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ERIC Number: ED055924
Record Type: RIE
Publication Date: 1969
Pages: 170
Abstractor: N/A
Reference Count: N/A
ISBN: N/A
ISSN: N/A
Anthropology Achievement of Normal and Disadvantaged Kindergarten Children.
Hunt, Anne Johnson
The purpose of this study was to develop a kindergarten social studies unit based on selected key concepts of anthropology and to evaluate the achievement in anthropology for preprimary children. The relationship of selected pupil characteristics to gain in anthropology was also examined. Eleven Georgia public kindergarten classes which were field centers of the Research and Development Center in Early Educational Stimulation participated in the study. For two months 160 normal and disadvantaged experimental subjects were taught 36 daily lesson plans. The experimental lessons were adapted from the grade one material of the Georgia Anthropology Curriculum Project. Emphasis of the unit was given to learning the methodology of the anthropologist and the development of the concepts of cultural universals, cultural variation, and enculturation. Anthropology achievement was measured by the grade one test prepared by the anthropology project. The following conclusions were reached: 1) both normal and disadvantaged kindergarten children can learn anthropology organized around selected key concepts; 2) socio-economic status as measured by Hollingstead Index had no significant effect on anthropology achievement; 3) the sex of the child had no significant effect on the ability of the child to learn anthropology; 4) Caucasians achieved significantly better than Negroes; and, the Stanford-Binet intelligence score was significantly related to anthropology gain, whereas, chronological age was not significantly related. (Author)
University Microfilms, 300 North Zeeb Road, Ann Arbor, Michigan 48103 (Order number 70-10,197; Microfilm, $3.00; Xerography, $7.80)
Publication Type: N/A
Education Level: N/A
Audience: N/A
Language: N/A
Sponsor: N/A
Authoring Institution: Georgia Univ., Athens.
Identifiers: Anthropology Curriculum Project
Note: Ed.D. Dissertation, University of Georgia, Athens