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Citation |
Marcon RA. Early Child Res. Q. 1992; 7(4): 517-530. |
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Copyright |
(Copyright © 1992, Elsevier Publishing) |
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DOI |
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PMID |
unavailable |
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Abstract |
A cluster analysis identified three different preschool models operating in a large, urban school district. The social, motor, language, and adaptive development of 295 four-year-olds randomly selected from these models was compared along with mastery of basic skills. Results indicated that children in the "in-between" model did significantly worse on all measures except daily living skills than did children in the child-initiated model or those in the teacher-directed academic model. Children in the child-initiated model demonstrated the greatest mastery of basic skills. As a group these children did even better than those in programs where academics were emphasized and skills were taught. Implications for educational policy makers are discussed. |