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SIX MONTHS LATER--A COMPARISON OF CHILDREN WHO HAD HEAD START, SUMMER, 1965, WITH THEIR CLASSMATES IN KINDERGARTEN, A CASE STUDY OF THE KINDERGARTENS IN FOUR PUBLIC ELEMENTARY SCHOOLS, NEW YORK CITY. STUDY I.

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Title: SIX MONTHS LATER--A COMPARISON OF CHILDREN WHO HAD HEAD START, SUMMER, 1965, WITH THEIR CLASSMATES IN KINDERGARTEN, A CASE STUDY OF THE KINDERGARTENS IN FOUR PUBLIC ELEMENTARY SCHOOLS, NEW YORK CITY. STUDY I.
Authors: STEIN, ANNIE, WOLFF, MAX, Yeshiva Univ., New York, NY. Ferkauf Graduate School of Humanities and Social Sciences.
Peer Reviewed: N
Page Count: 98
Publication Date: 1966
Descriptors: Achievement Rating, Behavior Development, Black Education, Early Childhood Education, Enrichment, Followup Studies, Intellectual Development, Kindergarten Children, Learning Readiness, Longitudinal Studies, Minority Group Children, Puerto Ricans, Social Development, Student Adjustment
Geographic Terms: New York (New York)
Abstract: KINDERGARTENS IN FOUR PUBLIC ELEMENTARY SCHOOLS (ONE NEGRO, TWO PUERTO RICAN, AND ONE MIXED) IN NEW YORK CITY WERE STUDIED TO DETERMINE WHETHER A POSITIVE DEVELOPMENTAL EFFECT HAD RESULTED FROM A SUMMER HEAD START PROGRAM. THE PERFORMANCE OF 179 FORMER HEAD START CHILDREN WAS MEASURED AGAINST 388 OF THEIR NON-HEAD START CLASSMATES. SEVEN INSTRUMENTS, INCLUDING SIX DEVELOPED FOR THIS STUDY (RANKING ARRAY, COOPERATIVE RATING SCHEDULES, CALDWELL PRE-SCHOOL INVENTORY, TEACHER INTERVIEWS, CLASS OBSERVATIONS, PARENT INTERVIEWS, AND CHILD INTERVIEWS), MEASURED THE EFFECT OF HEAD START ON READINESS TO ENTER FIRST GRADE, ON OVERALL READINESS, ON SOCIAL ADJUSTMENT TO KINDERGARTEN ROUTINES, AND ON EDUCATIONAL ACHIEVEMENT. IMPACT OF THE KINDERGARTEN TEACHER WAS STUDIED, AS WAS THE IMPACT OF HEAD START ON THE KINDERGARTEN CLASS AND ON THE HOME. TEACHER AND PARENT RECOMMENDATIONS FOR HEAD START IMPROVEMENT WERE RECORDED. RESULTS INDICATED THAT ALTHOUGH NO EDUCATIONAL GAINS HAD BEEN MADE, HEAD START CHILDREN SHOW GREATER LEARNING READINESS AND EAGERNESS TO LEARN THAN NON-HEAD START CHILDREN SIX MONTHS LATER. (SEE ALSO PS 000 282, PS 000 293, PS 000 284, PS 000 285, AND PS 000 286.) (LG)
Entry Date: 1968
Accession Number: ED015025
Database: ERIC
Description
Abstract:KINDERGARTENS IN FOUR PUBLIC ELEMENTARY SCHOOLS (ONE NEGRO, TWO PUERTO RICAN, AND ONE MIXED) IN NEW YORK CITY WERE STUDIED TO DETERMINE WHETHER A POSITIVE DEVELOPMENTAL EFFECT HAD RESULTED FROM A SUMMER HEAD START PROGRAM. THE PERFORMANCE OF 179 FORMER HEAD START CHILDREN WAS MEASURED AGAINST 388 OF THEIR NON-HEAD START CLASSMATES. SEVEN INSTRUMENTS, INCLUDING SIX DEVELOPED FOR THIS STUDY (RANKING ARRAY, COOPERATIVE RATING SCHEDULES, CALDWELL PRE-SCHOOL INVENTORY, TEACHER INTERVIEWS, CLASS OBSERVATIONS, PARENT INTERVIEWS, AND CHILD INTERVIEWS), MEASURED THE EFFECT OF HEAD START ON READINESS TO ENTER FIRST GRADE, ON OVERALL READINESS, ON SOCIAL ADJUSTMENT TO KINDERGARTEN ROUTINES, AND ON EDUCATIONAL ACHIEVEMENT. IMPACT OF THE KINDERGARTEN TEACHER WAS STUDIED, AS WAS THE IMPACT OF HEAD START ON THE KINDERGARTEN CLASS AND ON THE HOME. TEACHER AND PARENT RECOMMENDATIONS FOR HEAD START IMPROVEMENT WERE RECORDED. RESULTS INDICATED THAT ALTHOUGH NO EDUCATIONAL GAINS HAD BEEN MADE, HEAD START CHILDREN SHOW GREATER LEARNING READINESS AND EAGERNESS TO LEARN THAN NON-HEAD START CHILDREN SIX MONTHS LATER. (SEE ALSO PS 000 282, PS 000 293, PS 000 284, PS 000 285, AND PS 000 286.) (LG)