Parent Involvement: Process and Results of the High/Scope Foundation's Projects.

Autor/in	Weikart, David P.
Titel	Parent Involvement: Process and Results of the High/Scope Foundation's Projects.
Quelle	(1975), (12 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Compensatory Education; Experimental Programs; Home Programs; Home Visits; Infants; Longitudinal Studies; Parent Education; Parent Participation; Parent Role; Parent School Relationship; Poverty; Preschool Children; Preschool Curriculum; Preschool Education; Teacher Role + Suchen Sie Ihr Suchwort? Kompensatorischer Unterricht; Erprobungsprogramm; Hausbesuch; Infant; Toddler; Toddlers; Kleinkind; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Parents education; Elternbildung; Elternschule; Elternmitwirkung; Parental role; Elternrolle; Parent-school relationship; Parent school relationships; Parent-school relationships; Parent-school relation; Parent school relation; Eltern-Schule-Beziehung; Armut; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Lehrerrolle
Abstract	This paper reviews the concept of parent involvement in preschool intervention programs and presents experimental data relevant to the effectiveness of several preschool and home-based teaching programs for economically disadvantaged children. The range of current assumptions about parents is summarized as: (1) parents need to be taught how to be parents; (2) parents know what they need and can operate their own programs; and (3) parents and educators can become resources for each other. Several experimental home teaching programs conducted by the High/Scope Foundation and based on the third assumption are described briefly: (1) the Ypsilanti-Perry Preschool Project, a preschool combined with weekly home visits; (2) the Ypsilanti Home Teaching Project, a 4-month program of weekly home visits; (3) the Ypsilanti-Carnegie Infant Education Project, in which educators or untrained women visited homes weekly for a 16-month period; and (4) a comparison of three preschool curricula combined with weekly home visits. Longitudinal data from several of these studies is already available, while data from other projects is still being analyzed. In general, it has been concluded thus far that the combination of preschool with home-based components yields impressive immediate and long-term results. Implications and considerations for preschool educators are discussed. (ED)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC