Classroom Management, Social Participation Structures and Required Social Competence in Kindergarten

Noting that becoming familiar with the work system of the kindergarten classroom (a functional system with its own rules and procedures for activities and transition) is important for students' development and well-being, this study examined the work systems in two kindergarten classrooms and c...

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Bibliographic Details
Main Authors Verhaeghe, Jean Pierre, Vanobbergen, Bruno
Format Report
LanguageEnglish
Published 01.04.2000
Subjects
Circle Time
Classroom Environment
Classroom Rules
Classroom Techniques
Discipline
Followup Studies
Foreign Countries
Interpersonal Competence
Kindergarten
Kindergarten Children
Preschool Teachers
Primary Education
Student Adjustment
Teacher Student Relationship
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Summary:Noting that becoming familiar with the work system of the kindergarten classroom (a functional system with its own rules and procedures for activities and transition) is important for students' development and well-being, this study examined the work systems in two kindergarten classrooms and children's associated context-specific social competence. Participating in this followup study were 6 children from each classroom; the classrooms had been identified 5 years earlier as having different social participation structures. Data were collected by means of general observations, interviews with the teachers, and classroom observation of the 12 children over 3 days. The children were asked to "guide" a researcher through their classroom and to explain "how things go." In a game using a scale model of the classroom and dolls representing the teacher and the children, subjects were prompted to reconstruct the course of a school day's morning in the classroom and to play different roles in three different problem situations involving student behavior that would violate previously observed classroom rules and procedures. The findings indicated that the main classroom differences remained unchanged in 5 years. In one classroom, circle time was very structured, predictable, and easy to participate in, and had equal opportunities for all children regardless of their social competence. In the second classroom, participating in circle time required more effort from the children, but they seemed to receive more in return. The teacher took care to invite children who did not initiate participation. Changes in the social participation structure were observed to render more equal access. (Contains 12 references.) (KB)