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| Titel: |
Longitudinal Study of Disadvantaged Prekindergarten Children as Young Adults: Achievers and Non-Achievers |
| Auteur: |
Feldman, Lillian M. |
| Verschenen in: |
Early child development and care |
| Paginering: | Jaargang 33 (1988) nr. 1-4 pagina's 153-169 |
| Jaar: |
1988 |
| Inhoud: |
Seventeen years after they participated in the Syracuse Prekindergarten Program, the school and life experiences of former three- and four-year-old disadvantaged children were studied to discern the relationship of these learning experiences to later events in the lives of the children and their parents. From an initial total of 73 designated study children, 20 students (and their parents) were interviewed. Ten students were identified with above average or excellent school achievement and 10 with below average school achievement. No significant IQ differences had been found at the prekindergarten level. Emerging themes from in-depth, extensive interviews furnished valuable insights on teenage pregnancy, school dropouts, and the strengths of poor families. Qualitative analyses indicated that the Prekindergarten Program gave these students and their families the kind of education and support services they needed at a critical period in their lives. Despite their differing achievements later on, the children were described as benefiting from the information they gained, from the enhancement of their social-emotional growth, and from the subsequent development of positive self-concepts. The parents' reports were seen as evidence that they were able to utilize the information and to develop feelings of self-worth. |
| Uitgever: |
Routledge |
| Bronbestand: |
Elektronische Wetenschappelijke Tijdschriften |
Details van artikel 32 van 66 gevonden artikelen
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