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Examining the (false) dichotomy between "care" and "education" in early childhood programs
Descriptive
TitleInfo
Title
Examining the (false) dichotomy between "care" and "education" in early childhood programs
SubTitle
a descriptive case study of teacher-child relationships within a standardized curriculum model
Name
(type = personal)
NamePart
(type = family)
Ostrove
NamePart
(type = given)
Randi
NamePart
(type = date)
1972-
DisplayForm
Randi Ostrove
Role
RoleTerm
(authority = RULIB)
author
Name
(type = personal)
NamePart
(type = family)
Lobman
NamePart
(type = given)
Carrie
DisplayForm
Carrie Lobman
Affiliation
Advisory Committee
Role
RoleTerm
(authority = RULIB)
chair
Name
(type = personal)
NamePart
(type = family)
Ryan
NamePart
(type = given)
Sharon K.
DisplayForm
Sharon K. Ryan
Affiliation
Advisory Committee
Role
RoleTerm
(authority = RULIB)
internal member
Name
(type = personal)
NamePart
(type = family)
Barnett
NamePart
(type = given)
W. Steven
DisplayForm
W. Steven Barnett
Affiliation
Advisory Committee
Role
RoleTerm
(authority = RULIB)
internal member
Name
(type = corporate)
NamePart
Rutgers University
Role
RoleTerm
(authority = RULIB)
degree grantor
Name
(type = corporate)
NamePart
Graduate School of Education
Role
RoleTerm
(authority = RULIB)
school
TypeOfResource
Text
Genre
(authority = marcgt)
theses
OriginInfo
DateCreated
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(qualifier = exact)
2016
DateOther
(qualifier = exact);
(type = degree)
2016-01
CopyrightDate
(encoding = w3cdtf);
(qualifier = exact)
2016
Place
PlaceTerm
(type = code)
xx
Language
LanguageTerm
(authority = ISO639-2b);
(type = code)
eng
Abstract
(type = abstract)
Public preschool programs using standardized curriculum models are increasing rapidly, and while research has shown that teacher-child relationships have been used successfully as an intervention and compensatory measure, it is unclear what influence the public preschool setting and the use of a curriculum model have on teacher-child relationships. The purpose of this multiple case study was to explore and describe how teachers build relationships with children in public preschool programs while working within the parameters of a standardized curriculum model. The research questions guiding this study were: 1) How do preschool teachers build relationships with children while working within a standardized curriculum model? a) What opportunities exist for relationship building? b) What strategies do teachers employ to build relationships with their students? 2) What are teachers’ beliefs about relationship building in the early childhood classroom? 3) What do teachers believe impacts upon their abilities to successfully build relationships with their students? The participants were two public preschool teachers, working within the Curiosity Corner curriculum model. Data sources included classroom observations, teacher interviews, and document review. Data was analyzed using the Dedoose data analysis software to look for patterns and themes. Analysis took place within each case and across cases as well. Findings showed that the participants recognized their job to include both care and education. They believed that establishing comfort would create feelings of emotional security that would set the stage for learning. These teachers prioritized relationship building and relational activities in their classrooms, despite the pressures and constraints faced; however, each teacher confronted these challenges differently, as their teaching environments varied. The Curiosity Corner model did not appear to have a great impact on teachers’ relationship building abilities, although extended periods of time allotted for Learning Labs and Gross Motor Play did seem to provide opportunities for longer, more sustained interactions.
Subject
(authority = RUETD)
Topic
Early Childhood/Elementary Education
RelatedItem
(type = host)
TitleInfo
Title
Rutgers University Electronic Theses and Dissertations
Identifier
(type = RULIB)
ETD
Identifier
ETD_6888
PhysicalDescription
Form
(authority = gmd)
electronic resource
InternetMediaType
application/pdf
InternetMediaType
text/xml
Extent
1 online resource (ix, 252 p.)
Note
(type = degree)
Ed.D.
Note
(type = bibliography)
Includes bibliographical references
Subject
(authority = ETD-LCSH)
Topic
Teacher-student relationships--Case studies
Subject
(authority = ETD-LCSH)
Topic
Early childhood education
Note
(type = statement of responsibility)
by Randi Ostrove
RelatedItem
(type = host)
TitleInfo
Title
Graduate School of Education Electronic Theses and Dissertations
Identifier
(type = local)
rucore10001500001
Location
PhysicalLocation
(authority = marcorg);
(displayLabel = Rutgers, The State University of New Jersey)
NjNbRU
Identifier
(type = doi)
doi:10.7282/T3NG4SPT
Genre
(authority = ExL-Esploro)
ETD doctoral
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Rights
RightsDeclaration
(ID = rulibRdec0006)
The author owns the copyright to this work.
RightsHolder
(type = personal)
Name
FamilyName
Ostrove
GivenName
Randi
Role
Copyright Holder
RightsEvent
Type
Permission or license
DateTime
(encoding = w3cdtf);
(qualifier = exact);
(point = start)
2015-12-03 13:34:52
AssociatedEntity
Name
Randi Ostrove
Role
Copyright holder
Affiliation
Rutgers University. Graduate School of Education
AssociatedObject
Type
License
Name
Author Agreement License
Detail
I hereby grant to the Rutgers University Libraries and to my school the non-exclusive right to archive, reproduce and distribute my thesis or dissertation, in whole or in part, and/or my abstract, in whole or in part, in and from an electronic format, subject to the release date subsequently stipulated in this submittal form and approved by my school. I represent and stipulate that the thesis or dissertation and its abstract are my original work, that they do not infringe or violate any rights of others, and that I make these grants as the sole owner of the rights to my thesis or dissertation and its abstract. I represent that I have obtained written permissions, when necessary, from the owner(s) of each third party copyrighted matter to be included in my thesis or dissertation and will supply copies of such upon request by my school. I acknowledge that RU ETD and my school will not distribute my thesis or dissertation or its abstract if, in their reasonable judgment, they believe all such rights have not been secured. I acknowledge that I retain ownership rights to the copyright of my work. I also retain the right to use all or part of this thesis or dissertation in future works, such as articles or books.
Copyright
Status
Copyright protected
Availability
Status
Open
Reason
Permission or license
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Technical
RULTechMD
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ContentModel
ETD
OperatingSystem
(VERSION = 5.1)
windows xp
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