Social Studies in Kindergartens: A Status Report.

Autor/inn/en	Atwood, Virginia A.; Finkelstein, Judith M.
Titel	Social Studies in Kindergartens: A Status Report.
Quelle	(1987), (37 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Curriculum Development; Early Childhood Education; Interdisciplinary Approach; Kindergarten; Kindergarten Children; Preschool Teachers; Social Adjustment; Social Attitudes; Social Development; Social Studies; Teacher Attitudes; Iowa; Kentucky + Suchen Sie Ihr Suchwort? Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Fächerübergreifender Unterricht; Fächerverbindender Unterricht; Interdisziplinarität; Pre-school education; Preschool education; Erzieher; Erzieherin; Kindergärtnerin; Vorschulerziehung; Vorschule; Soziale Anpassung; Social attidude; Soziale Einstellung; Soziale Entwicklung; Gemeinschaftskunde; Lehrerverhalten
Abstract	Kindergarten teachers do not view social studies as an important part of the preschool curriculum. This was the finding of a survey of kindergarten teachers in two midwestern states. The questionnaires used in the survey were designed to determine the emphasis teachers placed on specific social studies topics, skills, and values. Teachers indicated they spent an average of 22.6 minutes each day on social studies. Sixty-six percent of the teachers integrate social studies into other teaching areas. The data indicated that as teachers gain experience, they tend to place less emphasis on teaching social studies. It is clear that the priority placed on other curricular areas is affecting the amount of time spent on teaching social studies and may affect the availability of instructional materials. Teacher-made units structure learning activities. Materials and resources most often used are picture study, the school library, role play, puppetry, and learning centers. There is more agreement among teachers on the importance of specific affective topics than on which skills or content should be taught. Well defined state guidelines, parental sanctions, and appropriate materials would serve to improve the position of social studies in the curriculum. Teachers must agree on what content, concepts, attitudes, and skills should be taught and make a commitment of time to teach them. (SM)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC