Graduate Thesis Or Dissertation
 

Developing teaching techniques for the intellectual development of preschool children for use by teachers in child care service programs

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  • The purpose of the study was to develop a resource guide 1. to introduce high school students to ways in which intellectual development can be taught in early childhood education programs. 2. to give early childhood educators additional ways of teaching intellectual concepts to preschool children. To achieve this purpose, it was necessary to identify the intellectual concepts which were most often taught by preschool teachers and the concepts which teachers would teach if they had additional teaching techniques. The concepts taught and methods used by educators of young children in Oregon were established through questionnaires sent to members of the Oregon Association for the Education of Young Children. From the results of the questionnaires, the writer hoped to identify: 1. what intellectual concepts were being included in the curriculum. 2. at what age or ages intellectual concepts were being taught to preschool children. 3. what intellectual concepts teachers would be including in their curriculum if they had additional teaching techniques. 4. what teaching methods were being used by early childhood educators. The questionnaire was sent to the membership of the Oregon Association for the Education of Young Children. The membership totals 270 individuals, including preschool teachers, day care teachers, Head Start teachers, directors of various early childhood education programs, community college and university students, and others interested in early childhood education. Of the 105 questionnaires returned, seven were too incomplete for analysis. The findings of this study are based on the responses of 98 members, comprising 36% of the 1971 membership in the Oregon Association for the Education of Young Children. The total number of children, by age, taught by the preschool teachers who responded to the questionnaire was 3, 680. The total number of all adults assisting in the preschools was 347. Approximately 149 high school students, community college and university students, parents, and community volunteers also assisted in the preschools. The preschool teachers tended to mark the age at which a concept should be included in the curriculum as the same age, or at least the same mean age, as the children they taught. Teaching techniques were received for 97 of the 98 listed concepts. A resource guide was developed from the teaching techniques suggested by the respondents. Additional teaching techniques were provided as a result of the writer's classroom teaching experiences and reading.
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Déclaration de droits
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