ERIC Number: ED080209
Record Type: Non-Journal
Publication Date: 1973-Feb
Reference Count: N/A
Developmental and Social Influences from Birth on School Readiness in a Metropolitan Cohort.
Jordan, Thomas E.
This paper reports on a longitudinal study of significant influences on the cognitive readiness of a group of children, aged 60 to 66 months. All measures were obtained by prospective study, which began with Apgar scores calculated in the delivery room. Subsequent measures were gathered by individual case studies in homes, with children and examiners matched by race. Tests used were the Preschool Attainment Record, the Peabody Picture Vocabulary Test, the Illinois Test of Psycholinguistic Abilities, and the Wechsler Intelligence Scale for Children. Results of data analysis suggest that readiness considered as cognitive maturity has two contradictory aspects: (1) it is demonstrably influenced by identifiable elements in the preschool years, (2) the degree of influence exerted by identified influences is less than that exerted by unidentified influences. To some extent, all three predictor domains: child, maternal, and environmental data, have a role in shaping readiness. Social class appears to have the greatest influence. (ST)
Publication Type: N/A
Education Level: N/A
Sponsor: National Inst. of Education (DHEW), Washington, DC.; National Coordination Center for Early Childhood Education, St. Ann, MO.
Authoring Institution: Missouri Univ., St. Louis. Dept. of Behavioral Studies and Research.
Identifiers - Assessments and Surveys: Illinois Test of Psycholinguistic Abilities; Peabody Picture Vocabulary Test; Wechsler Intelligence Scale for Children