Cognitive and Social Development of Preschoolers: Gender Differences.

Autor/in	Seng, Seok-Hoon
Institution	Institute of Education (Singapore).
Titel	Cognitive and Social Development of Preschoolers: Gender Differences.
Quelle	(1992), (26 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Age Differences; Child Development; Cognitive Development; Educational Environment; Family Environment; Foreign Countries; Kindergarten; Longitudinal Studies; Pilot Projects; Preschool Children; Preschool Education; Sex Differences; Social Development; Singapore + Suchen Sie Ihr Suchwort? Age; Difference; Age difference; Altersunterschied; Kindesentwicklung; Kognitive Entwicklung; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Familienmilieu; Ausland; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Pilot project; Modellversuch; Pilotprojekt; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Sex difference; Geschlechtsunterschied; Soziale Entwicklung; Singapur
Abstract	Two aspects of a 9-year research study initiated in July 1983 by the Singapore Institute of Education are described. The first part describes the initial 3-year phase of a longitudinal study aimed at investigating some important cognitive and social developmental processes of preschool children at different ages and relating them to certain intervention strategies that attempt to enhance their cognitive and social competencies. Cognitive growth, social behavior, home and school environments, and the relationships among these factors were studied for 2,418 3- to 6.5-year-old children (1,211 males and 1,207 females) who completed all of the study measures. The second aspect is a recent follow-up pilot investigation of how these cognitive and social developmental processes are related to gender differences across 4 age groups from age 3 to 6 years. Subjects were 171 Chinese preschoolers (84 males and 87 females) from a private kindergarten in Singapore. Developmental trends that the children exhibited in both studies are discussed. In all age groups, females performed better than did males at language and social skills, and males were more successful in the mathematics tests than were females. Nine tables and seven figures present study details. (SLD)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC