modality from one lesson type to another. These results are consonant with Barker's (1968) critique of human ecology and Stodolsky's (1989) study of the influence of subject matter. Children's learning behaviors were congruent with lesson type, too. Larger group, more teacher directed lessons resulted in a more passive-responsive behavioral profile. Lessons with increased child choice were related to higher levels of cognitive functioning, increased language production and cooperative behavior, and more generative use of materials; an interactive-generative behavioral profile. Implications for early education and child study are discussed. [ABSTRACT FROM PUBLISHER] |
