ERIC Number: ED026124
Record Type: Non-Journal
Publication Date: 1967-Nov
Reference Count: N/A
A Prekindergarten Program for Four-Year-Olds, with a Review of the Literature on Preschool Education. An Occasional Paper.
Bouchard, Ruth A.; Mackler, Bernard
In a prekindergarten program in the economically disadvantaged area of Harlem, the teacher, curriculum, daily activities, behavior, school, and parents of the 15 enrolled children were studied. Evaluations emphasized the outcomes of learning rather than the social, emotional, and intellectual processes of learning. The following conclusions were reached: (1) nursery school attendance seems to make its greatest contribution in the development of social skills, (2) nursery school seems to help children become more independent and achieve greater emotional maturity, (3) whether or not it accelerates intellectual growth is unclear, and (4) there is some question as to whether development of disadvantaged children is enhanced by nursery school. A review of literature on nursery school, preschool, and Project Head Start is included with data covering the subjects of social, emotional, and cognitive development of children. (DO)
Descriptors: Curriculum Development, Disadvantaged, Intelligence Quotient, Literature Reviews, Nursery Schools, Parent School Relationship, Preschool Children, Preschool Education, Program Effectiveness, Program Evaluation, Social Development, Student Characteristics, Testing Programs
Center for Urban Education, 33 West 42 Street, New York, N.Y. 10038 ($0.25).
Publication Type: N/A
Education Level: N/A
Sponsor: Office of Education (DHEW), Washington, DC.
Authoring Institution: Center for Urban Education, New York, NY.