ERIC Number: ED023470
Record Type: Non-Journal
Publication Date: 1968-Jun
Reference Count: N/A
Processes of Curiosity and Exploration in Preschool Disadvantaged Children.
This study was created primarily to explore new techniques and to generate fruitful new hypotheses and procedures for the (1) description of variations in expressed curiosity and constructive exploration among disadvantaged preschool children and (2) assessment of the relationship between such curiosity and exploration and other aspects of the child's dynamic and cognitive development. The study was conducted at two Philadelphia Get Set (Head Start) preschool centers with eighteen 4-year-old Negro children. Data sources were (1) observations of the children in the preschool setting, (2) teacher rankings, and (3) four sessions with the individual children. During the data gathering, special measures were used to assess the child's curiosity and exploration, self-image, perception of adults and environment, and concept formation. The results showed that although the subjects were not as advanced as middle class children, they did divide into high and low developed groups. Those subjects with more active exploratory behavior were more coherent, had more positive images, and had a more adequate concept formation. These children seem to have a good chance to succeed in school, but the less developed children, who appeared to be very disadvantaged, will need significant amounts of added help. (WD)
Publication Type: N/A
Education Level: N/A
Sponsor: Office of Economic Opportunity, Washington, DC.
Authoring Institution: Bank Street Coll. of Education, New York, NY.