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ERIC Number: ED187469
Record Type: Non-Journal
Publication Date: 1980-Apr
Pages: 102
Abstractor: N/A
Reference Count: N/A
Home-Based Experiences and the Self-Concepts, Cognitive Styles, and Intelligence of Preschool Children.
Kiefer, William N.
A causal-comparative study was conducted among 56 educationally disadvantaged children to determine if children who had the benefit of a home-based experience were significantly different from their peers in intellectual ability, self-concept, and cognitive style. Using the cognitive-developmental method of instruction, trained para-professionals worked with children and parents in the home during the 1978-79 school year. The parents of participating children had the opportunity to attend weekly parent meetings where they constructed developmental toys and games. The weekly parent meetings were supplemented with developmental discussions presented by a parent educator. A control group did not participate in any similar experience. Upon enrollment in a pre-kindergarten, school-centered program, children in experimental and control groups were tested using The Stanford-Binet Intelligence Scale (S-B), The Preschool Self Concept Picture Test (PS-CPT), and The Kansas Reflection-Impulsivity Scale for Preschoolers (KRISP). Test and demographic data were analyzed using the nonparametric Mann-Whitney U-Test, Chi-Square Test, Spearman Rank Order Correlation, and The Kruskal-Wallis Test. Results indicated that children who experienced the home-based program had significantly higher intelligence scores. White children in the experimental group had significantly fewer errors in cognitive style than peers in the control group. (Author/RH)
Publication Type: Reports - Research; Dissertations/Theses - Doctoral Dissertations
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Assessments and Surveys: Stanford Binet Intelligence Scale