A Study of Preschool-Related Variables Which Influence the Effects of SES Mix in Child Development Programs. [Report No.: OCD-CB-323

Autor/inn/en	Reese, Clyde; Stout, Jack
Institution	State Coll. of Arkansas, Conway.
Titel	A Study of Preschool-Related Variables Which Influence the Effects of SES Mix in Child Development Programs. [Report No.: OCD-CB-323
Quelle	(1974), (155 Seiten)Verfügbarkeit
Dokumenttyp	gedruckt; Monographie
Schlagwörter	Child Development Centers; Classroom Desegregation; Cognitive Development; Disadvantaged Youth; Educational Environment; Parent Attitudes; Predictor Variables; Preschool Children; Preschool Teachers; Program Effectiveness; Rural Schools; Social Development; Socioeconomic Influences; Teacher Attitudes; Urban Schools + Suchen Sie Ihr Suchwort? Integrationsklasse; Kognitive Entwicklung; Benachteiligter Jugendlicher; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Elternverhalten; Prädiktor; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Erzieher; Erzieherin; Kindergärtnerin; Rural area; Rural areas; School; Schools; Ländlicher Raum; Schule; Schulen; Soziale Entwicklung; Sozioökonomischer Faktor; Lehrerverhalten; Urban area; Urban areas; Stadtregion; Stadt
Abstract	This study was an attempt to discover practical ways in which a preschool director can institute positive change in socioeconomically mixed child development centers. Twelve socioeconomically mixed and six unmixed preschool centers in rural, urban, and inner-city areas participated in the research. Data was collected on 48 teachers, 127 parents, and 421 children. Eight objectives accompanied by detailed hypotheses were formulated to guide the investigation. Twelve measurement instruments assessed the effectiveness of preschool programs in serving both advantaged and disadvantaged children, parent attitudes toward their children and toward educational goals, teacher attitudes, and preschool environments. In general, it was concluded that socioeconomic mixing in preschool programs does enhance chances of achieving certain kinds of educational objectives, and even seems to act as a catalyst for augmenting or altering the effects of other predictor variables. Also, it was found necessary to define educational objectives before the optimum preschool environment could be prescribed. Specific study test results and conclusions are reported at length. The practical implications of these findings are that socioeconomic mixing has a positive effect on the cognitive development of disadvantaged children and that advantaged subjects realize positive gains on both the cognitive and social dimensions. Other trends are indicated by the numerous significant interaction effects. (Author/SDH)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2004/1/01