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ERIC Number: ED208937
Record Type: RIE
Publication Date: 1981-Mar
Pages: 16
Abstractor: N/A
Reference Count: 0
Effects of Continuity of Learning Experience on Children's Cognitive Performance.
Irvine, David J.; And Others
This evaluation of the New York State Experimental Prekindergarten (PreK) Program was designed to investigate the extent to which efforts to enhance program continuity through staff development activities produced lasting effects on children's cognitive and noncognitive development. Three children in each of seven of the 48 PreK school districts in New York were selected for intensive study. For each child, a team was formed consisting of the child's past, present, and future teachers, as well as nonteaching staff members and the building principal. The team worked together as the child moved from PreK into kindergarten and then into the first grade. Together they focused on developing skills in observing children, recording observations, collecting meaningful data from various sources, reviewing data, and using data for planning instruction. Generally, results indicate that, on two different cognitive measures, children who had experienced greater continuity in their educational programs during this period scored higher than did children who had experienced less continuity. It is concluded that these findings provide evidence of the effectiveness of activities designed to strengthen continuity in children's educational experiences when those activities follow a developmental program. (Author/RH)
Publication Type: Reports - Evaluative; Speeches/Meeting Papers
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers: Continuity; New York
Note: Paper presented at the Annual Meeting of the Eastern Educational Research Association (4th, Philadelphia, PA, March 11-14, 1981).