ERIC Number: ED057924
Record Type: Non-Journal
Publication Date: 1971-Jul-20
Reference Count: N/A
Analysis of Two Curricula: Englemann-Becker and New Nursery School. Final Report.
Nalbandian, Myron K.
Two curricula, Englemann-Becker and New Nursery School, were analyzed for effectiveness with Head Start children over a period of eight months, using the Slosson and Merrill-Palmer tests, a socialization scale and classroom observations. In congnitive development, there are no significant differences between the two curricula as used by teachers who scored highest on classroom observations. There was significantly less failure in cognitive development in low-scoring teacher classes using the New Nursery School curriculum than those using the Englemann-Becker curriculum. The New Nursery School curriculum appears more functional than the Englemann-Becker curriculum in achieving the following results: (1) increased association of children with each other in play and work situations, (2) increased interaction of children with each other in groups of three or more, (3) more active participation by children in work and play situations, (4) Sharing with other children, (5) a minimum of crying behavior with other children, and (6) increase in intellectual maturity as defined by the teacher. It is concluded that since cognitive skills acquired by the child seem to be about equal in the two curricula, and since the corollary elements which the child needs in his educative process are probably better supplied by the New Nursery School curriculum, there appears to be little reason for recommending the Englemann-Becker curriculum as against the New Nursery School curriculum. (Author/CK)
Descriptors: Behavior Patterns, Cognitive Development, Comparative Analysis, Curriculum Evaluation, Disadvantaged Youth, Educational Needs, Group Dynamics, Intellectual Development, Interaction Process Analysis, Play, Preschool Curriculum, Preschool Education, Rating Scales, Socialization, Teacher Effectiveness, Tests
Publication Type: N/A
Education Level: N/A
Sponsor: Office of Education (DHEW), Washington, DC. Bureau of Research.
Authoring Institution: Progress for Providence, Inc., RI.