ERIC Number: ED037778
Record Type: RIE
Publication Date: 1970-Mar-2
Reference Count: 0
Early Education for Spanish Speaking Mexican American Children--A Comparison of Three Intervention Strategies.
Three programs of early intervention designed specifically for the Mexican American child are discussed. Three groups, each consisting of 16 three-year-old children, were involved in a nine month program. The first group of children, enrolled in a daily three hour bilingual preschool program, were exposed to sequenced instructional activities. Five training areas were stressed: (1) visual skills, (2) auditory skills, (3) motor skills, (4) English language skills, and (5) problem solving and reasoning skills. The parents of children enrolled in the second group met regularly with staff members to focus on health, nutrition and education of the children. The goal was to raise the intellectual performance of the children through an indirect approach designed to affect the behavior of the parents. The third session of children attended classes for ten hours per day at a day care center where they could develop at their own rate. The programs were evaluated by: (1) a non-verbal I.Q. test, and (2) a measure of the child's receptive language functioning. Findings reveal that children who score below national middle class norms when tested on standardized instruments requiring language, test at about national norms on standardized instruments which do not require the use of language. Children enrolled in the first group program showed significant gains in I.Q., over the comparison groups. (Author/MC)
Publication Type: N/A
Education Level: N/A
Authoring Institution: Southwest Educational Development Lab., Austin, TX.; American Educational Research Association, Washington, DC.
Note: Paper was presented at the American Educational Research Association Convention, Minneapolis, Minnesota, March 2--6, 1970