NotesFAQContact Us
Search Tips
ERIC Number: ED119805
Record Type: Non-Journal
Publication Date: 1975
Pages: 86
Abstractor: N/A
Reference Count: N/A
Long-Term Motivational-Cognitive Effects of Day Care. Final Report.
Nash, Lola B.; Seitz, Victoria
This longitudinal study examined the effects of one year of full-day Head Start day care experiences on the long-term motivational and cognitive changes in 29 low-income black children aged 51-61 months. The children were separated into two groups; one attended a full-day kindergarten similar to Head Start, and the other was sent to half-day public kindergarten. A control group, composed of 20 children who attended private nursery school and subsequently attended kindergartens in their own neighborhoods, was also used. During the day care program and through the middle of the first grade year, data were collected in seven time periods for three areas of motivational/cognitive interaction: (1) changes in the relationship between personal interaction variables, (2) changes in intrinsic need to interact effectively and competently with the environment, and (3) changes in the impulsivity/reflectivity dimension. Comparison of the data from the two experimental groups showed little indication that the kindergarten program had produced significant effects; the small effects shown late in the year would have required an extension of the program for verification. However, there were no indications of fade-out effects of Head Start for either group. In addition, the disadvantaged groups performed comparably to the economically advantaged group except on tests which depended on high verbal ability. (GO)
Publication Type: Reports - Research
Education Level: N/A
Audience: N/A
Language: N/A
Sponsor: Children's Bureau (DHEW), Washington, DC.
Authoring Institution: Yale Univ., New Haven, CT.