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ERIC Number: ED086372
Record Type: Non-Journal
Publication Date: 1973-Aug
Pages: 57
Abstractor: N/A
Reference Count: N/A
Preschool Personal-Social Behaviors: Relationships with Socioeconomic Status, Cognitive Skills, and Tempo. Disadvantaged Children and Their First School Experiences. ETS-Head Start Longitudinal Study.
Emmerich, Walter
Influences of socioeconomic status, cognitive skills, and response tempo upon personal-social behaviors in disadvantaged preschool children were investigated as part of the Educational Testing Service-Head Start Longitudinal Study. Measures of cognitive skill, cooperation, response latency, and socioeconomic status were taken. Results indicated that cognitive level prior to preschool entry consistently influenced the child's personal-social behavior, while socioeconomic status did not. Children who were more cognitively skilled were found to be more outgoing. Children with a fast response tempo exhibited difficulty in adapting to preschool environments, and were less peer oriented. (SBT)
Publication Type: N/A
Education Level: N/A
Audience: N/A
Language: N/A
Sponsor: Child Development Services Bureau (DHEW/OCD), Washington, DC. Project Head Start.
Authoring Institution: Educational Testing Service, Princeton, NJ.