ERIC Number: ED047806
Record Type: RIE
Publication Date: 1970-Sep
Reference Count: 0
Communicative Competence and the Disadvantaged Child: A Study of the Relationship Between Language Models and the Development of Communication Skills in Disadvantaged Preschoolers. Final Report.
McCaffrey, Arthur; And Others
Two parallel and complementary studies of Language Modelling and its relation to the development of communicative competence in the young child are reported. Over a 6-month period, Study 1 involved weekly naturalistic observations (in the home) of the nature and quality of the linguistic stimulation offered by mothers to their children between 2 and 4 years of age. The eight homes visited represented black and white families, with high and low incomes, in suburban and inner city settings. The differing maternal language behaviors observed seemed to reflect differing basic premises held by middle and working class mothers about infancy and early childhood. Language usage is one of the areas affected. It is suggested that intervention programs help mothers to learn more about child development and include language programs. Study 2 tested the language usage of 40 preschool children of differing socioeconomic backgrounds in three basic areas of competence: perceptual, cognitive, and linguistic. The results were used to plan training sessions in communication skills appropriate to each child's needs. Pretests and posttests indicate that children benefitted by such training over the short term. Appendixes are included. [Not available in hard copy due to marginal legibility of original document.] (NH)
Publication Type: N/A
Education Level: N/A
Sponsor: Office of Economic Opportunity, Washington, DC. Office of Planning, Research, and Evaluation.
Authoring Institution: Harvard Univ., Cambridge, MA. Graduate School of Education.