Publication Date
| In 2025 | 0 |
| Since 2024 | 0 |
| Since 2021 (last 5 years) | 0 |
| Since 2016 (last 10 years) | 1 |
| Since 2006 (last 20 years) | 1 |
Descriptor
Source
| Child Development | 8 |
Author
| Honig, Alice S. | 1 |
| Kuhn, Deanna | 1 |
| LeMare, Lucy J. | 1 |
| Leseman, Paul P. M. | 1 |
| Morrison, Helen | 1 |
| Rose, Susan A. | 1 |
| Rubin, Kenneth H. | 1 |
| Serbin, Lisa A. | 1 |
| Vlietstra, Alice G. | 1 |
| Weisz, John R. | 1 |
| de Haan, Mariëtte | 1 |
| More ▼ | |
Publication Type
| Journal Articles | 5 |
| Reports - Research | 5 |
Education Level
| Early Childhood Education | 1 |
Audience
| Researchers | 1 |
Location
| Netherlands | 1 |
| United States | 1 |
Laws, Policies, & Programs
Assessments and Surveys
What Works Clearinghouse Rating
Direct linkvan Schaik, Saskia D. M.; Leseman, Paul P. M.; de Haan, Mariëtte – Child Development, 2018
This study examined the value of using a group-centered approach to evaluate process quality of early childhood education and care (ECEC). Is observed support of group processes a different aspect of classroom quality, and does it predict children's collaborative play in ECEC in the Netherlands? In two play situations, 37 teachers and 120 two- to…
Descriptors: Classroom Observation Techniques, Play, Cooperative Learning, Educational Quality
Peer reviewedRose, Susan A.; And Others – Child Development, 1975
Preschool children were rated in a variety of classroom situations to determine if they displayed consistent behaviors within and across settings. Each assessment was based on a 15-minute observation of the child. Results suggest that enduring response patterns can be identified, but only in relation to particular situations. (Author/CS)
Descriptors: Behavior Patterns, Classroom Observation Techniques, Classroom Research, Environmental Influences
Peer reviewedHonig, Alice S.; And Others – Child Development, 1970
Presents data using an observational technique, APPROACH, which describes the behaviors of young children in naturalistic social situations. (WY)
Descriptors: Adults, Behavior Rating Scales, Children, Classroom Observation Techniques
Peer reviewedMorrison, Helen; Kuhn, Deanna – Child Development, 1983
Attention to others' activity increased with age in children ages four to six. Subjects who showed stable gains in performance level across sessions engaged in more observation of others' activity than did subjects who showed only temporary gains. Subjects who showed no gains observed others' activity least. (Author/RH)
Descriptors: Classroom Observation Techniques, Cognitive Development, Difficulty Level, Imitation
Peer reviewedWeisz, John R.; And Others – Child Development, 1995
Trained observers conducted direct observations of Thai and American children's school behavior and obtained teacher reports on the same children. Observers reported twice as much problem behavior and off-task behavior in American children as in their Thai age-mates, contradicting some earlier studies. Findings support the value of direct behavior…
Descriptors: Behavior Problems, Classroom Observation Techniques, Comparative Analysis, Cross Cultural Studies
Peer reviewedSerbin, Lisa A.; And Others – Child Development, 1973
Examined the nature of teacher responses to preschoolers' problem and preacademic behavior as a function of sex. Teachers generally responded more frequently to boys. (ST)
Descriptors: Academic Failure, Aggression, Behavior Problems, Classroom Observation Techniques
Peer reviewedLeMare, Lucy J.; Rubin, Kenneth H. – Child Development, 1987
Primary aim: to test Edelstein, Keller, and Wahlen's model of sequential operations in perspective taking on 93 children in the third grade and 69 children in kindergarten, who were tested again when in the first grade. Secondary aim: to examine the relationship between social experience and perspective taking. (Author/BN)
Descriptors: Classroom Observation Techniques, Elementary School Students, Grade 1, Grade 3
Peer reviewedVlietstra, Alice G. – Child Development, 1981
Observations indicated that, in contrast to children attending preschool half-days, preschool children attending full-days spent significantly more time on tasks directed and guided by teachers, interacted more positively with peers, and engaged in more physical activity. Teachers rated full-time students, especially boys, as more aggressive and…
Descriptors: Aggression, Classroom Observation Techniques, Comparative Analysis, Peer Relationship
