A comparison of teacher-child play interactions in mentally retarded and nondisabled groups.
Item
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Title
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A comparison of teacher-child play interactions in mentally retarded and nondisabled groups.
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Identifier
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AAI8914789
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identifier
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8914789
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Creator
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Schwartzman, Jason Isaac.
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Contributor
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Adviser: Roger Hart
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Date
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1988
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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, Developmental
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Abstract
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Empirical evidence from a study of teacher-child play interactions will be presented to demonstrate that teachers define the setting differently and provide alternative free-play experiences to mentally retarded and nondisabled children.;Ten teachers of each of 3 groups of children (3- to 5-year-old nondisabled, 3- to 5-year-old and 6- to 8-year-old moderately and mildly mentally retarded) volunteered to participate in the study. Videotaped observations of teacher-child interactions were collected at a playground built for both disabled and nondisabled children. Teachers were interviewed as they viewed a replay of the videotape.;Both behavioral data and interview protocols indicate that teachers of the nondisabled defined the playground in terms of their supervision of their children's play, while teachers of the mentally retarded defined the playground in terms of their role as educators of children.;A qualitative analysis of behavioral and interview data shows that when teachers of the nondisabled expressed supervisory goals they were maintaining the coherence of the group. The nondisabled child's free-play was constrained in terms of where they played. When teachers of the mentally retarded expressed educational goals they were intervening to replace the child's play focus with an educational exercise of the teacher's choosing. The mentally retarded child's free-play was constrained by the choice of their focus.
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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.
