The Early Enrichment Project in Turkey = Le projet de renforcement precoce des potentialites de l'enfant en Turquie. Notes, Comments...No. 193.

Autor/in	Kagiteibasi, Cigdem
Institution	United Nations Children's Fund, New York, NY.; United Nations, New York, NY. World Food Programme.; United Nations Educational, Scientific, and Cultural Organization, Paris (France).
Titel	The Early Enrichment Project in Turkey = Le projet de renforcement precoce des potentialites de l'enfant en Turquie. Notes, Comments...No. 193.
Quelle	(1991), (58 Seiten)Verfügbarkeit
Sprache	englisch; französisch
Dokumenttyp	gedruckt; Monographie
Schlagwörter	Child Rearing; Cognitive Development; Comparative Analysis; Day Care Centers; Economically Disadvantaged; Employer Supported Day Care; Foreign Countries; Home Programs; Longitudinal Studies; Mothers; Outcomes of Education; Parent Education; Personality Measures; Preschool Children; Preschool Education; Program Descriptions; Social Development; Turkey + Suchen Sie Ihr Suchwort? Kindererziehung; Kognitive Entwicklung; Day care centres; Hort; Ausland; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Mother; Mutter; Lernleistung; Schulerfolg; Parents education; Elternbildung; Elternschule; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Soziale Entwicklung; Türkei
Abstract	This document provides a bilingual (English and French) report on the Turkish Early Enrichment Project, a four-year longitudinal study of the impact of educational day care combined with mother training on child development. This comprehensive approach was compared with custodial day care and home care, both with and without home intervention. The study was conducted in five low-income areas of Istanbul. Six day care centers attached to factories were chosen, three providing only custodial care and three providing preschool education. The study began with a sample of 280 children, including all three- and five-year-olds in the educational centers, a similar number from the custodial centers, and a group of children who were not in day care centers. Multiple assessments measured children's cognitive, personality, and social development; family context; and day care context. It was found that test scores in intelligence and analytical ability of children whose mothers underwent training differed significantly from those of children whose mothers were not trained. Children at home and children in custodial centers benefitted the most from mother training. Children in educational day care whose mothers had been trained had the highest scores on almost every cognitive development measure. Mother training began to affect children's grades after only one year. Mother training had positive effects on the socioemotional development of the children, on mother-child interaction, and on the mothers' role and status in the family. (AC)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC