Disadvantaged Children and Their First School Experiences [electronic resource] : ETS-Head Start Longitudinal Study: Structure and Development of Cognitive Competencies and Styles Prior to School Entry / Virginia C. Shipman and Others.
In a continuing description of a Head Start longitudinal study, analyses are presented of the interrelationships among individual measures of the child's performances prior to school entry, accompanied by brief descriptions of the tasks and the scores used. Despite the size and extensiveness of...
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| Format: | Electronic eBook |
| Language: | English |
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1971.
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| Summary: | In a continuing description of a Head Start longitudinal study, analyses are presented of the interrelationships among individual measures of the child's performances prior to school entry, accompanied by brief descriptions of the tasks and the scores used. Despite the size and extensiveness of the data base, the findings are considered tentative until further data is collected on socio-cultural determinants, developmental trends, and other interrelationships. This report describes the interrelationships among certain cognitive, perceptual, and personal-social behaviors of the children, age 4, in the first year of the study as assessed by the initial test battery. Chapters of the report include characteristics of the sample, methodology, results and discussion, and conclusions. Structural analyses of the Year 1 child test data yielded 1) a general ability dimension (i.e., information-processing skills) cutting across contents and operations sampled in the cognitive test battery, and 2) a stylistic response tempo dimension. Descriptions of each of the individual child measures are presented in the appendices, which comprise about half the report. (LH) |
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| Item Description: | ERIC Document Number: ED068522. Sponsoring Agency: Office of Child Development (DHEW), Washington, DC. |
| Physical Description: | 265 p. |