Effective Home Learning Environments in the Preschool Years.

Autor/in	Carew, Jean V.
Institution	Harvard Univ., Cambridge, MA. Graduate School of Education.
Titel	Effective Home Learning Environments in the Preschool Years.
Quelle	(1976), (26 Seiten)Verfügbarkeit
Beigaben	Tabellen
Dokumenttyp	gedruckt; Monographie
Schlagwörter	Tagungsbericht; Age Differences; Early Experience; Family Environment; Home Instruction; Infants; Intellectual Development; Intellectual Experience; Intelligence; Intelligence Quotient; Parent Child Relationship; Preschool Children; Preschool Education + Suchen Sie Ihr Suchwort? Age; Difference; Age difference; Altersunterschied; Frühbeginn; Familienmilieu; Heimunterricht; Infant; Toddler; Toddlers; Kleinkind; Mental development; Geistige Entwicklung; Intelligenz; Klugheit; Intelligenzquotient; 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
Abstract	A total of 23 children were observed from age 1 to 3 in order to assess day-to-day learning environments and their effect on intellectual development. Observers used a time-sampling technique to code behaviors for one hour on three to five separate occasions during each of four periods: age 12-15 months, 18-21 months, 24-27 months and 30-33 months. Data were coded in terms of the HOME scale, which distinguishes between experiences hypothesized to be intellectually valuable for the child and experiences considered less so, and between the child's behavior and environmental inputs as sources of these intellectually valuable experiences. Four types of experiences were judged to be intellectually valuable. Results indicated a high correlation between experiences hypothesized as intellectually valuable and Binet IQ scores at age 3. Results also showed that the source of intellectual experiences became important at different periods of development, self-motivated experiences becoming more important after age 2 1/2. Also examined was source of experience in relation to observed intellectual competence at age 30-33 months. Here results indicated a strong relationship between competence and intellectual experiences provided by other people. The importance of the role of the interactor (either as entertainer, playmate, or converser) in relationship to the child's later intellectual competence is discussed in detail. (SB)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2004/1/01