![]() ![]() Teachers also were given the following list of activities and asked how frequently a typical child engaged in each during the week: never, 1-2 days a week, 3-4 days a week, and 5 days a week: No significant variation was found across school or teacher characteristics. In a typical day in public school kindergartens, 31 percent of the day was spent in teacher-directed formal instruction, and about the same amount of time (30 percent) was spent in individual or small group projects in which children selected the activities. Teachers indicated that, overall, about the same amount of time was spent in each type of activity ( Table 10). The survey also obtained estimates of the average amount of time spent in individual or small group activities planned by the teacher and selected by the children. Teachers were asked to estimate the average amount of time each day that their kindergarten class spent in formal group instruction led by the teacher in reading, numbers, or the alphabet. Since so few kindergartens had desks but no activity centers, the activity center versus desk classification could not be used for analyzing classroom activities.įormal Teacher-Led Instruction versus Individual or Small Group Activities About one-fifth (18 percent) had both desks and activity centers, and 3 percent had neither desks nor activity centers. Only 1 percent of kindergarten classes had desks for each child but no activity centers, whereas 79 percent had activity centers but no desks ( Figure 4). The vast majority (97 percent) of kindergarten classes in public schools had activity centers ( Table 10) 19 percent were set up with a desk for each child. use of individual desks is viewed as indicative of a more teacher-directed approach to learning and more conducive to formal, group instruction. Use of activity centers generally is viewed as reflective of a child-centered approach to early education and more conducive to interactive, hands-on learning. Teachers were asked whether their classrooms had activity centers and whether each child had his or her own desk. Another purpose of this study was to explore the characteristics of kindergarten classes in terms of the physical arrangement of kindergarten classrooms, the types of activities teachers include in their curricula and whether the physical arrangement was related to the types of activities.
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