The Effects of the Head Start Classroom Experience on Some Aspects of Child Development: A Summary Report of National Evaluations, 1966-1969

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U.S. Department of Health, Education, and Welfare, Office of Human Development, Office of Child Development, 1974 - Child development - 87 pages
 

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Page 5 - Improving the child's mental processes and skills, with particular attention to conceptual and verbal skills. 4. Establishing patterns and expectations of success for the child that will create a climate of confidence for future learning efforts.
Page 5 - Increasing the child's capacity to relate positively to family members and others, while at the same time strengthening the family's ability to relate positively to the child and his problems.
Page 73 - ... EVIDENCE 73. A Publication of the Center for Urban Education, Beginning Reading and Math in PS 133. New York City, New York (No Date). 74. Rand Corporation, Input and Output in California Compensatory Education Projects, prepared by Herbert J. Riesling, October, 1971. 75. Wargo, MJ, Campeau, PL , & Tallmadge, GK Further Examination of Exemplary Programs for Educating Disadvantaged Children. Palo Alto, California: American Institutes for Research, July, 1971. 76. Weber, George, Inner-City Children...
Page 6 - ... The establishment of patterns and expectations of success for the child, which will create a climate of confidence for present and future learning efforts and overall development. (5) An increase in the ability of the child and the family to relate to each other and to others. (6) The enhancement of the sense of dignity and self -worth within the child and his family. 1304.1-4 Performance standards plan development. Each grantee and delegate agency shall develop a plan for implementing the...
Page 70 - Spicker, H. The development and evaluation of a diagnostically based curriculum for preschool psycho-socially deprived children.
Page 3 - ... l,800 children and their families were studied each year. The reviewers report finding considerable heterogeneity of family circumstances and child development. The family was the major determinant of initial performance differences among Head Start children. Parents of children who scored highest at initial testing had higher aspirations and expectations for the child's education, were more accessible and read more frequently to him/her, seldom used physical punishment in disciplining the child...
Page 70 - Hellmuth (ed.), Disadvantaged child, Volume 3: Compensatory education: A national debate. New York: Brunner/Mazel.
Page 58 - IQ's (below 85) cognitive and social gains were greatest in programs where : — child socialization goals and language development activities were strongly emphasized — the teacher used non-physical means of control -large muscle equipment was available and adequate but not excessively used — classroom atmosphere reflected teacher continuity, a low pupil/teacher ratio and low pupil turnover rate — teachers had less formal general education...
Page 10 - ... delivery of services and program impact. According to Poland, this evaluation strategy is undertaken in an eclectic fashion with much of a theoretical framework. This evaluation strategy consists largely of numerous analyses of inputs, processes, and outputs of programs, and it enables the evaluator to identify where breakdowns in the process occur and to determine whether a program has been effective or merely improperly implemented. Behavioral scientists contributed the tools of the first theme...
Page 10 - I undertaken in the context of research designs of the social scientist. The second \ theme is the placement of evaluation in the context of cost-effectiveness analysis \ with a primary concern for program objectives. The third theme is the evaluation of process. Here focus is upon tracing the stages of program development from the identification of a social need to the actual delivery of services and program impact. According to Poland, this evaluation strategy is undertaken in an eclectic fashion...

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