Abstract
The goal of this study was to explore differences in the social and cognitive development of 4-year-old children in junior kindergarten, taught by groups of differentially educated instructors. Indices of social competence and social skills (i.e., solitary play, reticent behaviors, sociodramatic play) and cognitive skills (i.e., vocabulary, storybook knowledge, counting) were assessed for children in classrooms instructed by early childhood educators (with 2-year college degrees in early childhood education) and by teachers (who have obtained a university teaching certificate). Results from a series of MANOVAs indicated that children taught by differentially educated teachers did not differ in terms of social and cognitive skills. Results are discussed in terms of conceptual and policy implications associated with the use of differentially educated early childhood instructors.
Sign-in/Register to access full text options 
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a callDisclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.
