Toward an Effective Educational Program for Disadvantaged Infants.

Autor/inn/en	Dusewicz, Russell A.; Higgins, Martin J.
Titel	Toward an Effective Educational Program for Disadvantaged Infants.
Quelle	(1971), (10 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Black Students; Clinics; Cognitive Development; Compensatory Education; Disadvantaged Youth; Home Visits; Intervention; Preschool Children; Preschool Curriculum; Preschool Education; Preschool Evaluation; Preschool Learning; Tutorial Programs; Tutoring; Peabody Picture Vocabulary Test; Slosson Intelligence Test; Vineland Social Maturity Scale + Suchen Sie Ihr Suchwort? Kognitive Entwicklung; Kompensatorischer Unterricht; Benachteiligter Jugendlicher; Hausbesuch; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Tutorial programmes; Förderprogramm; Lernprogramm; Tutorensystem; Förderkonzept; Nachhilfeunterricht
Abstract	This study attempted to determine if significant and lasting cognitive gains could be achieved by focusing preschool efforts upon children younger than those now being serviced by traditional programs--children under three years of age. Thirty-six disadvantaged children, 19-28 months of age, were randomly assigned to two groups: a Home Group receiving 70 minutes of tutoring in the home weekly, and a Center Group attending a four-hour per day centrally located cognitive enrichment program. After 125 program days, analyses of covariance of posttest scores (taking pretest scores as covariates) on the Slosson Intelligence Test, the Peabody Picture Vocabulary Test, and the Vineland Social Maturity Scale (VSMS) revealed significant differences favoring the Center Group on the first two measures. Nonsignificance on the VSMS appeared to be artifactual. The results demonstrate the feasibility and merits of compensatory education with disadvantaged infants in a school setting. [Not available in hard copy due to marginal legibility of original document.] (Author/JM)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC