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ERIC Number: ED240766
Record Type: RIE
Publication Date: 1981-Dec
Pages: 177
Abstractor: N/A
Reference Count: 0
The Effects of Age, Gender and Developmental Status on Social Integration Patterns in Early Childhood Classrooms. Final Report, October 1, 1979-September 30, 1980.
Burgess, Judy Lynn Myers; And Others
The investigation of developmental integration among preschool children included a descriptive study of social proximity and social integration in a university-based model program, a replication of the methods and analyses in seven community sites, and a comparative analysis of the findings. Observations of geographic proximity and social interaction were completed for 44 children in the university program and 165 children in community sites. Although no significant results were found for teacher association and child characteristics, significant differences between the programs were revealed. Among other results were that social isolation was rare, but when it did occur it was correlated by dysfunctional development and male sex; handicapped Ss were half as active as their nonhandicapped peers; and adult-child contact was more pervasive for handicapped Ss in all settings. The findings were interpreted to indicate that social proximity is not sufficient to assure developmental integration. (Author/CL)
Publication Type: Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: Special Education Programs (ED/OSERS), Washington, DC.
Authoring Institution: Pennsylvania State Univ., University Park. Coll. of Human Development.
Note: The document was developed through the Division of Individual and Family Studies.