ERIC Number: ED230289
Record Type: RIE
Publication Date: 1983-Apr
Reference Count: 0
Intervening with High-Risk Families via Infant Daycare.
Ramey, Craig T.; Farran, Dale C.
A longitudinal study was conducted at the Frank Porter Graham Center NC to explore the use of educational day care and related services as a mechanism for preparing socially disadvantaged children for success in later public schooling. Infant children of mothers who met a criterion score on a high risk index were randomly assigned to either an experimental group which received educational day care beginning before infants reached 3 months of age or to a control group which received paper diapers and nutritional supplements but no systematic educational day care. Four cohorts consisting of approximately 28 children each were admitted to the project between 1972 and 1977. Over the preschool years social and cognitive developmental information on all four cohorts was collected. Data on four measures appear to differ in impact on the child on a continuum ranging from distal to proximal influences. These measures are ( 1) education of mother at child's birth, (2) maternal IQ, (3) total score from Caldwell's Home Observation for Measurement of the Environment, and (4) laboratory observations of mother and child at play. Results of statistical analyses suggest that educational day care intervention with high risk children beginning in infancy can prevent declines in measured intelligence during early childhood, that early intervention may be one of the most important environmental determinants of intelligence in high risk children, and that parental intelligence and quality of home environments are other variables worth studying for their impact on intellectual development. (RH)
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Authoring Institution: N/A
Note: Paper presented at the Biennial Meeting of the Society for Research in Child Development (50th, Detroit, MI, April 21-24, 1983).