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ERIC Number: ED125759
Record Type: RIE
Publication Date: 1976-Mar-29
Effective Home Learning Environments in the Preschool Years.
Carew, Jean V.
A total of 23 children were observed from age 1 to 3 in order to assess day-to-day learning environments and their effect on intellectual development. Observers used a time-sampling technique to code behaviors for one hour on three to five separate occasions during each of four periods: age 12-15 months, 18-21 months, 24-27 months and 30-33 months. Data were coded in terms of the HOME scale, which distinguishes between experiences hypothesized to be intellectually valuable for the child and experiences considered less so, and between the child's behavior and environmental inputs as sources of these intellectually valuable experiences. Four types of experiences were judged to be intellectually valuable. Results indicated a high correlation between experiences hypothesized as intellectually valuable and Binet IQ scores at age 3. Results also showed that the source of intellectual experiences became important at different periods of development, self-motivated experiences becoming more important after age 2 1/2. Also examined was source of experience in relation to observed intellectual competence at age 30-33 months. Here results indicated a strong relationship between competence and intellectual experiences provided by other people. The importance of the role of the interactor (either as entertainer, playmate, or converser) in relationship to the child's later intellectual competence is discussed in detail. (SB)
Publication Type: Speeches/Meeting Papers
Education Level: N/A
Sponsor: Office of Economic Opportunity, Washington, DC.; Carnegie Corp. of New York, NY.
Authoring Institution: Harvard Univ., Cambridge, MA. Graduate School of Education.
Note: Paper presented at the Conference of the IDHR, University of Florida (Gainesville, Florida, March 29, 1976)