A Follow-up Investigation of the Later Development of Infants in Enriched Group Care.

Autor/inn/en	Fowler, William; Khan, Nasim
Titel	A Follow-up Investigation of the Later Development of Infants in Enriched Group Care.
Quelle	(1974), (16 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Cognitive Development; Day Care; Employed Women; Enrichment Activities; Family Environment; Followup Studies; Graphs; Infants; Intelligence Quotient; Intelligence Tests; Preschool Tests; Sex Differences; Social Development + Suchen Sie Ihr Suchwort? Kognitive Entwicklung; Tagespflege; 'Female employment; Women''s employment'; Frauenbeschäftigung; Bereicherungsprogramm; Familienmilieu; Follow-up studies; Kontaktstudium; Grafische Darstellung; Infant; Toddler; Toddlers; Kleinkind; Intelligenzquotient; Intelligence test; Intelligenztest; Sex difference; Geschlechtsunterschied; Soziale Entwicklung
Abstract	An investigation of the continuing development of infants involved in a program of enriched group care is presented. The 30 advantaged infants had working mothers, and the 9 disadvantaged infants had nonworking mothers. In the original study, they were enrolled in private day care and involved in a program of total environmental care and parent guidance. Special methods of cognitive rule stimulation through play and warm and flexible personalized care were designed for each of four types of activities: developmental care routines, free play, guided learning, and excursions. Original results indicated a mean 20-point gain in IQ. A followup study carried out one and two years after the original investigation showed that all tested groups tended to rise considerably in IQ over the total period, despite temporary dips by three groups. The major evidence on socioemotional development also shows a generally continuing high and slightly increasing mean level of functioning on nearly all ratings. Exact measurement results are presented in four graphs. Concluding discussion focused on the lack of regression to or toward preprogram levels of functioning, although regression had been found to be characteristic for disadvantaged children in other studies. Possible reasons for greater developmental gains for advantaged infants are presented. (SDH)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC