Effect of the Responsive Environment Early Education Program for Low Birth Weight Children of Preschool Age.

Autor/inn/en	Askins, Billy E.; und weitere
Titel	Effect of the Responsive Environment Early Education Program for Low Birth Weight Children of Preschool Age.
Quelle	(1977), (23 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Academic Achievement; Academically Handicapped; Bilingual Education; Body Weight; Demonstration Programs; Individual Development; Intervention; Language Acquisition; Learning Readiness; Preschool Children; Preschool Education; Program Descriptions; Program Evaluation; School Readiness; Spanish Americans + Suchen Sie Ihr Suchwort? Schulleistung; Bilingual teaching; Bilingualer Unterricht; Körpergewicht; Individuelle Entwicklung; Sprachaneignung; Spracherwerb; Lernbereitschaft; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Programme evaluation; Programmevaluation; Readiness for school; School ability; Schulreife
Abstract	This paper describes an external evaluation study of the Responsive Environment Early Education Program (formerly known as the Responsive Environment Program for Spanish American Children), an educational intervention program for "high risk" (low birth weight) 3-, 4-, and 5-year-old children in Clovis, New Mexico. Major goals of the program are: (1) to prevent school failure through the early identification and remediation of developmental learning deficiencies and to integrate handicapped children into the regular school program; (2) to provide in-service training to selected early childhood and kindergarten teachers and aides employed by various school districts of New Mexico; and (3) to disseminate information concerning the program. Evaluation of the instructional activities was based on a pre-posttest design (without a control group) using standardized tests which measured children's language development in Spanish and English, school readiness, and self-concept and personality development. In-service training and dissemination activities were subjectively evaluated using site-visits, observations, records, and self-reports by the staff. Findings of the follow-up study of former REPSAC students are reported in a separate study, not in this paper. Findings indicated that: (1) students made significant gains in language development in Spanish and English and in general school readiness; (2) students developed and/or maintained a positive self-concept and substantially developed in various dimensions of personality growth; and (3) in-service training program objectives were achieved. (Author/SB)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC