ED331934 UD028035
Title: Early Learning and Early Identification: Final Report of the
Three Year Longitudinal Study.
Author(s): Marcon, Rebecca A.
Author Affiliation: District of Columbia Public Schools, Washington,
DC.(FGK22275)
Pages: 87
Publication Date: December 1990
Available from: EDRS Price MF01/PC04 Plus Postage.
Language: English
Document Type: Reports--Evaluative (142)
Geographic Source: U.S.; District of Columbia
Journal Announcement: RIESEP1991
This three-year
study of early learning programs in Washington (District of Columbia)
public schools found that the extension of formal educational experiences
to preschool and kindergarten classrooms does little to promote
academic preparation and can actually hinder future academic achievement
and overall child development. The Vineland Adaptive Behavior Scales
were used to measure the progress of three cohorts of children from
enrollment in prekindergarten or Head Start through grade 1. Preschool
students were exposed to the following educational models: (1) Model
M, combining child-initiated and academic, teacher-directed approaches;
(2) Model AD, an academic, teacher-directed approach; and (3) Model
CI, a child-initiated approach. Kindergarten students were exposed
to ModAcK/SE, emphasizing socioemotional goals, and ModAcK, emphasizing
academic preparation. The following summary conclusions are presented:
(1) Model M is ineffective and should be eliminated; (2) Model CI
fosters a higher level of social development and basic skills than
the other two models; (3) Model AD places children at a disadvantage
for later social development; and (4) ModAcK/SE programs in kindergarten
emphasizing socioemotional goals are more effective than ModAck
programs emphasizing academics in kindergarten. Statistical data
are presented in 38 tables and six graphs. The survey questionnaire
and one table of statistical data are appended. (FMW)
Descriptors: *Academic Achievement; *Child Development; *Early Childhood
Education; Early Experience; *Grade 1; *Kindergarten; *Learning
Strategies; Longitudinal Studies; Outcomes of Education; Program
Evaluation; Questionnaires; *Social Development; Urban Schools;
Young Children
Identifiers: *District of Columbia Public Schools
