Volume 2, Issue 4 (1973)
Effectiveness of Preschool Programs as a Function of Children's Socioeconomic Status
J. Guidubaldi, T.J. Kehle, C.A. Bersani, S.E. Sexton
Past research has generally supported the idea that preschool education (irrespective of the curricula employed) facilitates cognitive, motivational and social-emotional development at least on a short-term basis (Bissell, 1971; Gray & Klaus, 1970 ; Weikart, 1970). Recent comprehensive comparisons of preschool curricula-generally along a continuum from pre-academic, skill oriented models to discovery, to child development oriented models -have produced some findings in favor of different models affecting different areas of development (Karnes, 1969 ; Miller, Dyer et al., 1971). For example, Karnes found that on Stanford Binet and ITPA instruments, children in the Laboratory Traditional, Direct Verbal, and Ameliorative models (the latter two more highly structured) performed significantly better than children in the Montessori and Community-Based Traditional programs.
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