A Structure-Process Approach to Cognitive Development of Preschool Negro Children: Rationale and Effects.

摘要: DGCUMEN7 RESUME PS 002 060 Frcst, doe A Structure-Process Approach tc Ccgnitive Development cf Preschool Negro Children: Rationale and Effects. Texas Univ., Austin. Child Evaluation Research Center. Southwest Educational Lab., Austin, Tex. Fet ES 23p., Paper presented at the National Ccnference of American Association, Los Angeles, Califcrnia, February, 1969 EERS Price MF-$0.25 HC-$1.25 *Ccgnitive Development, Concept Teaching, Creativity, Culturally Disadvantaged, *Curriculum Fine Arts, *Models, Negroes, Physical Activities, Children, *Program Descriptions, Evaluation, Sex Differences, Sccial Attainment Record, Slosson Intelligence Test, Structure Process Mcdel, Wechsler And Primary Scale This rercrt presents a description approach to cognition literacy, suggests techniques fcr inplementation mcdel, assesses effects model on specific population. The assumes that intelligence develops cumulatively. was used for curriculum development in four rural urban early childhood centers enrolling 290 3to 7-year-old disadvantaged children. checklist filled out by teacher three times during year assess each child's progress communication, fine arts, physical activities. Analysis variance results showed significantly higher gains girls compared boys, perhaps reflecting maturational superiority and/or favoritism. Preand postadministration Record produced significant measures creativity, physical, social, intellectual development. According preand posttest scores Slcsson program had maximum effect cn younger Cross-test comparisons using variations THIS DOCUMENT HAS BEEN REPRODUCED EXACTLY AS RECEIVED FROM THE DiPAISiTif OF EDUOlifiON g WELFARE PERSON OR ORGANIZATION ORIGINATING IT, POINTS Of VIEW OPINICINS OFFICE EDUCATION STATED DO NOT NECESSARILY REPRESENT OFFICIAL POSITION POLICY. STRUCTURE-PROCESS APPROACH TO COGNITIVE DEVELOPMENT PRESCHOOL NEGRO CHILDREN: RATIONALE AND EFFECTS* Joe L. Frost University Austin major purposes this report are: (1) present rationale literacy; (2) describe implementation model; (3) cognitive three-to seven-year-old children enrolled located economically depressed areas Louisiana 1967-1968 school year. evidence supporting compensatory programming young is universal knowledge amoung educators, lengthy. Consequently, traditional statement need has been deleted. Cognition Literacy': Description literacy an emerging effort form working relationship between two complimentary but oft-divorced behavioral sciences psychology education. Whenever researcher attempts generalize from princi/ples tested through basic research, i.e., research learning, classroom application he must initially accept great deal faith. characteristic theory building, where initial concepts are established, subjected experimentation, eventually evaluated revised until theoretical *stem sufficiently substantial merit general acceptance applicdfion. 4ia In structure-process approach, defined as exercise mental processes, totally dependent upon essentially different organism's learning processes. Intelligence, which embraces both cognition, ability adapt increasing complex sohpisticated internal external environmental situations stimuli. conceptualization, seen separate correlated interdependent factors intelligence, with integral relationships neuro-physiology brain (Frost Rowland, 1968, p. 385). evolved synthesis reports area (Rowland 1967; Rowland 44) 1968,1969) 0 *Presented Conference California, 1969. work reported herein sponsored Laboratory, Texas; Edwin Hindsman, Executive Director. Appreciation extended Thomas New York University, his original conceptualization Robert Hughley, Program Director; Randall, Director SEDL Division Evaluation. more comprehensive evaluation prepared Research.