Preliminary Evaluation of a Language Curriculum for Preschool Children. Final Report.

Autor/inn/en	Adkins, Dorothy C.; und weitere
Institution	Hawaii Univ., Honolulu. Education Research and Development Center.
Titel	Preliminary Evaluation of a Language Curriculum for Preschool Children. Final Report.
Quelle	(1967), (23 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Basic Skills; Curriculum Development; Curriculum Research; Language Ability; Language Acquisition; Language Enrichment; Language Instruction; Language Programs; Language Research; Language Skills; Language Tests; Preschool Children; Preschool Education; Hawaii + Suchen Sie Ihr Suchwort? Basic skill; Grundfertigkeit; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Research; Curriculumreform; Forschung; Sprachaneignung; Spracherwerb; Sprachforschung; Language skill; Sprachkompetenz; Language test; Sprachtest; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule
Abstract	During the summer of 1967, a 1-week training program was conducted at the University of Hawaii in which seven teachers and six aides were instructed in the use of the Bereiter-Egnelmann teaching strategy for language programs. The Bereiter-Engelmann approach involves concentration upon the development of language skills and facility with basic sentence usage. The teachers who participated in the summer training program were each then assigned a summer Head Start class. The 49 experimental pupils were administered an experimental language curriculum. A control group of 20 children received a more extensive but less intensive Bereiter-Engelmann language curriculum. A group of analog tasks was developed to complement the basic learning tasks of the experimental program. The analog tasks, as distinguished from the basic tasks, involved only nonverbal responses. The pupils of both conditions were administered the School Readiness Tasks as posttests. The results showed that on most tasks there was no significant difference between the performance of the experimental and control groups. (WD)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC