ERIC Number: ED051878
Record Type: Non-Journal
Publication Date: 1970
Reference Count: N/A
An Academic Preschool for Disadvantaged Children: Review of Findings. Preliminary Draft.
This paper presents some inferences about preschool education, based on evaluative research done on the Bereiter-Englemann program. These inferences may be summarized as follows: (1) The Bereiter-Englemann program has clearly had more impact on IQ and achievement than the traditional child-centered approach, but not necessarily more impact than other programs having a strong instructional emphasis; (2) the traditional nursery school and kindergarten program has failed to achieve as good results in cognitive learning as the more instructional approaches, and at the same time has not demonstrated any redeeming advantages; and (3) however encouraging the immediate results and follow-up achievement data of a preschool compensatory education program, no preschool program shows promise of making, by itself, a permanent difference in poor children's scholastic success. It is suggested that no more resources be devoted to the search for better preschool programs because the existing technology enables young children to be taught far more than they can benefit from. It is proposed that educators direct more effort toward constructing articulated programs that permit teaching in preschool what will be useful later, and teaching in the elementary school what builds upon the child's learning in preschool. (NH)
Publication Type: N/A
Education Level: N/A
Authoring Institution: Ontario Inst. for Studies in Education, Toronto.