The Development and Evaluation of a Diagnostically Based Curriculum for Preschool Psychosocially Deprived Children. Final Report.

Autor/inn/en	Hodges, Walter L.; und weitere
Institution	Indiana Univ., Bloomington. School of Education.
Titel	The Development and Evaluation of a Diagnostically Based Curriculum for Preschool Psychosocially Deprived Children. Final Report.
Quelle	(1967), (164 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Academic Achievement; Adjustment (to Environment); Curriculum Development; Disadvantaged Youth; Educational Diagnosis; Educational Research; Individual Development; Intelligence; Kindergarten Children; Language Acquisition; Motor Development; Social Development; Standardized Tests; Tables (Data) + Suchen Sie Ihr Suchwort? Schulleistung; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Benachteiligter Jugendlicher; Pedagogical diagnostics; Pädagogische Diagnostik; Bildungsforschung; Pädagogische Forschung; Individuelle Entwicklung; Intelligenz; Klugheit; Sprachaneignung; Spracherwerb; Motorische Entwicklung; Soziale Entwicklung; Standadised tests; Standardisierter Test; Tabelle
Abstract	This 3-year study investigated the effectiveness of a 1-year diagnostic preschool curriculum for improving the regular school adjustment and achievement of 142 five-year-old psychosocially disadvantaged Appalachian children. During each year approximately 15 children were placed into either an experimental preschool, a kindergarten contrast, or an at-home contrast group. Curriculum procedures and concomitant teaching practices were designed to remedy specifically diagnosed deficits of the experimental preschool group in the areas of intelligence and language, social, and motor development. At the end of each treatment year the experimental groups ranked significantly higher than the control groups in all areas. Followup study through the second grade for the first-year group and followup through the first grade for the second-year group indicated that the groups no longer differed significantly; however, the social development of the experimental groups continued to be significantly better. (EF)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2004/1/01