Educational intervention programmes for very young children : an overview, with specific reference to the home early learning programme of the Athlone Early Learning Centre

 

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dc.contributor.advisor Abromowitz, Arnold en_ZA
dc.contributor.author Stern, Naomi Raina Ann en_ZA
dc.date.accessioned 2015-03-13T14:11:24Z
dc.date.available 2015-03-13T14:11:24Z
dc.date.issued 1979 en_ZA
dc.identifier.citation Stern, N. 1979. Educational intervention programmes for very young children : an overview, with specific reference to the home early learning programme of the Athlone Early Learning Centre. University of Cape Town. en_ZA
dc.identifier.uri http://hdl.handle.net/11427/12607
dc.description Includes bibliographical references. en_ZA
dc.description.abstract The concept of educational intervention for very young children is discussed from the standpoint of ethical implications, practical implementation and effectiveness. Specific programmes are described as background to the Home Early Learning Programme and the Creche Programme of the Athlone Early Learning Centre. Using a newly developed instrument, viz. the Grover Developmental Charts for Very Young Children, 36 children participating in the Home Early Learning Programme and 24 children attending the Creche, were assessed. They were divided into four equal age groups, i.e. 15, 21, 27 and 33 months. Number of home visits received/number of months spent at the Creche were correlated with deviation scores obtained from the Grover Developmental Charts. Results computed indicate that Creche children show statistically significant improvement over time on Chart 3 (Socialisation) and Chart 5 (Expressive Communication), while children participating in the Home Early Learning Programme show statistically significant improvement on Chart 2 (Interaction with Objects, Dexterity and Fine Coordination) . Significant differences between the two groups were found on Chart 5 (in favour of the Creche children) and Chart 2 (in favour of .the Home Early Learning Programme children). It is suggested, however, that these results should be treated with caution, and the difficulties inherent in testing young children are discussed. The importance of qualitative evaluation in defining success in this field is emphasized. en_ZA
dc.language.iso eng en_ZA
dc.subject.other Clinical Psychology en_ZA
dc.title Educational intervention programmes for very young children : an overview, with specific reference to the home early learning programme of the Athlone Early Learning Centre en_ZA
dc.type Master Thesis
uct.type.publication Research en_ZA
uct.type.resource Thesis en_ZA
dc.publisher.institution University of Cape Town
dc.publisher.faculty Faculty of Humanities en_ZA
dc.publisher.department Department of Psychology en_ZA
dc.type.qualificationlevel Masters
dc.type.qualificationname MSc en_ZA
uct.type.filetype Text
uct.type.filetype Image
dc.identifier.apacitation Stern, N. R. A. (1979). <i>Educational intervention programmes for very young children : an overview, with specific reference to the home early learning programme of the Athlone Early Learning Centre</i>. (Thesis). University of Cape Town ,Faculty of Humanities ,Department of Psychology. Retrieved from http://hdl.handle.net/11427/12607 en_ZA
dc.identifier.chicagocitation Stern, Naomi Raina Ann. <i>"Educational intervention programmes for very young children : an overview, with specific reference to the home early learning programme of the Athlone Early Learning Centre."</i> Thesis., University of Cape Town ,Faculty of Humanities ,Department of Psychology, 1979. http://hdl.handle.net/11427/12607 en_ZA
dc.identifier.vancouvercitation Stern NRA. Educational intervention programmes for very young children : an overview, with specific reference to the home early learning programme of the Athlone Early Learning Centre. [Thesis]. University of Cape Town ,Faculty of Humanities ,Department of Psychology, 1979 [cited yyyy month dd]. Available from: http://hdl.handle.net/11427/12607 en_ZA
dc.identifier.ris TY - Thesis / Dissertation AU - Stern, Naomi Raina Ann AB - The concept of educational intervention for very young children is discussed from the standpoint of ethical implications, practical implementation and effectiveness. Specific programmes are described as background to the Home Early Learning Programme and the Creche Programme of the Athlone Early Learning Centre. Using a newly developed instrument, viz. the Grover Developmental Charts for Very Young Children, 36 children participating in the Home Early Learning Programme and 24 children attending the Creche, were assessed. They were divided into four equal age groups, i.e. 15, 21, 27 and 33 months. Number of home visits received/number of months spent at the Creche were correlated with deviation scores obtained from the Grover Developmental Charts. Results computed indicate that Creche children show statistically significant improvement over time on Chart 3 (Socialisation) and Chart 5 (Expressive Communication), while children participating in the Home Early Learning Programme show statistically significant improvement on Chart 2 (Interaction with Objects, Dexterity and Fine Coordination) . Significant differences between the two groups were found on Chart 5 (in favour of the Creche children) and Chart 2 (in favour of .the Home Early Learning Programme children). It is suggested, however, that these results should be treated with caution, and the difficulties inherent in testing young children are discussed. The importance of qualitative evaluation in defining success in this field is emphasized. DA - 1979 DB - OpenUCT DP - University of Cape Town LK - https://open.uct.ac.za PB - University of Cape Town PY - 1979 T1 - Educational intervention programmes for very young children : an overview, with specific reference to the home early learning programme of the Athlone Early Learning Centre TI - Educational intervention programmes for very young children : an overview, with specific reference to the home early learning programme of the Athlone Early Learning Centre UR - http://hdl.handle.net/11427/12607 ER - en_ZA


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