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518 results

Report

Two Kinds of Kindergarten After Four Types of Head Start

Available from: ERIC

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Abstract/Notes: Results are reported at the end of the second year of a 3-year comparison of four prekindergarten programs: Bereiter-Engelmann, DARCEE, Montessori and Traditional. A number of classes in each program style were used with 246 four-year-olds in Head Start. Children were tested early in the year, at the end of the year, and at the end of kindergarten on a battery of tests and rating scales, including Stanford-Binet, Preschool Inventory, Curiosity Box, Replacement Puzzle, Dog & Bone, Behavior Inventory and Embedded Figures. The kindergarten experience was systematically varied. One replication of the original experiment entered a Follow Through kindergarten, the remainder of the experimental children entered Regular Kindergarten, a non-academic program. A video-tape monitoring procedure developed previously was used to analyze differences among kindergarten programs. Data were examined from several aspects. (1) Did Follow Through and regular kindergarten classes differ in expected dimensions? (2) Did Follow Through produce greater gains than regular kindergarten? (3) Were there interactions between type of Head Start and type of kindergarten? (4) To what extent were Head Start gains maintained irrespective of type of kindergarten? (5) Were there sex effects or sex interactions? Results are discussed in terms of need for finer analysis of program dimensions as related to specific effects. (Author/AJ)

Language: English

Published: Louisville, Kentucky, 1971

Article

Denver School in the Running for Head Start Grant [Family Star]

Publication: AMI/USA News, vol. 8, no. 4

Pages: 7

Americas, Family Star Montessori School (Denver, Colorado), North America, United States of America

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Language: English

Report

Experimental Variation of Head Start Curricula: A Comparison of Current Approaches, Annual Progress Report, June 1, 1969 - May 31, 1970

Available from: ERIC

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Abstract/Notes: Two major questions were raised in regard to four types of preschool programs. (1) Do programs differ in actual operation as well as descriptively? (2) Do programs have significantly different effects on children? Analysis of data obtained on samples of four classrooms in each of three programs (Bereiter-Engelmann, DARCEE, Traditional) and two classrooms in the fourth program (Montessori), showed clear differences. Despite within-program teacher differences on variables assessed by monitoring procedures (observation, television), results provide no evidence that the teachers' (N=14) characteristics were a source of difference among programs. Results also indicate that a brief four to eight week teacher training program supplemented by visits from consultants is adequate for identifiable program implementation. The four programs did have significantly different effects on children's cognitive, social, and/or motivational development. The immediate effects of Bereiter-Engelmann and DARCEE were statistically significant in academic and motivational development. The effects of Bereiter-Engelmann were largely confined to cognitive and academic areas. The effects of DARCEE were more diffuse and most evident in the areas of motivation and attitudes. Sex differences occurred. In general, results indicate that the immediate impact was superior for the two most didactic programs. (WY)

Language: English

Published: Louisville, Kentucky, May 31, 1970

Article

Montessori Head Start Implementation Brief

Publication: NAMTA Journal, vol. 20, no. 2

Pages: 105-114

Early childhood care and education, Early childhood education, Head Start programs, Montessori method of education, North American Montessori Teachers' Association (NAMTA) - Periodicals, Parent participation, School administrators, Teacher education

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Abstract/Notes: Discusses the use of the Montessori method in Head Start programs, focusing on educational environment, teacher training, parent involvement, and funding. Outlines the phased implementation of a Montessori program and provides a list of Montessori publications and organizations. (MDM)

Language: English

ISSN: 1522-9734

Article

Expand the Head Start Program By Revamping Chapter 1

Publication: NAMTA Journal, vol. 18, no. 1

Pages: 131-134

Early childhood education, Head Start programs, North American Montessori Teachers' Association (NAMTA) - Periodicals

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Abstract/Notes: Examines the failure of Project Follow Through and Chapter 1 of the Elementary and Secondary Education Act to sustain the progress made by Head Start through the school years. Discusses the Head Start Transition Project, established in demonstration sites in each state, which seeks to ease the transition of children from Head Start through the primary grades. (BC)

Language: English

ISSN: 1522-9734

Book

A Comparative Study of the Impact of Two Contrasting Educational Approaches in Head Start, 1968-69

Available from: ERIC

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Abstract/Notes: As part of a national evaluation of Head Start, a comparison of school readiness and childhood development approaches to preschool education was attempted, but major methodological problems were encountered. It was not possible to find the study samples called for in the original plan, i.e. a child-readiness program of the Bereiter-Engelmann type, and a child development program that was a suitable example. A compromise selection of two Head Start centers included one that was child development-oriented, and one that had a modified Montessori program. A comparison sample was selected from a middle class child development-oriented private nursery school. The children were pre- and posttested on measures of cognitive skills, curiosity, self-concept, and spontaneous language. Individual child observations were also made. However, the original data collection plan was severely curtailed because of lack of time and testing space. The results of the study are not definitive but indicate that the middle class children were more able to benefit in demonstrable ways from a year of preschool education. However, the private program was judged to be of much better quality than the Head Start programs in the study.

Language: English

Published: New York, New York: Bank Street College of Education, 1969

Report

The Effects of Montessori Educational Techniques on Culturally Disadvantaged Head Start Children

Available from: ERIC

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Abstract/Notes: To determine whether significant differences exist in skill performance as a result of head start experience and to determine whether these differences exist between two ethnic groups, 17 Anglo-American [White] and 62 Mexican American [Latino] culturally disadvantaged children were pre-tested and post-tested during the summer of 1965 in connection with six-week head start programs in Costa Mesa and Fullerton, California. Five teachers using modified Montessori materials stressed three developmental areas, (1) perceptual-motor, (2) social-emotional, and (3) intellectual-academic. Seven instruments were used to test the program's effectiveness--Gesell Maturation Index, Mateer Inversion Test, tests of dominance, teacher rating scale, Goodenough-Harris D-A-P, Peabody Picture Vocabulary Test, and wide range achievement test. Results showed that certain handicaps do exist among culturally disadvantaged children prior to school experience and that positive gains occurred when enrichment experiences were provided. Greatest gains were in the areas of intellectual-academic and social-emotional skills. Ethnic differences appeared in the linguistic skills limitations of the Mexican American children. Need for medical and dental attention was apparent in both groups. Future provision should be made for continued preschool education and wider dissemination of health services. (LG)

Language: English

Published: Fullerton, California, Sep 1965

Report

Experimental Variation of Head Start Curricula: A Comparison of Current Approaches. Annual Report, June 12, 1968-June 11, 1969

Available from: ERIC

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Abstract/Notes: In this study, investigators made an experimental comparison of four curricula for Head Start classes: (1) the official (or "traditional") Head Start program, emphasizing enrichment of experience, individual differences, a climate of freedom, and learning by doing, (2) the DARCEE program, emphasizing reinforcement of attitudes combined with training in basic skills and intensive work with mothers, (3) the academic drills approach of Bereiter and Engelmann, emphasizing the ability to handle linguistic and numerical symbols, and (4) the Montessori program, characterized by a high degree of structure in respect to the analysis and sequencing of tasks, combined with great flexibility in that each child is expected to pursue his own interests. During the 1968-69 school year 14 classes were conducted--two Montessori classes, and four classes in each of the other program styles. The 4-year-olds in these classes were pre- and posttested with nine instruments, selected to assess gains in cognitive, motivational, social, and perceptual development. A non-preschool control group was also tested. Classes were monitored periodically throughout the year to assess treatment dimensions. All phases of the first year of this study are now complete. Data analysis is in process. Tables and appendices are included. (Author/NH)

Language: English

Published: Louisville, Kentucky, Jun 11, 1969

Report

Experimental Variation of Head Start Curricula: A Comparison of Current Approaches. (November 1, 1969-January 31, 1970)

Available from: ERIC

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Abstract/Notes: This paper reports results of the first year of a 2-year comparative study of four curricula used for disadvantaged preschool children: Bereiter-Engelmann, DARCEE, Montessori, and Traditional (the official Head Start program). Details of the study design and procedures are contained in the abbreviated Annual Progress Report for 1968-1969 (PS 003 034). Treatment (program) dimensions were assessed by in-class monitoring of teachers and children using a time-sampling procedure, and by video-tape monitoring of teachers in their classrooms. Significant differences were found among the four curricula on a number of dimensions of behavior for both teachers and children, most of these differences being in predicted directions. Treatment effects were assessed by use of a variety of cognitive, social, motivational, perceptual, and achievement measures. Programs had significantly different effects on the children with respect to a number of variables measured, such as curiosity, initiative, arithmetic, and verbal participation. Preliminary regression analyses on the relationship between teaching techniques monitored in class and dependent variables have produced multiple R's between .229 and .419 and partial R's between - .293 and .307. No interpretation has been made, pending the inclusion of variables from the video-tape monitoring. (Author/NH)

Language: English

Published: Louisville, Kentucky, Jan 31, 1970

Report

Prekindergarten Head Start, Year End Report, 1974-1975

Available from: ERIC

Americas, Child development, Classroom environments, Early childhood care and education, Early childhood education, Head Start programs, North America, Parent participation, Prepared environment, Students - Evaluation, United States of America

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Abstract/Notes: The Philadelphia Prekindergarten Head Start Program is a child development program for three- and four-year old children from low-income families funded through the Philadelphia Anti-Poverty Action Commission. The approach stresses an interacting and multidisciplinary attempt to improve the child's physical and emotional health, his family relationships, and his abilities to function better as a person. The program has been designed to implement five different early childhood education models: Behavioral Analysis, Bank Street, Montessori, Responsive Learning, and Curriculum for Social and Emotional Development. Programming according to model specifications remained the theoretical basis for daily operation. Research and evaluation activities during 1974-75 have centered around the program's goals for children. They have included classroom observations, the development of forms to assess the extent of model implementation, summarizing and analyzing the results of the Denver Developmental Screening Test, and the inclusion of the children in the Early Childhood Longitudinal File. There was found to be a wide range of practices in terms (1) extent of model implementation, (2) classroom differences within a model, (3) grouping practices, (4) frequency of parent volunteers, and (5) provisioning. Observation data yielding the above information are summarized according to model and across the total program.

Language: English

Published: Philadelphia, Pennsylvania, Jul 1975

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