This study examines the efficacy of an innovative transition model program, which was designed to promote a seamless transition process from Early Intervention to the Public Preschool from the perspective of the children, the parents and the professionals. It explores the expectations and experiences of the children, parents and professionals as they proceed through the transition. An EI integrated class of nine toddlers, six with disabilities and three without disabilities between the ages of 24 and 28 months, participated in the program. An EI family therapist facilitated a parent support group which met at the same time as the EI transition class in the local public preschool. The school professionals observed the children and collaborated with the EI professionals while the children participated in the transition class. School professionals met with EI parents during the EI parent-support group meeting and had the opportunity to interact with EI parents and children before the transition meeting and their entrance into preschool. Data were collected from interviews, questionnaires, and videotaped observations of the children's classroom behavior. Parents were interviewed three times during the phases of the transition process—when children had home services only, when they participated in the transition class, and after they make the transition to preschool. Early Intervention professionals were given open-ended questionnaires before the transition took place. The EI professionals who participated in the transition of the children from the toddler class were given a second questionnaire. The school professionals completed an open-ended questionnaire after the transition. Children were observed in the transition class and in the preschool class in order to determine the effects of transition on their behavior. Data were coded and analyzed. The results revealed that families achieve a seamless transition (FAST) when the following components are in place: (1) effective communication and collaboration among parents, Early Intervention and school professionals, (2) consistency of people and places, (3) coordination of programming, and (4) support, trust, and encouragement between families, EI and school professionals. In sum, when agencies work together with parents and children, a seamless transition is more likely to occur for children, parents and professionals.

This study has investigated the quality and quantity of interactions between teachers and children at three preschool settings to find out whether these teachers interacted differently with girls and boys. The study aimed at understanding how teachers integrated gender equity as a value into their other values through curriculum, classroom management and discipline, conflict resolution, their use of language, discussions with children, and the rest of their daily interactions with the children. Three preschool classrooms were chosen to be studied in depth. The setting of the study was three schools in a rural college community in New England. The preschools included one that is privately owned, another run by a non-profit community organization, and a third that belongs to a prestigious private college. The qualitative data collection process included three components: Systematic observations and qualitative field notes; videotaping; and exit interviews with the teachers. The researcher spent an average of thirty five hours in each classroom, over the course of seven months. Data analysis revealed that for most of the time teachers managed to incorporate equity into their daily interactions with the children. At the same time, all teachers had a tendency to differential treatment of boys and girls in the area of discipline. The language used referring to animals, proved to be stereotyped in two of the centers. The data revealed also that when teachers used well planned curriculum, and effective classroom management, they provided a classroom atmosphere that fostered girls' and boys' growth as individuals and as community members equally. On the other hand, all children suffered when teachers were ill prepared, or had poor classroom management. The study has implications for teacher education programs. Teacher effectiveness training, that includes gender equity, can be an essential part of pre-service and in-service training.

Abstract not available

Abstract not available

Observations were conducted at various care environments and preschools to determine whether environmental variables, such as setting and time of day, affect the complexity of a young child's play. Twenty-four preschoolers were observed for an hour during the morning and afternoon on three separate occasions. Three males and three females, from each of the following programs, participated in the study: (1) half-day morning preschool; (2) half-day afternoon preschool; (3) full-day day care; and (4) full-day family day care. Children attending half-day programs were observed at their homes as well as at school, whereas the other children were observed in only one setting during both mornings and afternoons. Scores based on the number of instances of complex play divided by the number of instances of complex and simple play were used as a measure of complexity in the analyses. Findings indicate that setting does affect the complexity of a child's play. Those children attending a half-day afternoon preschool program were found to have significantly higher complexity scores than their peers in other settings. No significant differences existed between the other groups. In addition, no differences were found in the complexity scores of males and females. In looking at the effect of the time of day, no significant differences were found between morning and afternoon complexity scores. The complexity levels of children changing settings, as compared to those attending a full-day program, were found not to differ significantly. In addition, the home play of children attending afternoon preschool was found to be significantly more complex than the home play of children attending morning preschool. Disregarding the effect of time of day, the relationship between play complexity and activities was investigated. Across programs, children were found to spend most of their time involved in the following activities: table games, art, fantasy, and blocks. The activities associated with the greatest percentage of complex play were as follows: art, sand/water play, blocks, table games, and fantasy.

In this study, the establishment of all-day kindergarten in Massachusetts was examined with particular emphasis on five areas: (1) the reasons for its establishment, (2) changes in goals and expectations, (3) areas of curricular importance and areas into which the additional time was put, (4) teaching materials purchased, and (5) problems with the establishment and maintenance of the program. Administrators in the fifteen communities with all-day kindergarten were interviewed. All kindergarten teachers in fourteen of these communities were sent questionnaires and from the responses, a random sample of teachers in eleven communities were also interviewed. The communities with all-day kindergarten ran the gamut of both the economic and geographic spectrums. The need for racial balance, the needs of working parents and preparation for first grade were seen as the prevalent reasons for its establishment in Massachusetts. There was no consensus of opinion from either teachers or administrators concerning changes in goals. But concerning changes in expectations, the consensus of opinion was that expectations for children had changed and ranged from the simple expectation of children being more used to the school routine to the expectation that the children would be reading in kindergarten. Readiness skills were named as the most important curricular area and the ones into which the additional time available in the program was put. The vast majority of school systems made no special purchase of teaching material for the program. Administrators for the most part felt that there were no problems in either the establishment or maintenance of the all-day kindergarten. Teachers on the other hand, reported problems in the maintenance of the program that ranged from class size to the inability of some children to cope with being in school all day.

The first of its kind in the United States, from 1990 to 1995, The Stride Rite Intergenerational Day Care Center offered an innovative program that addressed the care needs of both young children and elders in the same setting. By design, this employer-sponsored on-site intergenerational day care center met the physical, social and intellectual needs of each group through a planned and supervised curriculum, that fostered regular, planned interactions between the young children and the elders. The purpose of this case study was to assess the positive and negative attitudes of twenty preschoolers at the day care center, toward the elderly participants and toward their own aging; and to identify attitude differences, if any, between the two groups of preschoolers. By examining the program's features and qualities, this study also attempted to identify some of variables that influenced these attitudes. A qualitative and quantitative methodology was used. Interviews, field notes, The Parent Survey Questionnaire and The Children's Attitudes Toward the Elderly (The CATE), provided appropriate data. Twenty preschoolers, (ten 4-year-olds and ten 5-year-olds), were the subjects in this study. Other participants included, (6) elders, (2) teachers, (1) elder activity coordinator, (4) administrators and (20) parents. The results of the study indicated that the preschoolers had mixed attitudes toward the elderly and their own aging. The quantitative findings from The Children's Attitudes Toward the Elderly (The CATE), indicated that the 4- and 5-year-olds did not know very much about the elderly. In addition, the majority of the 4- and 5-year-olds indicated less than positive feelings about the elderly and getting old. There was however, a significant association between age and how the preschoolers felt about getting old. The results showed that the 5-year-olds felt more positive than the 4-year-olds about getting old. Additionally, both the 4- and 5-year-olds expressed positive affective feelings toward the elderly, but had negative attitudes about the physical aspects associated with the elderly. The qualitative findings were also mixed The 4- and 5-year-olds demonstrated positive attitudes toward the elders who were active and engaging. Some 5-year-olds indicated that they enjoyed being helped by the elders, and that they also enjoyed doing helpful things for them. However if the elders were not active, the 4- and 5-year-olds shied away from them. Both 4- and 5-year-olds reported that they were afraid of the elders who did not talk to them. Furthermore, the findings also indicated that with the exception of death, some of the 4- and 5-year-olds had positive feelings toward the elderly. Further evidence indicated that at times, some 5-year-olds no longer saw the elders as “the Old People,” but as friends. The study findings also indicated that the Intergenerational Day Care Program at Stride Rite was valued by the elders, parents and the care providers.

No description available.

Thesis (Ed.M.)--Boston University / PLEASE NOTE: Boston University Libraries did not receive an Authorization To Manage form for this thesis or dissertation. It is therefore not openly accessible, though it may be available by request. If you are the author or principal advisor of this work and would like to request open access for it, please contact us at open-help@bu.edu. Thank you. / 2031-01-01

Thesis (Ed. D.)--Lehigh University, 2000. / Includes vita. Includes bibliographical references (leaves 193-203).