A RESEARCH PROGRAM TO DETERMINE THE EFFECTS OF VARIOUS PRESCHOOL INTERVENTION PROGRAMS ON THE DEVELOPMENT OF DISADVANTAGED CHILDREN AND THE STRATEGIC AGE FOR SUCH INTERVENTION.

Autor/in	KARNES, MERLE B.
Institution	Illinois Univ., Urbana. Inst. of Research for Exceptional Children.
Titel	A RESEARCH PROGRAM TO DETERMINE THE EFFECTS OF VARIOUS PRESCHOOL INTERVENTION PROGRAMS ON THE DEVELOPMENT OF DISADVANTAGED CHILDREN AND THE STRATEGIC AGE FOR SUCH INTERVENTION.
Quelle	(1968), (38 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Analysis of Variance; Disadvantaged Youth; Home Instruction; Home Programs; Infants; Mothers; Parent Education; Preschool Education; Pretesting; Pretests Posttests; Program Effectiveness; Tables (Data); Teaching Methods; Training; Tutorial Programs; Illinois; Illinois Test of Psycholinguistic Abilities; Stanford Binet Intelligence Scale + Suchen Sie Ihr Suchwort? Benachteiligter Jugendlicher; Heimunterricht; Infant; Toddler; Toddlers; Kleinkind; Mother; Mutter; Parents education; Elternbildung; Elternschule; Pre-school education; Vorschulerziehung; Vortest; Tabelle; Teaching method; Lehrmethode; Unterrichtsmethode; Ausbildung; Tutorial programmes; Förderprogramm; Lernprogramm; Tutorensystem
Abstract	THIS DOCUMENT EXAMINES 3 METHODS OF PRESCHOOL INTERVENTION, (1) HOME TUTORING SERVICES, (2) HOME TRAINING OF THE INFANT BY THE MOTHER, AND (3) CLASSROOM (NURSERY SCHOOL) INTERVENTION. THE RESULTS OF PROVIDING 1 YEAR OF TUTORING IN THE HOME OF DISADVANTAGED CHILDREN WAS ENCOURAGING. THE TUTORED AND NONTUTORED CHILDREN WERE COMPARABLE ON THE CATTELL AS A PRETEST, BUT THE TUTORED CHILDREN PERFORMED HIGHER THAN THE NONTUTORED ON 31 OF 33 VARIABLES OF THE STANFORD-BINET AS A POSTTEST. THE SECOND METHOD OF INTERVENTION FOCUSED ON INSTRUCTING MOTHERS IN WAYS OF STIMULATING THE INTELLECTUAL AND LANGUAGE DEVELOPMENT OF THEIR CHILDREN. THESE CHILDREN SCORED GAINS ON BOTH THE STANFORD-BINET AND ITPA OVER THOSE OF THE CONTROL CHILDREN WHOSE MOTHERS DID NOT PARTICIPATE IN THE PROGRAM. THE THIRD METHOD INVOLVED COMPARING 5 TYPES OF 1-YEAR PRESCHOOL INTERNVENTION PROGRAMS. THE RESULTS OF MEASURES OF PERFORMANCE OF CHILDREN IN THESE 5 PROGRAMS INDICATED THAT THE MORE HIGHLY STRUCTURED PROGRAMS WERE MORE EFFECTIVE AS SHOWN BY SCORES ON THE STANFORD-BINET AND ITPA. PART OF THIS STUDY WAS EXTENDED INTO A SECOND YEAR IN WHICH CHILDREN FROM 2 OF THE 3 MOST EFFECTIVE PROGRAMS OF THE 5 PROGRAM STUDY WENT ON TO KINDERGARTEN AND THE CHILDREN OF THE THIRD EFFECTIVE PROGRAM REMAINED IN THAT INTERVENTION PROGRAM. THE RESULTS OF SCORES OF THESE 3 GROUPS INDICATE THAT PERHAPS GAINS MADE DURING A YEAR OF NURSERY SCHOOL ARE NOT MAINTAINED WITHOUT FURTHER SPECIAL INTERVENTION. THIS PAPER WAS PRESENTED AT THE AMERICAN EDUCATIONAL RESEARCH ASSOCIATION (CHICAGO, FEBRUARY 10, 1968). (WD)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC