Palliativmedizin

Ohne Zusammenfassung     

The differentiated child behavior observational system

The Differentiated Child Behavior Observational System (DCB, Ross, 1971) which provides for systematic recording of children's interactions in ongoing classroom activities, was applied in 48 classrooms with children aged five to eight. Three groups were studied: the first, representing a nontraditional, open-classroom approach was drawn from the Bank Street School for Children (middle-income); the second, with a similar approach, from Bank Street Follow Through classes in public schools (low-income); and the third, from traditional classes in public schools (low-income).The groups showed striking differences in amount of children's interactions, with significantly greater amounts in the two nontraditional groups. Analysis of the content of the interactions revealed further important differences. The Bank Street School and Bank Street Follow Through groups totalled significantly more higher-order cognitive statements and questions, and more autonomous behavior. Results indicated that although in SES background, Follow Through classes were more like the traditional classes, the interactions of the Follow Through children were more like those of the (nontraditional) Bank Street School.1 This presentation is limited to the most salient points of definition. A comprehensive listing of examples for each subcategory component is presented in the Observer's Manual.2 The incidence of such behaviors is reflected by the following mean total frequencies for the three groups: Bank Street School = 1.9, Follow Through = 10, and Comparison = 10.More recent work with the DCB can be found in Sylvia Ross, Herbert Zimilies and David Gerstein, Children's Interaction in Traditional and Nontraditional Classrooms. New York: Bank Street College of education, 1975.Notes