What Should Young Children Learn? : Teacher and Parent Views in 15 Countries

, by Weikart, David P.; Olmstead, Particia P.; Iea Preprimary Study

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ISBN: 9781573790789 | 1573790788
Cover: Paperback
Copyright: 3/1/1999

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Supplemental Materials

Tables

Figures

Acknowledgments

xvii

Preface

xix

A Word About IEA

xxiii

The Study Background and a Review of the Literature

(14)

Sylvia Opper

Patricia P. Olmsted

An Overview of the IEA Preprimary Project

(2)

Participating Countries

(1)

Status of the Project

(1)

Phase 2 of the Preprimary Project

(4)

Conceptual Framework

(1)

Overview of Instruments, Sampling, and Data Collection

(1)

Measures

(2)

Sampling

(1)

Data collection

(1)

Adult Expectations for Young Children---A Review of the Literature

(5)

How This Study Breaks New Ground

(1)

Questions About Adult Expectations

(1)

Methodology of the Phase 2 Study

(30)

Patricia P.Olmsted

Mei Yu Yu

General Information About Phase 2 Sampling

(2)

The International Sampling Referee

(1)

The Target Population

(1)

General Sampling Procedures

(1)

Selecting Settings and Children

(1)

General Information About Phase 2 Data Collection

(4)

The Instruments

(1)

Observation systems

(1)

Interviews and questionaries

(1)

Child developmental status measures

(1)

Data Collection Procedures

(1)

Phase 2 Methodology in Specific Countries

(22)

Sampling and Data Collection in Belgium (Liege Province, Brussels)

(2)

Sampling and Data Collection in China (PRC, 6 Provinces)

(2)

Sampling and Data Collection in Finland

(2)

Sampling and Data Collection in Greece (Urban)

(1)

Sampling and Data Collection in Hong Kong

(1)

Sampling and Data Collection in Indonesia (Java)

(2)

Sampling and Data Collection in Ireland

(1)

Sampling and Data Collection in Italy

(1)

Sampling and Data Collection in Nigeria (3 States)

(1)

Sampling and Data Collection in Poland

(1)

Sampling and Data Collection in Romania

(2)

Sampling and Data Collection in Slovenia

(1)

Sampling and Data Collection in Spain (Catalonia)

(1)

Sampling and Data Collection in Thailand

(1)

Sampling and Data Collection in the United States (6 Sites)

(3)

Summary Statements

(2)

Development of the Expectations Questionnaire

(12)

Marguerite Melin Senninger

Defining the Questionnaire's ``Areas of Development''

(1)

Communicating About the Areas of Development

(8)

The ``Rank-Ordering'' Procedure

(3)

The ``Definition'' Procedure

(1)

The ``Prediction'' Procedure

(1)

The ``Responsibility Assignment'' Procedure

(1)

The Completed Questionnaire

(2)

Characteristics of the Teacher and Parent Samples,

(20)

Lucio Pusci

Patricia P. Olmsted

The Teacher and Parent Samples

(15)

Characteristics of the Teacher Samples

(5)

Characteristics of the Parent Samples

(10)

Comparing Phase 2 Families With Phase 1 Families

(1)

Summary Statements

(3)

The Expectations Questionnaire's Eight Skill Categories---How Do Teachers and Parents Rank Them?

(30)

Mireia Montane

Two Ways of Presenting the Rank-Order Data

(5)

By ``National-Level'' Rankings

(1)

By Percentage Considering Skill Categories ``Most Important''

(3)

Findings About Teacher Expectations

(10)

Teacher National Findings---Descriptive Analysis

(1)

Teacher national analyzed by skill category

(4)

Teacher national findings analyzed by type of setting

(2)

Teacher Cross-National Findings---Groupings

(4)

Summary of Findings About Teacher Expectations

(1)

Findings About Parent Expectations

(12)

Parent National Findings---Descriptive Analysis

(2)

Parent national findings analyzed by skill category

(4)

Parent national findings analyzed by type of setting

100

(1)

Parent Cross-National Findings---Groupings

101

(4)

Summary of Findings About Parent Expectations

105

(1)

Summary Statements

106

(3)

Congruence Between Teachers' and Parents' Expectations

109

(16)

Malgorzata Karwowska-Struczyk

What Is Teacher-Parent Congruence, and Why Is It Important?

109

(4)

An Example of Low Congruence

111

(1)

An Example of High Congruence

111

(1)

How Might Teacher-Parent Congruence Affect a Child's Development?

111

(2)

Teacher-Parent Congruence Findings

113

(3)

A Closer Look at the Findings

116

(7)

High-Congruence Countries

117

(3)

Low-Congruence Countries

120

(3)

Summary Statements

123

(2)

How Do Teachers and Parents Define the Categories They Consider Important?

125

(32)

Olayemi Onibokun

Subskill-Selection Findings for Teachers and Parents

126

(28)

Social Skills With Peers

126

(4)

Language Skills

130

(3)

Self-Sufficiency Skills

133

(4)

Self-Expression Skills

137

(3)

Motor/Physical Skills

140

(3)

Preacademic Skills

143

(4)

Social Skills With Adults

147

(4)

Self-Assessment Skills

151

(3)

What the Subskill-Selection Similarities Imply

154

(1)

Summary Statements

155

(2)

Teachers' and Parents' Predictions About Each Other's Priorities for Young Children

157

(20)

Mikko Ojala

Teachers' Predictions About Parents' Priorities

158

(3)

Parents' Predictions About Teachers' Priorities

161

(3)

The Accuracy of Each Group's Predictions

164

(6)

Teachers' Accuracy as Predictors About Parents

165

(3)

Parents' Accuracy as Predictors About Teachers

168

(2)

A Comparison of Teachers and Parents as Predictors

170

(1)

Some Questions and Conclusions

170

(5)

What Might Explain Teacher Predictions?

171

(1)

What Might Explain Parent Predictions?

172

(1)

What Do the Accuracy Findings Tell Us?

172

(3)

Summary Statements

175

(2)

Teachers' and Parents' Assignments of Responsibilities For Young Children's Care and Education

177

(22)

Mikko Ojala

Teacher's Views About Their Own Responsibilities

178

(3)

Parents' Views About Their Own Responsibilities

181

(3)

Teachers' Views About Parental Responsibilities

184

(3)

Parents' Views About Teachers' Responsibilities

187

(3)

Agreement Between Teachers' and Parents' Views

190

(4)

Comparing How Both Groups Assign Responsibility to Teachers

190

(2)

Comparing How Both Groups Assign Responsibility to Parents

192

(2)

A Summary of Teacher-Parent Correlations on Assignment of Responsibilities

194

(1)

Some Questions and Conclusions

194

(4)

Summary Statements

198

(1)

Expectations Findings Compared With Background Characteristics of Teachers and Parents

199

(12)

Lucio Pusci

Teachers' Background Characteristics and Expectations Findings

200

(6)

Parents' Background Characteristics and Expectations Findings

206

(4)

Summary Statements

210

(1)

Putting the Expectations Findings in Perspective,

211

(18)

David P. Weikart

Characteristics of Teachers and Parents in the Study Samples

212

(2)

What Should Preschool-Aged Children Learn?

214

(11)

What Teachers Expect: Prioritizing Eight Areas of Child Development

215

(2)

What Parents Expect: Prioritizing Eight Areas of Child Development

217

(1)

Congruence Between Teacher and Parent Expectations

218

(1)

How Teachers and Parents Define the Areas of Child Development

219

(1)

What Teachers and Parents Predict About Each Other's Expectations for Children

220

(2)

How Teachers and Parents Assign Responsibility for the Areas of Child Development

222

(2)

How Demographics Affect Teacher/Parent Expectations

224

(1)

Possible Factors Bringing Teacher and Parent Expectations Together

225

(4)

Appendix A: The Expectations Questionnaire

229

(4)

Appendix B: Supplementary Tables for Chapter 5

233

(8)

Appendix C: Supplementary Table for Chapter 6

241

(6)

Appendix D: Supplementary Tables for Chapter 7

247

(18)

Appendix E: Supplementary Tables for Chapter 8

265

(4)

Appendix F: Supplementary Tables for Chapter 9

269

(6)

Appendix G: IEA Preprimary Project Phase 2 National Research Centers and Coordinators

275

(4)

References

279

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What Should Young Children Learn? : Teacher and Parent Views in 15 Countries

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What Should Young Children Learn? : Teacher and Parent Views in 15 Countries

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