Michigan Early Childhood Education Preschool Program Process Evaluation Report, 1988-89.

Autor/inn/en	Claus, Richard N.; Quimper, Barry E.
Institution	Saginaw Public Schools, MI. Dept. of Evaluation Services.
Titel	Michigan Early Childhood Education Preschool Program Process Evaluation Report, 1988-89.
Quelle	(1989), (39 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Classroom Environment; Cognitive Development; Formative Evaluation; High Risk Persons; Language Acquisition; Parent Education; Parent Participation; Preschool Children; Preschool Education; Program Effectiveness; Program Evaluation; Psychomotor Skills; Public Schools + Suchen Sie Ihr Suchwort? Klassenklima; Unterrichtsklima; Kognitive Entwicklung; Sprachaneignung; Spracherwerb; Parents education; Elternbildung; Elternschule; Elternmitwirkung; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Programme evaluation; Programmevaluation; Psychomotorische Aktivität; Public school; Öffentliche Schule
Abstract	Begun in December, 1988, the Michigan Early Childhood Education Preschool (MECEP) program for high-risk 4-year-old children was serving 136 pupils by February, 1989. A process evaluation focused on cognitive, psychomotor, parent participation, education, and language development objectives and on the scheduling of class activities. The evaluation was conducted at five sites. Classroom observation revealed that: (1) except for grouping and regrouping, activities to meet daily objectives were being conducted; (2) a record of parent participation was maintained at all sites; (3) labels were posted on objects throughout classrooms to assist children's word recognition; (4) language-related displays, such as lists, recipes, and experience stories, were readily apparent in each classroom; (5) teachers varied greatly in their employment of language production and enhancement techniques; (6) a review of pat phrases used by teachers revealed that affective as well as cognitive and psychomotor activities were taking place; and (7) there was a wide variation in methods used to schedule center-to-center free play. It was concluded that even though improvements were needed, the program was operating as planned. Recommendations for program improvement are listed. The appendices provide checklists of at-risk factors, program components and objectives, and activity and language observation. (RH)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC