LEARNING ABOUT SCHOOL: THE DEVELOPMENT OF KINDERGARTENER'S SCHOOL SCRIPTS.
Item
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Title
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LEARNING ABOUT SCHOOL: THE DEVELOPMENT OF KINDERGARTENER'S SCHOOL SCRIPTS.
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Identifier
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AAI8302564
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identifier
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8302564
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Creator
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FIVUSH, ROBYN.
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Contributor
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Katherine Nelson | Joseph Glick___
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Date
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1983
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Language
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English
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Publisher
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City University of New York.
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Subject
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Psychology, General
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Abstract
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The focus of this research was on children's developing knowledge about the school day routine. Three major issues were addressed: the formation and development of a general event representation, or script, the relationship between a general representation and specific event memories, and children's knowledge about the rules and regulations of the classroom and how this relates to their knowledge of the school day routine. Kindergarten children were interviewed four times during the first three months of school. They were asked general and specific questions about the daily routine and about the classroom rules. In addition, the kindergarten teachers were asked to evaluate their students.;The results indicate that children construct a general event representation on the basis of one experience with the school day routine. The event representation is organized as a spatial temporal framework of those acts which occupy a particular time and place in the daily routine, and each of these acts seems to subsume a collection of possible activities which might comprise that act. Both the spatial temporal and the hierarchic organization of the event representation develops over time.;While children were easily able to report the general routine, they had difficulty recalling what happened in school the day before. Only when provided with a direct cue could children report information about yesterday's activities. These results suggest that general and specific event information is coded and retrieved in different ways.;Moreover, children knew the behavior rules of the classroom from the second day of school on, but had more difficulty learning the performance rules. Those children who reported a more elaborated school day narrative also evidenced better knowledge of the performance rules early in the school year, but by the third month this relationship was uncertain. Teacher evaluations were not related to children's knowledge of the school day routine, but they were strongly related to knowledge of the performance rules. Those children who evidenced better knowledge of the performance rules of the classroom were judged to be better students.
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Type
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dissertation
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Source
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PQT Legacy CUNY.xlsx
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degree
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Ph.D.
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Program
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Psychology
