國立虎尾科技大學 |

Autonomy in Young Children.

Record Type:	Language materials, manuscript : Monograph/item
Title/Author:	Autonomy in Young Children./
Author:	Hechst, Suzette Carrie.
Description:	1 online resource (149 pages)
Notes:	Source: Dissertation Abstracts International, Volume: 78-11(E), Section: A.
Contained By:	Dissertation Abstracts International78-11A(E).
Subject:	Early childhood education. -
Online resource:	click for full text (PQDT)
ISBN:	9781369873672

Autonomy in Young Children.
Hechst, Suzette Carrie.

Autonomy in Young Children. - 1 online resource (149 pages)

Source: Dissertation Abstracts International, Volume: 78-11(E), Section: A.

Thesis (Ph.D.)--Saint Louis University, 2017.

Includes bibliographical references

This qualitative study examined what perceptions pre-school educators have about the concept of autonomy as it relates to early childhood education; and their perceptions of the techniques they employ, to promote autonomy in their classroom. Specifically, the study aimed to learn the ways in which offering choices affect pre-school children's decisions and attitudes, as well as interventions that encourage children to have control over their decisions while still being compliant. Ten lead pre-school teachers, working in mixed-aged classrooms participated in semi-structured interviews. Five themes emerged: participants' definition of autonomy, significance of the learning environment, positive classroom management techniques, the relevance of intrinsic motivations versus rewards and punishments and the impact of offering children choices. Results indicated children need practice on learning social skills and how to manage their behavior and emotions. No one expects pre-school children to learn math and reading in one day and the same extended learning process should be allowed and expected for the development of autonomy in children. A child-centered learning environment is a crucial first step in providing autonomy for children. The learning environment, classroom management, and intrinsic motivation sections pointed to the relevance of choices for children. Choices reportedly both led to the improvement of children's behavior, and to children taking accountability for their actions while having a say in their decisions. The participants overall stated goal was promoting autonomy by fostering intrinsic motivation through offering children choices in the environment and classroom management. Limitation, implications and suggestions for future research are provided.

Electronic reproduction.
Ann Arbor, Mich. :
ProQuest,
2018

Mode of access: World Wide Web

ISBN: 9781369873672Subjects--Topical Terms:

557157
Early childhood education.
Index Terms--Genre/Form:

554714
Electronic books.

Autonomy in Young Children.
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035 $a (MiAaPQ)AAI10267128
035 $a (MiAaPQ)slu:11630
035 $a AAI10267128
040 $a MiAaPQ $b eng $c MiAaPQ $d NTU
100 1 $a Hechst, Suzette Carrie. $3 1192403
245 1 0 $a Autonomy in Young Children.
264 0 $c 2017
300 $a 1 online resource (149 pages)
336 $a text $b txt $2 rdacontent
337 $a computer $b c $2 rdamedia
338 $a online resource $b cr $2 rdacarrier
500 $a Source: Dissertation Abstracts International, Volume: 78-11(E), Section: A.
500 $a Adviser: Ann Rule.
502 $a Thesis (Ph.D.)--Saint Louis University, 2017.
504 $a Includes bibliographical references
520 $a This qualitative study examined what perceptions pre-school educators have about the concept of autonomy as it relates to early childhood education; and their perceptions of the techniques they employ, to promote autonomy in their classroom. Specifically, the study aimed to learn the ways in which offering choices affect pre-school children's decisions and attitudes, as well as interventions that encourage children to have control over their decisions while still being compliant. Ten lead pre-school teachers, working in mixed-aged classrooms participated in semi-structured interviews. Five themes emerged: participants' definition of autonomy, significance of the learning environment, positive classroom management techniques, the relevance of intrinsic motivations versus rewards and punishments and the impact of offering children choices. Results indicated children need practice on learning social skills and how to manage their behavior and emotions. No one expects pre-school children to learn math and reading in one day and the same extended learning process should be allowed and expected for the development of autonomy in children. A child-centered learning environment is a crucial first step in providing autonomy for children. The learning environment, classroom management, and intrinsic motivation sections pointed to the relevance of choices for children. Choices reportedly both led to the improvement of children's behavior, and to children taking accountability for their actions while having a say in their decisions. The participants overall stated goal was promoting autonomy by fostering intrinsic motivation through offering children choices in the environment and classroom management. Limitation, implications and suggestions for future research are provided.
533 $a Electronic reproduction. $b Ann Arbor, Mich. : $c ProQuest, $d 2018
538 $a Mode of access: World Wide Web
650 4 $a Early childhood education. $3 557157
655 7 $a Electronic books. $2 local $3 554714
690 $a 0518
710 2 $a ProQuest Information and Learning Co. $3 1178819
710 2 $a Saint Louis University. $b Educational Studies. $3 1192204
773 0 $t Dissertation Abstracts International $g 78-11A(E).
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=10267128 $z click for full text (PQDT)