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Degree Name
MA (Master of Arts)
Program
Early Childhood Education
Date of Award
8-2018
Committee Chair or Co-Chairs
Alissa Lange
Committee Members
Amy Malkus, Carol Trivette
Abstract
This study investigated the use of spatial language by preschool teachers and children (ages 3-5 years) in 12 preschool classrooms to see if there are gender differences in the length and amount of spatial language used toward and by preschool boys versus preschool girls. Frequency counts and duration were analyzed using Mann-Whitney U tests and correlations. Mann-Whitney U tests showed that duration of the teachers’ use of spatial language towards preschool boys versus girls (p = .03) and preschool boys’ versus girls’ use of spatial language (p = .04) were statistically significant, p < .05. The frequency of spatial language was not statistically significant for either teachers or preschoolers. Correlation analyses revealed various statistically significant relationships among frequency and duration variables. The study of gender differences in spatial language should continue to investigate further what may be causing girls not to use spatial language for long period of times.
Document Type
Thesis - restricted
Recommended Citation
Shue, Winona, "Gender Differences in Spatial Language During Preschool Small Group Geometry Activities" (2018). Electronic Theses and Dissertations. Paper 3464. https://dc.etsu.edu/etd/3464
Copyright
Copyright by the authors.