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A Five-Year Logitudinal Comparison of a Traditional versus Structured Preschool Program on Cognitive, Social, and Affective Variables.

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Title: A Five-Year Logitudinal Comparison of a Traditional versus Structured Preschool Program on Cognitive, Social, and Affective Variables.
Authors: Karnes, Merle B., Illinois Univ., Urbana.
Peer Reviewed: N
Page Count: 12
Publication Date: 1972
Sponsoring Agency: Office of Education (DHEW), Washington, DC. Bureau of Research.
Descriptors: Affective Behavior, Age, Cognitive Development, Comparative Analysis, Curriculum Design, Data Collection, Educational Programs, Intelligence Quotient, Language Arts, Low Income Groups, Mathematics, Objectives, Organization, Preschool Education, Psychological Studies, Race, Sciences, Sex Differences, Social Development, Social Studies, Statistical Analysis, Theories, Time Factors (Learning)
Abstract: Data on two preschool intervention programs for children from low-income families are discussed. The first program, the Karnes Preschool Program for the amelioration of learning deficits, is characterized by a structured format based on psychological theories. Its curriculum is designed to develop the basic language processes and to teach content in mathematics, language arts, social studies, and science. The other program, the Traditional program, aims to advance the personal, social, motor, and general language development of the children. Data were collected on 60 four-year-old children who were assigned to one of four classes, of 15 each, on a stratified basis such that the sex, race, IQ, and ages of the children in the classrooms were comparable. Results include: (1) Initially, the Karnes program more effectively promoted cognitive development than the Traditional program; (2) After three years, the differential program effects of the two programs were no longer statistically evident; and (3) the Cognitive functioning of the children at the end of a five-year period was significantly above their initial level. It is concluded that the Karnes Program significantly enhances the functioning of children in the cognitive, social, and probably affective areas. It is recommended that serious consideration be given to the further study and implementation of structured programs. (Author/CK)
Entry Date: 1972
Accession Number: ED062007
Database: ERIC
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  Label: Title
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  Data: A Five-Year Logitudinal Comparison of a Traditional versus Structured Preschool Program on Cognitive, Social, and Affective Variables.
– Name: Author
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  Data: <searchLink fieldCode="AR" term="%22Karnes%2C+Merle+B%2E%22">Karnes, Merle B.</searchLink><br /><searchLink fieldCode="AR" term="%22Illinois+Univ%2E%2C+Urbana%2E%22">Illinois Univ., Urbana.</searchLink>
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  Data: N
– Name: Pages
  Label: Page Count
  Group: Src
  Data: 12
– Name: DatePubCY
  Label: Publication Date
  Group: Date
  Data: 1972
– Name: SourceSuprt
  Label: Sponsoring Agency
  Group: SrcSuprt
  Data: Office of Education (DHEW), Washington, DC. Bureau of Research.
– Name: Subject
  Label: Descriptors
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  Data: <searchLink fieldCode="DE" term="%22Affective+Behavior%22">Affective Behavior</searchLink><br /><searchLink fieldCode="DE" term="%22Age%22">Age</searchLink><br /><searchLink fieldCode="DE" term="%22Cognitive+Development%22">Cognitive Development</searchLink><br /><searchLink fieldCode="DE" term="%22Comparative+Analysis%22">Comparative Analysis</searchLink><br /><searchLink fieldCode="DE" term="%22Curriculum+Design%22">Curriculum Design</searchLink><br /><searchLink fieldCode="DE" term="%22Data+Collection%22">Data Collection</searchLink><br /><searchLink fieldCode="DE" term="%22Educational+Programs%22">Educational Programs</searchLink><br /><searchLink fieldCode="DE" term="%22Intelligence+Quotient%22">Intelligence Quotient</searchLink><br /><searchLink fieldCode="DE" term="%22Language+Arts%22">Language Arts</searchLink><br /><searchLink fieldCode="DE" term="%22Low+Income+Groups%22">Low Income Groups</searchLink><br /><searchLink fieldCode="DE" term="%22Mathematics%22">Mathematics</searchLink><br /><searchLink fieldCode="DE" term="%22Objectives%22">Objectives</searchLink><br /><searchLink fieldCode="DE" term="%22Organization%22">Organization</searchLink><br /><searchLink fieldCode="DE" term="%22Preschool+Education%22">Preschool Education</searchLink><br /><searchLink fieldCode="DE" term="%22Psychological+Studies%22">Psychological Studies</searchLink><br /><searchLink fieldCode="DE" term="%22Race%22">Race</searchLink><br /><searchLink fieldCode="DE" term="%22Sciences%22">Sciences</searchLink><br /><searchLink fieldCode="DE" term="%22Sex+Differences%22">Sex Differences</searchLink><br /><searchLink fieldCode="DE" term="%22Social+Development%22">Social Development</searchLink><br /><searchLink fieldCode="DE" term="%22Social+Studies%22">Social Studies</searchLink><br /><searchLink fieldCode="DE" term="%22Statistical+Analysis%22">Statistical Analysis</searchLink><br /><searchLink fieldCode="DE" term="%22Theories%22">Theories</searchLink><br /><searchLink fieldCode="DE" term="%22Time+Factors+%28Learning%29%22">Time Factors (Learning)</searchLink>
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: Data on two preschool intervention programs for children from low-income families are discussed. The first program, the Karnes Preschool Program for the amelioration of learning deficits, is characterized by a structured format based on psychological theories. Its curriculum is designed to develop the basic language processes and to teach content in mathematics, language arts, social studies, and science. The other program, the Traditional program, aims to advance the personal, social, motor, and general language development of the children. Data were collected on 60 four-year-old children who were assigned to one of four classes, of 15 each, on a stratified basis such that the sex, race, IQ, and ages of the children in the classrooms were comparable. Results include: (1) Initially, the Karnes program more effectively promoted cognitive development than the Traditional program; (2) After three years, the differential program effects of the two programs were no longer statistically evident; and (3) the Cognitive functioning of the children at the end of a five-year period was significantly above their initial level. It is concluded that the Karnes Program significantly enhances the functioning of children in the cognitive, social, and probably affective areas. It is recommended that serious consideration be given to the further study and implementation of structured programs. (Author/CK)
– Name: DateEntry
  Label: Entry Date
  Group: Date
  Data: 1972
– Name: AN
  Label: Accession Number
  Group: ID
  Data: ED062007
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=eric&AN=ED062007
RecordInfo BibRecord:
  BibEntity:
    PhysicalDescription:
      Pagination:
        PageCount: 12
    Subjects:
      – SubjectFull: Affective Behavior
        Type: general
      – SubjectFull: Age
        Type: general
      – SubjectFull: Cognitive Development
        Type: general
      – SubjectFull: Comparative Analysis
        Type: general
      – SubjectFull: Curriculum Design
        Type: general
      – SubjectFull: Data Collection
        Type: general
      – SubjectFull: Educational Programs
        Type: general
      – SubjectFull: Intelligence Quotient
        Type: general
      – SubjectFull: Language Arts
        Type: general
      – SubjectFull: Low Income Groups
        Type: general
      – SubjectFull: Mathematics
        Type: general
      – SubjectFull: Objectives
        Type: general
      – SubjectFull: Organization
        Type: general
      – SubjectFull: Preschool Education
        Type: general
      – SubjectFull: Psychological Studies
        Type: general
      – SubjectFull: Race
        Type: general
      – SubjectFull: Sciences
        Type: general
      – SubjectFull: Sex Differences
        Type: general
      – SubjectFull: Social Development
        Type: general
      – SubjectFull: Social Studies
        Type: general
      – SubjectFull: Statistical Analysis
        Type: general
      – SubjectFull: Theories
        Type: general
      – SubjectFull: Time Factors (Learning)
        Type: general
    Titles:
      – TitleFull: A Five-Year Logitudinal Comparison of a Traditional versus Structured Preschool Program on Cognitive, Social, and Affective Variables.
        Type: main
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          Name:
            NameFull: Illinois Univ., Urbana.
      – PersonEntity:
          Name:
            NameFull: Karnes, Merle B.
    IsPartOfRelationships:
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          Dates:
            – D: 01
              M: 04
              Type: published
              Y: 1972
ResultId 1