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.advisorAbromowitz, Arnolden_ZA
dc.contributor.authorStern, Naomi Raina Annen_ZA
dc.date.accessioned2015-03-13T14:11:24Z
dc.date.available2015-03-13T14:11:24Z
dc.date.issued1979en_ZA
dc.descriptionIncludes bibliographical references.en_ZA
dc.description.abstractThe 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.identifier.apacitationStern, 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/11427/12607en_ZA
dc.identifier.chicagocitationStern, 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/11427/12607en_ZA
dc.identifier.citationStern, 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.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
dc.identifier.urihttp://hdl.handle.net/11427/12607
dc.identifier.vancouvercitationStern 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/11427/12607en_ZA
dc.language.isoengen_ZA
dc.publisher.departmentDepartment of Psychologyen_ZA
dc.publisher.facultyFaculty of Humanitiesen_ZA
dc.publisher.institutionUniversity of Cape Town
dc.subject.otherClinical Psychologyen_ZA
dc.titleEducational intervention programmes for very young children : an overview, with specific reference to the home early learning programme of the Athlone Early Learning Centreen_ZA
dc.typeMaster Thesis
dc.type.qualificationlevelMasters
dc.type.qualificationnameMScen_ZA
uct.type.filetypeText
uct.type.filetypeImage
uct.type.publicationResearchen_ZA
uct.type.resourceThesisen_ZA
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