A Longitudinal Assessment of Thinking Ability of Preliterate Children During a Two-Year Period. Final Report.

Autor/in	Ball, Rachel S.
Institution	Arizona State Univ., Tempe.
Titel	A Longitudinal Assessment of Thinking Ability of Preliterate Children During a Two-Year Period. Final Report.
Quelle	(1971), (48 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Ability; Age Differences; Aptitude; Convergent Thinking; Creative Thinking; Environmental Influences; Individual Development; Intellectual Development; Longitudinal Studies; Measurement Instruments; Preschool Children; Productive Thinking; Questionnaires; Tables (Data); Young Children + Suchen Sie Ihr Suchwort? Fähigkeit; Fertigkeit; Age; Difference; Age difference; Altersunterschied; Eignung; Kreatives Denken; Environmental influence; Umwelteinfluss; Individuelle Entwicklung; Mental development; Geistige Entwicklung; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Produktives Denken; Fragebogen; Tabelle; Frühe Kindheit
Abstract	The present report is the fourth of a series concerned with mental functioning and its development in early childhood. The study attempted to discover whether the same children tested at intervals of one or more years showed similar development in thinking ability from age to age. Longitudinal test protocols were obtained for 92 children at 3 years who were retested at 5 years and 55 children at 4 years who were retested at 5 years, making 147 children included for tests at the 5-year level. A questionnaire covering the environmental influence in the life of the 5-year-old was asked of each mother. Questionnaire results were analyzed to see what relationships to children's thinking ability could be found. Factor patterns were compared across the three age levels. Results indicate that five specific sorts of thinking ability can be identified. In general, the patterns of thinking shown by preschool children are retained throughout the three year age range. However, the pattern of development of each child varies not only in general rate of change but also for each aptitude. One clear implication of this study is that assignment to a "track" results in a great waste of potential because individual rates of development and different aptitudes vary so greatly from year to year. (WY)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2004/1/01