ERIC Number: ED099118
Record Type: RIE
Publication Date: 1973-Apr
Reference Count: 0
The Developmental Influences and Educational Implications of Two Differing Pre-Nursery School Programs.
Siebel, Cynthia C.
The purpose of this study of social development was to begin to assess the effects of an early, continuing group educational/child care experience on basically family-reared children. Two experimental groups and one control group of young children were involved. In the "long-term" experimental group, five children (mean C.A.=16 months) met one afternoon per week in a home setting under the care of a paraprofessional. In the "intensive" experimental group, five other children (mean C.A.=25 months) met three afternoons per week under the care of a professional preschool teacher and one paraprofessional aide. At 34 months, 8 of these 10 children entered the same nursery class with control children. At 40 months, data on all these children were collected according to a Social Participation Scale (noting type of play, conversations, response to peer and adult approaches, expressions of hostility, etc.). Results suggest that the subjects with early educational experiences exhibited more advanced social behavior than the control subjects, and that "long-term" program subjects exhibited more advances in social behavior than "intensive" program subjects. Findings suggest that (1) paraprofessionals can be effective in early education programs; (2) home settings can be functional environments for such programs; and (3) early educational contacts need not be massive to produce results. (Author/ED)
Publication Type: Speeches/Meeting Papers
Education Level: N/A
Authoring Institution: N/A
Note: Paper presented at the Annual Meeting of the Western Psychological Association (Anaheim, California, April 1973)