| This study investigated the hidden curriculum of domestic and work roles in two urban, middle class preschools in Bombay, India. The hidden curriculum was defined as those unstated aspects of the preschool curriculum which intentionally or unintentionally convey expectations and values through patterns of authority and social interaction, activity structure and organization, and systems of rewards and correct behavior. Four research questions were addressed: (a) What constitutes the formal (stated/planned) curriculum in preschools A and B? (b) How is the formal curriculum implemented? (c) What are the probable effects of implementation of the formal curriculum? and (d) What is the relationship between the planned curriculum and the effects of curriculum implementation? The argument for a hidden curriculum was made on the basis of the last question. The study also examined the hypothesis that there are sex differences in children's spatial movements.;Two teachers, Ms. Desai and Ms. Sharma, and twelve kindergarten children (six boys and six girls), age 3 to 5 years were the primary subjects. In addition, observational data was collected on the choice of materials and activities during freeplay of 53 boys and 41 girls. Observation procedures included the Risley Pla-Check, naturalistic behavior sampling, freeplay observations and informal field observations. Open ended interviews were conducted with Ms. Desai, Ms. Sharma, six boys and five girls. A toy preference task (Tyron, 1981) was administered to the kindergarten groups in both schools.;Findings indicated discrepancies between the formal curriculum (based on teacher interviews, planned daily schedule, and school policy statement) and its implementation (based on observations of teachers and children, interviews with children, and analysis of school schedules and messages implicit in the physical environment). These discrepancies suggested the existence of a hidden curriculum: (a) instead of creative expression and play (stated goals) academic learning and appropriate social manners were emphasized, and (b) contrary to their statements, teacher behavior contributed to a sex stereotypical classroom environment. Findings also confirmed sex differences in children's use of materials and space. |
