Author Koles, Bernadett
Title Child care and early childhood education in Hungary: An examination of teacher-child relationships in Hungarian preschools
book jacket
Descript 156 p
Note Source: Dissertation Abstracts International, Volume: 66-05, Section: B, page: 2856
Adviser: Kathleen McCartney
Thesis (Ed.D.)--Harvard University, 2005
Child care has been an increasingly dominant feature in many families' lives in developed countries. However, countries vary widely in their approaches to early childhood education and policy (Waldfogel, 2004). In the first article, I provide a qualitative review of Hungary's child-care provisions and child-care related family policies. I present a historical overview as well as potential implications of these issues. In addition, I briefly discuss general patterns of Hungarian policies and practices in comparison to approaches of other, more traditionally capitalistic societies. Hungary offers an interesting case for such analysis, due to its unique and well-developed early childhood education system, along with its generous family support package available to families with young children (Nemenyi, 1994)
After providing a general overview of the Hungarian educational system, in the second article I investigate teacher-child relationships in Hungarian preschool settings. The purpose of this quantitative analysis was to investigate variations in teacher-child relationships within classrooms in Budapest, Hungary (N = 172 children in 43 classrooms), and to see whether or not these variations may be associated with child and/or teacher characteristics
Teachers varied in their reports of levels of all outcome variables among the four children between as well as within classrooms. There was more variation within- as opposed to between classrooms in all outcome variables, indicating that differences in such dyadic relationships tend to be child-driven rather than teacher-driven. Child gender had a significant effect; girls appeared to have better overall relationships with their teachers than boys. Furthermore, the main effect of age revealed that younger children tended to have more closeness in their relationships with their teachers than did older children
Of the classroom-level predictors, the results indicated that teachers who scored higher on the neuroticism scale also tended to report more conflicted relationships, on average, with their students, and these teachers tended to have lower frequencies of social interactions. In addition, teachers who reported higher levels of depression tended to report more conflicted relationships with children in their classroom. Educational implications of the current study as well as limitations and recommendations for future research are discussed
School code: 0084
Host Item Dissertation Abstracts International 66-05B
Subject Psychology, Developmental
Education, Early Childhood
Alt Author Harvard University