ERIC Number: ED182000
Record Type: RIE
Publication Date: 1979-Apr
Reference Count: 0
Priorities in Education: Pre-School; Evidence and Conclusions. World Bank Staff Working Paper No. 323.
This paper presents and evaluates the broad results of pre-school intervention experiments and programs aimed at fostering the intellectual and social development of "disadvantaged" groups. Among the general findings discussed are (1) there is a "sensitive," or even "critical," period in child development, an age at which a child will be more susceptible to fostering; (2) a dominant share of intelligence develops during early childhood; (3) a gap in IQ between "advantaged" and "disadvantaged" groups exists before school entrance and widens thereafter; (4) "traditional" kindergartens do not protect disadvantaged children from lagging behind or failing in school; and (5) malnutrition or poor health have a marked effect on intellectual development. While studies have shown that IQ may be accelerated through pre-school programs, pre-school is not the "cure-all" it was anticipated to be. On the basis of the evidence available the author concludes that priority attention to pre-school intervention cannot be justified. Rather, priority should be given to educational support to the family unit. The most effective age group for such support is adolescents. An appendix extensively discusses conditions favorable for intervention during adolescence. (Author/RH)
Descriptors: Adolescents, Child Development, Cognitive Development, Disadvantaged Youth, Economic Development, Educational Environment, Educational Planning, Emotional Experience, Health, Intelligence, Intervention, Needs Assessment, Nutrition, Parent Participation, Personality Development, Preschool Education
Publication Type: Opinion Papers; Information Analyses
Education Level: N/A
Authoring Institution: World Bank, Washington, DC.
Identifiers: Israel; United States; World Bank
Note: For Working Paper No. 322, see PS 010 833.