Attention in the Preschool Classroom: The Relationships among Child Gender, Child Misbehavior, and Types of Teacher Attention

Autor/inn/en	Dobbs, Jennifer; Arnold, David; Doctoroff, Greta
Titel	Attention in the Preschool Classroom: The Relationships among Child Gender, Child Misbehavior, and Types of Teacher Attention
Quelle	In: Early Child Development and Care, 174 (2004) 3, S.281-295 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0300-4430
Schlagwörter	Rewards; Behavior Problems; Puerto Ricans; Gender Differences; Preschool Children; African American Students; White Students; Teacher Student Relationship; Videotape Recordings + Suchen Sie Ihr Suchwort? Reward; Belohnung; Puerto Rican; Puerto-Ricaner; Geschlechterkonflikt; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; African Americans; Student; Students; Afroamerikaner; Schüler; Schülerin; Studentin; Teacher student relationships; Lehrer-Schüler-Beziehung
Abstract	Research in preschool classrooms has shown that boys receive more attention from their teachers than girls do, and also that misbehavior is positively associated with teacher attention. However, these previous findings relate primarily to total attention, ignoring the many different types of teacher attention that are likely to have different antecedents and consequences. Additionally, previous studies have not investigated the way teachers treat difficult children when they are not misbehaving. This study examined the relationships among child gender, child misbehavior, and specific types of non-disciplinary teacher attention. An ethnically and sociometrically diverse sample of 153 preschool children and their teachers were observed through videotapes of preschool classrooms. Girls received more positive interactions than boys, and misbehavior predicted commands unrelated to discipline. Both gender and misbehavior were involved in the prediction of rewards. When these relationships were examined within Puerto Rican, Black, and Caucasian groups, some differences in attention distribution appeared. (Author).
Anmerkungen	Customer Services for Taylor & Francis Group Journals, 325 Chestnut Street, Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420 (Toll Free); Fax: 215-625-8914.
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10