ERIC Number: ED058926
Record Type: RIE
Publication Date: 1970-Mar
Reference Count: 0
The Effects of Three Preschool Intervention Programs on the Development of Autonomy in Mexican-American and Negro Children.
The major objectives of this study were: (1) to determine if there were measurable differences in autonomy between Mexican-American and Negro children, (2) to determine the effects of three different preschool intervention programs upon the development of autonomy in Mexican-American and Negro children, and (3) to determine the relationship between intelligence and the different aspects of autonomy. This study evaluated 42 Mexican-American and 35 Negro children enrolled in the San Bernardino summer Head Start Program. The data on these children were obtained by utilizing the PPVT and the Cincinnati Autonomy Test Battery (CATB). Results of this study indicate the following: (1) In general, Mexican-American and Negro children appear to be very similar in the various aspects of autonomy; (2) Autonomous behavior tends to increase when children are in a preschool program, irrespective of different types of supplimentary curricula; (3) Mexican-American children tend to increase more in autonomous behavior during the preschool program than do Negro children; (4) Intelligence can be increased significantly in seven weeks when children are in a preschool program that emphasizes either language or autonomy; (5) Intelligence correlated positively only to those aspects of autonomy considered cognitively orientated; and (6) Differences in teacher expectations and teaching performance should not be ignored when studying the effects of different intervention programs. (Author/DB)
Publication Type: N/A
Education Level: N/A
Sponsor: Office of Education (DHEW), Washington, DC.
Authoring Institution: California Univ., Los Angeles.
Identifiers: PROJECT HEAD START