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Race, class, and early childhood education
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Smith, Stephanie C.. Race, class, and early childhood education. Retrieved from https://doi.org/doi:10.7282/T35B01T8

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TitleRace, class, and early childhood education
NameSmith, Stephanie C. (author); Sadovnik, Alan R. (chair); Lew, Jamie (internal member); Franck, Karen (internal member); Shelley, Ena (outside member); Rutgers University; Graduate School - Newark
Date Created2011
Other Date2011-05 (degree)
SubjectUrban Systems, Early childhood education--Illinois--Chicago--Case studies, Poor children--Education (Early childhood)
Extentxii, 334 p. : ill.
DescriptionWhile it is becoming increasingly recognized that early childhood education is a valuable part of the educational process, the methods used to teach young children are often ignored by government agencies and researchers touting the value of prekindergarten
programs. Although reforms may dictate that early childhood programs be more available to all children, the programs created to address low-income communities are often different than those in more affluent communities. Just as pedagogy differs
between affluent and low-income elementary and secondary schools, the pedagogy in low-income and affluent preschools is dissimilar. However, the work of some educational scholars suggests that low-income children—especially low-income minority children—require a more structured and directed pedagogy than their more affluent white peers. This is a duel case study of two schools using differing pedagogical approaches for low-income minority children, one progressive (Malaguzzi) and one traditional
(Woodlawn). Using a Bernsteinian theoretical framework, this study compares of two Head Start centers in high-minority Chicago neighborhoods to examine the effects of different pedagogic practices on the development of cognitive and non-cognitive skills of
young children. The study was conduced over a five month period in included observation of two classrooms (four classrooms) at each site, teacher and parent interviews, photo documentation, and pre and post testing of children. Pre and post testing showed that students at Malaguzzi had twice the level of
academic growth as students at Woodlawn. Observational data showed more consistent
academic growth at Malaguzzi than Woodlawn across more developmental areas. Children at both sites showed growth in pre-literacy and social/emotional skills, but the children at Malaguzzi also showed growth in problem solving and imagination—skills
that aid in abstract thought. Additionally, children at Malaguzzi were better behaved, having better internalized classrooms rules and expectations. While further study is needed on a broader scale, results from this study suggest that progressive early education programs have the potential to better prepare children for elementary school. Improved kindergarten preparation among low-income minority
children is an important step in closing the educational achievement gap. Child-directed progressive programs may better close the gap than teacher-directed traditional programs.
NotePh.D.
NoteIncludes bibliographical references
NoteIncludes vita
Noteby Stephanie C. Smith
Genretheses, ETD doctoral
Persistent URLhttps://doi.org/doi:10.7282/T35B01T8
Languageeng
CollectionGraduate School - Newark Electronic Theses and Dissertations
Organization NameRutgers, The State University of New Jersey
RightsThe author owns the copyright to this work.
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