Sex Determined Consequences of Different Play Styles in Early Childhood [microform] / Beverly I. Fagot
- Bib ID:
- 5365422
- Format:
- Book and Microform
- Author:
- Fagot, Beverly I
- Description:
-
- [Washington, D.C.]] : Distributed by ERIC Clearinghouse, 1978
- 14 p.
- Summary:
-
The purpose of this 2-year study was to examine the relationship of choice of play-style and sex of child to the type of feedback (positive or negative) children receive from teachers and peer groups for their behavior. A list of 33 child behaviors and 15 teacher and peer reactions was used to observe the behavior of 67 children (32 boys and 35 girls, 18-58 months old). Each child was observed in a predetermined order once every 5 minutes for 5 seconds with the child behavior, the reactors (peer or teacher), and the reactions being coded. The results were discussed in terms of high and low scores on four factors: (1) high task complexity (2) high social cooperation (3) activity level, and (4) passive-withdrawn behavior. Among these results it was found that children high on factor 1 received more positive teacher feedback, while children low on this factor played alone significantly more and received more negative teacher feedback. Children high on factor 2 received more positive teacher and peer feedback; within this group, girls received more positive teacher feedback and they played alone less than boys. Children high on factor 3 received more peer comment and more teacher criticism. A significant sex difference was found on factor 4 with girls receiving more positive teacher feedback than other groups. Further analysis, in four different combinations of loadings on factors 1 and 3, was carried out on two girls and two boys who were above and below the mean for each of the four factors; results were discussed. (MP)
- Notes:
-
- ERIC Note: Paper presented at the Annual Meeting of the American Psychological Association (86th, Toronto, Canada, August 28-September 1, 1978).
- May also be available online. Address as at 14/8/18: https://eric.ed.gov/
- Reproduction:
- Microfiche. [Washington D.C.]: ERIC Clearinghouse microfiches : positive.
- Subject:
- Available From:
- ERIC
- Copyright:
-
In Copyright
You may copy under some circumstances, for example you may copy a portion for research or study. Order a copy through Copies Direct to the extent allowed under fair dealing. Contact us for further information about copying.
Copyright status was determined using the following information:
- Material type:
- Literary Dramatic Musical
- Published status:
- Published
- Publication date:
- 1978
Copyright status may not be correct if data in the record is incomplete or inaccurate. Other access conditions may also apply. For more information please see: Copyright in library collections.
Request this item
Request this item to view in the Library’s reading room.
Feedback
Similar items
- A Manual for Developing Reasonable, Objective, Nondiscriminatory Standards for Evaluating Teacher Performance [microform] / J. Everette DeVaughn
- Training Teachers Through "Behavioral Self-Observation." [microform] / Carl E. Thoresen and Others
- Teachers and Behavior Modification [microform] / Sherman Frey
- Factors Inhibiting the Transfer of Control in Educational Settings. Final Report [microform] / John R. Forward
- The Assessment of Proper Control and Suitable Learning Environment. Teacher Education Division Publication Series. Report A72-21 [microform] / Ned A. Flanders and Greta Morine