ERIC Number: ED358949
Record Type: RIE
Publication Date: 1993-Feb
The Long-Term Development of Giftedness and High Competencies in Children Enriched in Language during Infancy.
Fowler, William; And Others
This paper reports results from two dissertation studies and several pilot and case studies examining the effects of early enrichment on children's language and cognitive development. Early enrichment in these studies included home visits with parents, typically beginning before the child reached 6 months of age, and continuing until the child was about 1 year old. Enrichment methods, combining a cognitive referential learning strategy with a social interaction strategy, were presented to parents in informal discussions, interactive demonstrations with their infants, and a program guide and videotape. Several types of developmental measures were employed, including standardized mental tests, language assessment scales, tape recordings, and daily parent records of infant progress in sound, word, and sentence acquisition. Follow-up measures consisted of parent interviews and SAT measures administered through school. Data analysis compared developmental test norms and actual outcomes with expected probabilities for indices of school achievement and competence. Results indicated that children in all projects progressed in language development well in advance of norms. Results showed that 62 percent of the children are in gifted or advanced programs, and from 56 to 92 percent have high grades, are intellectually independent, are excellent readers and writers, and are skilled in learning languages, math, and science. (MM)
Publication Type: Speeches/Meeting Papers; Reports - Research
Education Level: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A
Note: Paper presented at the Esther Katz Rosen Symposium on the Psychological Development of Gifted Children (Lawrence, KS, February 19-20, 1993).