A social density model of child/teacher ratio effects in early childhood settings
- UNCG Author/Contributor (non-UNCG co-authors, if there are any, appear on document)
- Kenneth Nathan Asher (Creator)
- Institution
- The University of North Carolina at Greensboro (UNCG )
- Web Site: http://library.uncg.edu/
- Advisor
- Mary Elizabeth Keister
Abstract: Following a review of research in child/teacher ratio, group size, crowding, and density in young children's settings, a model was developed to predict the short-term behavioral effects of variations in child/teacher ratio, based on Freedman1s density-intensity hypothesis. In this model, it was proposed that ratio effects on children's behavior are better conceptualized as functions of the two variables, number of children and number of teachers present in a behavior setting. Hypotheses were generated for the relationships between these two independent variables and five a priori dependent variables of children's epistemic behavior. Specifically, it was predicted that as number of children increased: social interaction with peers would drop; interaction with teachers would drop; interaction with the physical environment would not change; solitary behavior would rise; and passive behavior would rise. As number of teachers increased: interaction with peers would not change; interaction with teachers would rise; interaction with the physical environment would not change; solitary behavior would drop; and passive behavior would not change.
A social density model of child/teacher ratio effects in early childhood settings
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Created on 1/1/1978
Views: 297
Additional Information
- Publication
- Dissertation
- Language: English
- Date: 1978
- Subjects
- Education, Preschool
- Teacher-student relationships