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ERIC Number: ED349081
Record Type: Non-Journal
Publication Date: 1991
Pages: 65
Abstractor: N/A
Reference Count: N/A
Childcare and Preschool Effects: A Review of Anglo-Saxon Evaluative Studies Related to Compensatory Education and Preschool Education.
Crahay, Marcel
The methods and findings of studies of the effects and value of preschool education and compensatory education programs, such as Head Start, are reviewed. After introductory comments on ideological controversies and on terminology, section 1 focuses on evaluative studies of the immediate and long-term effects of preschool education and early intervention, and analyzes the studies' contributions and limitations. Section 2 deals with comparative studies of the effects of different preschool curricula on low-income children, reviewing: (1) taxonomies and classificatory models of preschool curricula; (2) Karnes's 1969 study of the differential effects of five programs representing different levels of structure; (3) the Head Start Planned Variation Study, which compared the cognitive, scholastic, and motivational development of children in 12 different programs; (4) the Ypsilanti Preschool Curriculum Development Project, which compared a language training, cognitive, and traditional unit-based curricula; and (5) L. B. Miller's longitudinal study of four preschool programs. Section 3 focuses on studies of the quality of life in preschool settings, including the Oxford Preschool Research Project, the National Day Care Study, and the findings of the National Association for the Education of Young Children concerning the inconsistencies in child care research. Finally, section 4 advocates a move from the process paradigm model of research to an ecological and mediating process paradigm. This section also reviews studies concerning the interaction of home and out-of-home care; the problems, values, and characteristics of caregivers; and the relation between parents' and caregivers' expectations and the official curriculum. A 144-item bibliography is attached. (AC)
Publication Type: Information Analyses
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A