NotesFAQContact Us
Search Tips
ERIC Number: ED201381
Record Type: Non-Journal
Publication Date: 1980
Pages: 26
Abstractor: N/A
Reference Count: N/A
Cognitive Socialisation of 4-Year-Old Children in Nursery School.
Murphy, H. F.; Wilkinson, J. E.
Using a test-observe-test design with a sample of 29 4-year-old children, this study examined the relationship between children's activity choices in a typical progressive nursery school and their intellectual performance, socioeconomic status (SES), and sex. An attempt was made to identify those experiential factors associated with changes in intellectual performance over a period of 4 months. All subjects were pretested on a wide range of intellectual measures including the Wechsler Pre-school and Primary Scale of Intelligence (WPPSI), the English Picture Vocabulary Test (EPVT), and the Linear and Circular Order, Seriation, and Multiple Classification tests. Using the Child Observation Schedule (COS), observers recorded subjects' activities, interactions, and behaviors for 4 mornings each week over a period of 4 months. The posttests were then administered to all subjects. Results indicated that (1) for all subjects taken as a group, the mean improvements were significant and relatively uniform across all the intelligence measures used; (2) high IQ children spent more time listening to stories, spent more time in verbal interaction with others, and were more receptive to adult-initiated communication; (3) low SES children spent more time alone, more time on social/ personal activity, more passive time with adults and more time in solitary play than children from higher SES; and (4) girls spent less time on physical activities and more time on social activities than boys. (Author/MP)
Publication Type: Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: United Kingdom (Scotland)