Preschool Personal-Social Behaviors [microform] : Relationships with Socioeconomic Status, Cognitive Skills, and Tempo. Disadvantaged Children and Their First School Experiences. ETS-Head Start Longitudinal Study / Walter Emmerich
- Bib ID:
- 5252299
- Format:
- Book and Microform
- Author:
- Emmerich, Walter
- Online Version:
- https://eric.ed.gov/?id=ED086372
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- Description:
-
- [Washington, D.C.] : Distributed by ERIC Clearinghouse, 1973
- 57 p.
- Summary:
-
Influences of socioeconomic status, cognitive skills, and response tempo upon personal-social behaviors in disadvantaged preschool children were investigated as part of the Educational Testing Service-Head Start Longitudinal Study. Measures of cognitive skill, cooperation, response latency, and socioeconomic status were taken. Results indicated that cognitive level prior to preschool entry consistently influenced the child's personal-social behavior, while socioeconomic status did not. Children who were more cognitively skilled were found to be more outgoing. Children with a fast response tempo exhibited difficulty in adapting to preschool environments, and were less peer oriented. (SBT)
- Notes:
-
- Sponsoring Agency: Child Development Services Bureau (DHEW/OCD), Washington, DC. Project Head Start.
- May also be available online. Address as at 14/8/18: https://eric.ed.gov/
- Reproduction:
- Microfiche. [Washington D.C.]: ERIC Clearinghouse microfiches : positive.
- Subject:
- Other authors/contributors:
- Educational Testing Service, Princeton, NJ
- Available From:
- ERIC
- Copyright:
-
In Copyright
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Copyright status was determined using the following information:
- Material type:
- Literary, dramatic or musical work
- Published status:
- Published
- Publication date:
- 1973
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