The effects of preschool on educationally advantaged children: First phases of a longitudinal study

Keywords

preschool, educationally advantaged children, preschool aged children

Abstract

This study is concerned with the preschool and kindergarten phases of a ten-year longitudinal research project designed to investigate the immediate and long-term effects of preschool on educationally advantaged children. Preschool data dealing with IQ, social competency, and school readiness, as well as physical abilities and self-concept were collected on two waves of subjects. Wave I(N = 129) consisted of 87 experimental and 42 control subjects, and in Wave II(N = 85) there were 54 experimental and 31 control subjects. Follow-up data on school readiness and social competency data were obtained from Wave I subjects in kindergarten. Analysis of data indicated that social competency, was enhanced through preschool participation and although there were no significant group differences in kindergarten test results, substantial social competency gains were observed for both groups. Findings will have greater meaning as the longitudinal study continues.

Original Publication Citation

Larsen, J.M., Hite, S.J., & Hart, C.H. (December 1983). The effect of preschool upon educationally advantaged children: A longitudinal study progress report. Journal of Intelligence, 7(4).

Document Type

Peer-Reviewed Article

Publication Date

1983-10

Permanent URL

http://hdl.lib.byu.edu/1877/5443

Publisher

Intelligence

Language

English

College

Family, Home, and Social Sciences

Department

Family Life

University Standing at Time of Publication

Full Professor

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