I have a new friend in me: The effect of a multicultural/anti-bias curriculum on the development of social cognition in preschoolers

Persistent Link:
http://hdl.handle.net/10150/282784
Title:
I have a new friend in me: The effect of a multicultural/anti-bias curriculum on the development of social cognition in preschoolers
Author:
Rosenzweig, Jill Ellen
Issue Date:
1998
Publisher:
The University of Arizona.
Rights:
Copyright © is held by the author. Digital access to this material is made possible by the University Libraries, University of Arizona. Further transmission, reproduction or presentation (such as public display or performance) of protected items is prohibited except with permission of the author.
Abstract:
The purpose of this study was to investigate the early childhood program at the Tucson Jewish Community Center in order to discover the program's role in reproducing or restructuring the social order existing in the wider society. The study examined events in which issues of race, gender, class, and physical or mental disabilities arose in centers, during teacher guided group activities, at lunch, on the playground, and during other special activities among the groups of three and four year old children in the Center's preschool. The research then reviewed how young children develop social cognition and how they construct an understanding of their identity while developing expectations about individual and group behavior. It went on to investigate the manner in which race, gender, class, and disabilities issues were expressed and lived out by the children and staff. The data indicated that all four topics had meaning for the children, but issues involving race and gender arose more frequently than issues involving class and disabilities. The main source of information for this study were vignettes recorded in the three and four year old classrooms. The vignettes revealed the extent of the anti-bias perspective guiding the actions of both the staff and children and provided the data to evaluate the effect of the anti-bias curriculum presently in use at the preschool. The findings indicated that while an anti-bias perspective guided the resolution of many issues, it was not pervasive among all the children and staff. The findings also illustrated when an anti-bias perspective was guiding the formal curriculum. The major focus of the research questions was to determine the need for further staff training in order to develop a pervasive anti-bias perspective among the staff and children. The data indicated that additional staff training would be beneficial. Additional staff training should address the anti- bias perspective of the participants and the children. It should also explore ways to expand this perspective within the formal curriculum so that the curriculum stresses a democratic multicultural perspective.
Type:
text; Dissertation-Reproduction (electronic)
Keywords:
Education, Bilingual and Multicultural.; Education, Early Childhood.; Education, Curriculum and Instruction.
Degree Name:
Ed.D.
Degree Level:
doctoral
Degree Program:
Graduate College; Education
Degree Grantor:
University of Arizona
Advisor:
Slaughter, Sheila

Full metadata record

DC FieldValue Language
dc.language.isoen_USen_US
dc.titleI have a new friend in me: The effect of a multicultural/anti-bias curriculum on the development of social cognition in preschoolersen_US
dc.creatorRosenzweig, Jill Ellenen_US
dc.contributor.authorRosenzweig, Jill Ellenen_US
dc.date.issued1998en_US
dc.publisherThe University of Arizona.en_US
dc.rightsCopyright © is held by the author. Digital access to this material is made possible by the University Libraries, University of Arizona. Further transmission, reproduction or presentation (such as public display or performance) of protected items is prohibited except with permission of the author.en_US
dc.description.abstractThe purpose of this study was to investigate the early childhood program at the Tucson Jewish Community Center in order to discover the program's role in reproducing or restructuring the social order existing in the wider society. The study examined events in which issues of race, gender, class, and physical or mental disabilities arose in centers, during teacher guided group activities, at lunch, on the playground, and during other special activities among the groups of three and four year old children in the Center's preschool. The research then reviewed how young children develop social cognition and how they construct an understanding of their identity while developing expectations about individual and group behavior. It went on to investigate the manner in which race, gender, class, and disabilities issues were expressed and lived out by the children and staff. The data indicated that all four topics had meaning for the children, but issues involving race and gender arose more frequently than issues involving class and disabilities. The main source of information for this study were vignettes recorded in the three and four year old classrooms. The vignettes revealed the extent of the anti-bias perspective guiding the actions of both the staff and children and provided the data to evaluate the effect of the anti-bias curriculum presently in use at the preschool. The findings indicated that while an anti-bias perspective guided the resolution of many issues, it was not pervasive among all the children and staff. The findings also illustrated when an anti-bias perspective was guiding the formal curriculum. The major focus of the research questions was to determine the need for further staff training in order to develop a pervasive anti-bias perspective among the staff and children. The data indicated that additional staff training would be beneficial. Additional staff training should address the anti- bias perspective of the participants and the children. It should also explore ways to expand this perspective within the formal curriculum so that the curriculum stresses a democratic multicultural perspective.en_US
dc.typetexten_US
dc.typeDissertation-Reproduction (electronic)en_US
dc.subjectEducation, Bilingual and Multicultural.en_US
dc.subjectEducation, Early Childhood.en_US
dc.subjectEducation, Curriculum and Instruction.en_US
thesis.degree.nameEd.D.en_US
thesis.degree.leveldoctoralen_US
thesis.degree.disciplineGraduate Collegeen_US
thesis.degree.disciplineEducationen_US
thesis.degree.grantorUniversity of Arizonaen_US
dc.contributor.advisorSlaughter, Sheilaen_US
dc.identifier.proquest9912083en_US
dc.identifier.bibrecord.b39117947en_US
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