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ERIC Number: ED003390
Record Type: RIE
Publication Date: 1965-Dec
Pages: 214
Abstractor: N/A
Reference Count: N/A
ISBN: N/A
ISSN: N/A
A FIELD DEMONSTRATION OF THE EFFECTIVENESS AND FEASIBILITY OF EARLY ADMISSION TO SCHOOL FOR MENTALLY ADVANCED CHILDREN.
BIRCH, JACK W.; AND OTHERS
A 4-YEAR STUDY DEMONSTRATED THE FEASIBILITY AND EFFECTIVENESS OF EARLY ADMISSION TO SCHOOL FOR MENTALLY ADVANCED CHILDREN. APPROXIMATELY 800 CHILDREN WERE SCREENED TO LOCATE THE 36 CHILDREN WHO ENTERED KINDERGARTEN BEFORE THE USUAL TIME. CRITERIA FOR EARLY ADMISSION INCLUDED AN INTELLIGENCE QUOTIENT APPROXIMATELY 130 OR HIGHER, SOCIAL MATURITY AT LEAST 1 YEAR ADVANCED, ABSENCE OF HEALTH PROBLEMS, SATISFACTORY EMOTIONAL DEVELOPMENT, APPROVAL BY KINDERGARTEN TEACHERS AFTER OBSERVATION OF A KINDERGARTEN VISIT, AND PARENTAL APPROVAL. DATA WERE COLLECTED ON ATTITUDES, COSTS, MODIFICATIONS REQUIRED IN ACTIVITIES OF PROFESSIONAL STAFF, AND ON ACHIEVEMENT OF PUPILS. CHILDREN ADMITTED EARLY TO SCHOOL ON THE BASES OF MENTAL, PHYSICAL, SOCIAL, AND EMOTIONAL READINESS DID AS WELL IN ACADEMIC WORK AS THEIR OLDER CLASSMATES OF LIKE ABILITY IN KINDERGARTEN, FIRST, AND SECOND GRADES. ON SOCIOMETRIC MEASURES THERE WAS NO EVIDENT DIFFERENCE BETWEEN EARLY-ADMITTED CHILDREN AND OTHERS. THE PROCESS OF DEMONSTRATION WAS ANALYZED IN TERMS OF INNOVATION AND CHANGE. INFORMATION ABOUT THE DEMONSTRATION WAS DISSEMINATED WIDELY THROUGH PUBLIC INFORMATION MEDIA. (JM)
Publication Type: N/A
Education Level: N/A
Audience: N/A
Language: N/A
Sponsor: N/A
Authoring Institution: N/A
Identifiers: Ohio (Warren); PENNSYLVANIA; Pennsylvania (Pittsburgh)