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ERIC Number: ED019989
Record Type: RIE
Publication Date: 1967-Aug
Pages: 217
Abstractor: N/A
Reference Count: 0
ISBN: N/A
ISSN: N/A
THE EFFECT OF PRESCHOOL GROUP EXPERIENCE ON VARIOUS LANGUAGE AND SOCIAL SKILLS IN DISADVANTAGED CHILDREN. FINAL REPORT.
VANCE, BARBARA J.
FIFTY DISADVANTAGED CHILDREN, RANGING IN AGE FROM 33 TO 56 MONTHS, PARTICIPATED IN A 7-MONTH PRESCHOOL EDUCATIONAL PROGRAM DESIGNED TO IMPROVE THEIR LANGUAGE AND SOCIAL SKILLS. THE ILLINOIS TEST OF PSYCHOLINGUISTIC ABILITIES, THE PEABODY PICTURE VOCABULARY TEST (FORM A), AND THE VANCE LANGUAGE SKILLS TEST MEASURED THE CHILDREN'S DEVELOPMENT IN LANGUAGE SKILLS, AND THE CAIN-LEVINE SOCIAL COMPETENCY SCALE MEASURED PREEXPERIMENTAL AND POSTEXPERIMENTAL SOCIAL COMPETENCY. RESULTS WERE ANALYZED BY T-TEST AND ANALYSIS OF VARIANCE AND WERE MATCHED AGAINST THOSE OF A COMPARABLE GROUP OF PRESCHOOLERS WHO HAD REMAINED AT HOME. IT WAS CONCLUDED THAT THE PRESCHOOL PROGRAM IN THIS STUDY WAS NOT EFFECTIVE IN INCREASING THE LANGUAGE SKILLS SCORES AND SOCIAL COMPETENCY SCORES OF 3-YEAR-OLD AND 4-YEAR-OLD DISADVANTAGED CHILDREN AS MEASURED BY TESTS ADMINISTERED AT THE END OF THE PROGRAM. CONTRARY TO PRESENT EDUCATIONAL THEORY, THE HOME AND NEIGHBORHOOD ENVIRONMENT APPEARS TO BE AS USEFUL AS A CAREFULLY PLANNED PRESCHOOL SITUATION IN DEVELOPING NECESSARY LANGUAGE AND SOCIAL SKILLS. FUTURE STUDIES MIGHT FOLLOW UP THE TWO GROUPS OF CHILDREN WHEN THEY REACH KINDERGARTEN TO SEE IF LATENT LEARNING TOOK PLACE DURING THE EXPERIMENTAL PERIOD. APPENDIXES INCLUDE COPIES OF THE TESTS USED IN THE STUDY. TABLES SHOW STATISTICAL METHODS. (MS)
Publication Type: N/A
Education Level: N/A
Audience: N/A
Language: N/A
Sponsor: N/A
Authoring Institution: Stanford Univ., CA.
Identifiers: CALIFORNIA; California (Fremont); California (Stanford); Illinois Test of Psycholinguistic Abilities; Peabody Picture Vocabulary Test