ERIC Number: ED047045
Record Type: RIE
Publication Date: 1971-Feb
Reference Count: 0
Toward an Effective Educational Program for Disadvantaged Infants.
Dusewicz, Russell A.; Higgins, Martin J.
This study attempted to determine if significant and lasting cognitive gains could be achieved by focusing preschool efforts upon children younger than those now being serviced by traditional programs--children under three years of age. Thirty-six disadvantaged children, 19-28 months of age, were randomly assigned to two groups: a Home Group receiving 70 minutes of tutoring in the home weekly, and a Center Group attending a four-hour per day centrally located cognitive enrichment program. After 125 program days, analyses of covariance of posttest scores (taking pretest scores as covariates) on the Slosson Intelligence Test, the Peabody Picture Vocabulary Test, and the Vineland Social Maturity Scale (VSMS) revealed significant differences favoring the Center Group on the first two measures. Nonsignificance on the VSMS appeared to be artifactual. The results demonstrate the feasibility and merits of compensatory education with disadvantaged infants in a school setting. [Not available in hard copy due to marginal legibility of original document.] (Author/JM)
Publication Type: N/A
Education Level: N/A
Authoring Institution: N/A
Identifiers: Peabody Picture Vocabulary Test; Slosson Intelligence Test; Vineland Social Maturity Scale
Note: Paper presented at the Annual Meeting of the American Educational Research Association, New York, N.Y., February 1971