A Follow-up Evaluation of the Effects of a Unique Sequential Learning Program, a Traditional Preschool Program and a No Treatment Program on Culturally Deprived Children. Final Report.

Autor/inn/en	Van De Riet, Vernon; Van De Riet, Hani
Institution	Florida Univ., Gainesville.
Titel	A Follow-up Evaluation of the Effects of a Unique Sequential Learning Program, a Traditional Preschool Program and a No Treatment Program on Culturally Deprived Children. Final Report.
Quelle	(1969), (35 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Cognitive Development; Disadvantaged; Followup Studies; Kindergarten; Language Acquisition; Learning Processes; Motivation; Preschool Education; Program Evaluation; Self Concept + Suchen Sie Ihr Suchwort? Kognitive Entwicklung; Follow-up studies; Kontaktstudium; Sprachaneignung; Spracherwerb; Learning process; Lernprozess; psychologische; Motivation (psychologisch); Pre-school education; Vorschulerziehung; Programme evaluation; Programmevaluation; Selbstkonzept
Abstract	This is a followup study of second and third grade children who experienced differential treatment during their kindergarten year. A total of 72 disadvantaged black children comprised the sample which was divided into three groups. Group A received a special sequential Learning to Learn Program. Group B participated in a traditional kindergarten and Group C remained at home. At the end of the year, all subjects enrolled in a regular public school first grade. Developmental measures of the children taken periodically during the four-year study included the Stanford Achievement Test, subtests of the Wechsler Intelligence Scale for Children and the Illinois Test of Psycholinguistic Abilities. Early results revealed that the Learning to Learn Program accelerated the children's development, that the regular kindergarten group maintained their previous developmental level, and that the no-program treatment group fell behind in overall development during the kindergarten year. However, later results indicated that while the three groups maintained their order of mean developmental level, the differences among them decreased through the years, until, by the end of the third grade, differences were no longer statistically significant. (MH)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC