ERIC Number: ED028827
Record Type: RIE
Publication Date: 1969-Feb-8
Reference Count: 0
Positive Effects of a Bicultural Preschool Program on the Intellectual Performance of Mexican-American Children.
Henderson, Ronald W.; And Others
In a study of the effects of mixing children of different backgrounds, 18 disadvantaged Mexican-American children were integrated into classes with 36 advantaged Anglo peers to see if the intellectual performance of the Mexican-Americans would be favorably affected. Comparisons were also made between 18 children of the same ethnic group who were in Head Start and another group of 18 children who were not in a preschool program. All children were pretested and posttested on the Wechsler Pre-Primary Scale of Intelligence. As expected, children in the experimental integrated group made greater gains than children either in no program or in Head Start; however, Head Start subjects did not make greater gains than the children in no preschool program. On the basis of this study, it seems possible that improved intellectual performance would be maintained if children were active for a longer period of time in an environment supportive of newly acquired skills. Too often "tracking" or "ability grouping" results in effect, in a segregated school environment. Further investigation is needed to obtain more specific data on the role of imitation in classroom settings. (MS)
Publication Type: N/A
Education Level: N/A
Sponsor: Office of Education (DHEW), Washington, DC.
Authoring Institution: Arizona Univ., Tucson. Arizona Center for Early Childhood Education.
Identifiers: PROJECT HEAD START; Wechsler Preschool Primary Scale of Intelligence
Note: Paper presented at the annual meetings of the American Educational Research Association, Los Angeles, California, February 5-8, 1969