Verbal Interaction Project: Aiding Cognitive Growth in Disadvantaged Preschoolers through the Mother-Child Home Program; July 1, 1967

Autor/in	Levenstein, Phyllis
Institution	Family Service Association of Nassau County, Inc., Mineola, NY.
Titel	Verbal Interaction Project: Aiding Cognitive Growth in Disadvantaged Preschoolers through the Mother-Child Home Program; July 1, 1967 - August 31, 1970. Final Report.
Quelle	(1971), (70 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Black Youth; Cognitive Development; Disadvantaged Youth; Females; Games; Home Programs; Home Visits; Intelligence Quotient; Intervention; Low Income Groups; Mothers; Nonprofessional Personnel; Parent Child Relationship; Preschool Children; Program Evaluation; Stimulation; Tables (Data); Toys; Verbal Communication + Suchen Sie Ihr Suchwort? Kognitive Entwicklung; Benachteiligter Jugendlicher; Weibliches Geschlecht; Game; Spiel; Spiele; Hausbesuch; Intelligenzquotient; Mother; Mutter; Parents-child relationship; Parent-child-relation; Parent-child relationship; Eltern-Kind-Beziehung; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Programme evaluation; Programmevaluation; Tabelle; Toy; Spielzeug
Abstract	The design, procedure, and results of research conducted for three years in the Verbal Interaction Project are discussed. The major hypothesis tested was that the general and verbal intelligence of low-income subjects exposed to stimulation of verbal interaction in mother-child dyads would rise significantly. A second hypothesis tested was that such a rise would be greater in two-year-old than in three-year-old children. In each of the three years, there was confirmation of the major hypothesis; however, the second hypothesis was not supported. The close tie between language and cognition was demonstrated. Program children made and retained significantly higher gains than did children in contrast groups. In its current version, the Mother-Child Home Program is a home-based, mother and family involving, two-year method (seven months each year), utilizing nonprofessional women of varying income and education as volunteer or paid interveners called "Toy Demonstrators." This method is used to stimulate mother-child verbal interaction around gifts of 11 toys and 12 books, in semi-weekly, half-hour home visits. Results show that the Mother-Child Home Program was cognitively effective with 98 low-income preschoolers, most of whom were Negroes. Follow-up results with 41 subjects, 20 months after pretesting showed on IQ gain retention of 15.9 points. (DB)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC