LEADER 00000nam  2200361   4500 
001    AAI3176344 
005    20051216105710.5 
008    051216s2005                        eng d 
020    0542159929 
035    (UnM)AAI3176344 
040    UnM|cUnM 
100 1  Koles, Bernadett 
245 10 Child care and early childhood education in Hungary: An 
       examination of teacher-child relationships in Hungarian 
       preschools 
300    156 p 
500    Source: Dissertation Abstracts International, Volume: 66-
       05, Section: B, page: 2856 
500    Adviser: Kathleen McCartney 
502    Thesis (Ed.D.)--Harvard University, 2005 
520    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) 
520    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 
520    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 
520    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 
590    School code: 0084 
590    DDC 
650  4 Psychology, Developmental 
650  4 Education, Early Childhood 
690    0620 
690    0518 
710 20 Harvard University 
773 0  |tDissertation Abstracts International|g66-05B 
856 40 |uhttp://pqdd.sinica.edu.tw/twdaoapp/servlet/
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