ERIC Number: ED042484
Record Type: Non-Journal
Publication Date: 1969-Mar
Reference Count: N/A
Comparative Study of Three Preschool Curricula.
Weikart, David P.
This project was designed to compare three preschool curricula, with staff model and program operation held constant. The curricula were (1) a unit-based curriculum emphasizing the social-emotional development goals of the traditional nursery school, (2) a cognitively-oriented curriculum developed by the Ypsilanti Perry Preschool Project, and (3) the Bereiter-Englemann language training curriculum. All three of these programs have carefully planned daily activities and clearly defined week-by-week goals. The subjects for the study were 3- and 4-year-old functionally retarded disadvantaged children. There was a no-treatment control group. Teachers conducted classrooms and home teaching sessions within the curriculum style they chose. The results of pre- and posttest tests (including the Stanford-Binet and Peabody Picture Vocabulary Test) are highly unusual. The gain scores of the treatment groups are remarkably high (significantly higher than the control group's scores), but there is no significant difference in scores among the three different curricula suggesting that the variables held constant in this experiment (staff model, method of project operation, and specific task orientation of the curricula) are at least as important as curriculum content in producing favorable developmental gains. (MH)
Publication Type: N/A
Education Level: N/A
Sponsor: Bureau of Elementary and Secondary Education (DHEW/OE), Washington, DC.
Authoring Institution: State Univ. of New York, Ithaca. Coll. of Human Ecology at Cornell Univ.