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Interaction of developmental level and kindergarten curriculum
Abstract
Developmentally-based instruction has become an alternative to more traditional approaches. Essentially, the developmental curriculum is more individualized, experiential and less dependent on rote learning than traditional instruction. It is grounded in Piagetian theory, subscribing to the premise that children actively construct knowledge. In theory, Developmental Kindergarten learning activities are structured such that they are meaningful to children and result in greater self-direction. The more traditional kindergarten relies heavily on work sheets or workbooks and rote learning. Six kindergarten classrooms from a western metropolitan school district were chosen for participation in the study; three developmentally-based and three relatively conventional. One-hundred-twenty subjects participated in the study. The classrooms were similar to each other regarding SES and age distribution. A 2 x 3 factorial design was employed, with two levels of instruction (developmental versus conventional) and three levels of development as determined by a Piagetian clinical assessment. The dependent variables were one adjustment and three academic factors from the Senf-Comrey Ratings of Extra Educational Need (Academic Therapy, 1988). A main effect for treatment was observed. Follow-up analysis showed the adjustment factor and the Basic Knowledge and Auditory Skills academic factors contributing to the main effect, with the developmentally-based instruction groups scoring significantly higher. A main effect was also observed for developmental level. Higher developmental level subjects scored significantly higher on the Basic Knowledge and Visual Skills academic factors. No significant attribute treatment interactions were observed. Implications for kindergarten instruction and future research are discussed.
Subject Area
Developmental psychology|Educational psychology|Preschool education|Curricula|Teaching
Recommended Citation
Axford, Stephen Nolan, "Interaction of developmental level and kindergarten curriculum" (1990). ETD collection for University of Nebraska-Lincoln. AAI9030102.
https://digitalcommons.unl.edu/dissertations/AAI9030102