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ERIC Number: ED247001
Record Type: RIE
Publication Date: 1984-Apr
Pages: 13
Abstractor: N/A
Reference Count: 0
Does Preschool Help the Educationally Advantaged Child? Preliminary Findings from a Longitudinal Study.
Larsen, Jean M.; Draper, Thomas W.
Part of a 10-year project that will follow five waves of educationally advantaged children from preschool through the fourth grade, this study examined the immediate effects of attending preschool on social competence. Once in the year prior to kindergarten entry and again near the conclusion of kindergarten, trained testers completed the California Preschool Competency Scale for all 104 subjects during two half-hour observations of the subjects in a group setting. Seventy-three of the children had attended a university preschool for at least two semesters prior to attending kindergarten. The control group had been applicants for the same preschool but had not been chosen to attend by a random selection process. Children who attended preschool were rated as more socially competent than those who did not. In addition, children were rated as more socially competent at the end of kindergarten than prior to attending. There was evidence that preschool attendance is of particular value in developing the social skills of young boys. Finally, it was suggested that further study and aggregation of new waves of data will be needed to determine how enduring the influences of preschool experience are in the lives of educationally advantaged children. (Author/CB)
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Audience: Researchers
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers: California Preschool Social Competency Scale
Note: Paper presented at the Annual Meeting of the American Educational Research Association (68th, New Orleans, LA, April 23-27, 1984).