The effects of preschool on educationally advantaged children: First phases of a longitudinal study
preschool, educationally advantaged children, preschool aged children
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).
BYU ScholarsArchive Citation
Larsen, Jean M.; Hite, Steven J.; and Hart, Craig H., "The effects of preschool on educationally advantaged children: First phases of a longitudinal study" (1983). Faculty Publications. 2611.
Family, Home, and Social Sciences
Copyright © 1984 Published by Elsevier Inc.