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ERIC Number: ED019116
Record Type: RIE
Publication Date: N/A
Pages: 10
Abstractor: N/A
Reference Count: 0
ISBN: N/A
ISSN: N/A
THE EFFECTS OF A HIGHLY STRUCTURED PRESCHOOL PROGRAM ON THE MEASURED INTELLIGENCE OF CULTURALLY DISADVANTAGED FOUR-YEAR-OLD CHILDREN. INTERIM REPORT.
HODGINS, AUDREY; KARNES, MERLE B.
TWENTY-SEVEN DISADVANTAGED 4-YEAR-OLDS PARTICIPATED IN A STRUCTURED PRESCHOOL PROGRAM WHICH STRESSED LANGUAGE AND COGNITIVE DEVELOPMENT. THE CHILDREN WERE PLACED IN EITHER A MORNING OR AN AFTERNOON CLASS. THESE CLASSES WERE SUBDIVIDED INTO 3 ABILITY GROUPS, EACH WITH ITS OWN TEACHER WHO STAYED WITH HER CHILDREN. CONTENT AREA MATERIALS USED IN TEACHING MATH CONCEPTS, LANGUAGE ARTS AND READING READINESS, SOCIAL STUDIES AND SCIENCE WERE KEPT IN DIFFERENT ROOMS. THE TEACHER MOVED FROM ROOM TO ROOM WITH HER CLASS. LEARNING PERIODS WERE 25 MINUTES LONG AND EMPHASIZED A GAME FORMAT APPROACH. A TEACHER TO CHILD RATIO OF 1 TO 5 PROVIDED A CHANCE TO BUILD A MOTIVATIVE RELATIONSHIP AND OPPORTUNITY FOR TRANSFER AND REINFORCEMENT LEARNING. ALL CHILDREN WERE PRE- AND POSTTESTED ON THE 1960 STANFORD-BINET INDIVIDUAL INTELLIGENCE SCALE, FORM L-M. AT THE END OF THE 7-MONTH PROGRAM, THE CHILDREN SHOWED IQ TEST GAINS OF FROM 4 TO 29 POINTS SUGGESTING THAT SUCH A PROGRAM IS EFFECTIVE IN PREPARING PRESCHOOLERS FOR LATER ACADEMIC WORK. (THE FULL REPORT OF THIS LONGITUDINAL STUDY IS PS 000 349). (MS)
Publication Type: N/A
Education Level: N/A
Audience: N/A
Language: N/A
Sponsor: N/A
Authoring Institution: Illinois Univ., Urbana. Inst. of Research for Exceptional Children.
Identifiers: Stanford Binet Intelligence Scale