Social capital: an investment of “self” in children's learning
Title:
Social capital: an investment of “self” in children's learning
Author:
Lee, Marjorie W.
Appeared in:
Early child development and care
Paging:
Volume 73 (1991) nr. 1 pages 3-18
Year:
1991
Contents:
The concept, Social Capital, is devoting oneself affectively through implementing the CDA teaching behaviors so as to assure that children learn, like learning, and know how to learn. Since SC was previously verified as embodying five elements, the concept was investigated, using the “Preschool Teachers' Social Capital Questionnaire.” The subjects were 168 ECE teachers in both N.Y. [70] and D.C. [98], and their data were computed for appropriate measures of central tendency, variability, and relationships. The findings were: [1] subjects reported being trained in SC in their degree programs; [2] the five dimensions of SC were related to each other for teaching behaviors; [3] all SC dimensions except persistence#sh continuity over time related significantly to each other on all variables when examined separately; [4] persistence#shcontinuity over time was the one SC dimension that was positive but not significantly related to the others on training and investment of effort. Conclusion: The positive relationships support that teachers should be trained in SC and that SC should be used in teaching young children, although more study is recommended with a larger sample after the two aspects of persistence#shcontinuity over time are separated.
Journal description