WHAT WE HAVE LEARNED FROM CURRENT PROGRAMS AND RESEARCH ABOUT DISADVANTAGED PRE-SCHOOL AND ELEMENTARY SCHOOL CHILDREN.
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| Title: | WHAT WE HAVE LEARNED FROM CURRENT PROGRAMS AND RESEARCH ABOUT DISADVANTAGED PRE-SCHOOL AND ELEMENTARY SCHOOL CHILDREN. |
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| Authors: | SMALL, GEORGE D. |
| Peer Reviewed: | N |
| Page Count: | 10 |
| Publication Date: | 2025 |
| Descriptors: | Compensatory Education, Cultural Influences, Disadvantaged, Disadvantaged Youth, Educational Innovation, Educational Programs, Educationally Disadvantaged, Elementary Education, Environment, Experimental Programs, Guidance Programs, Research |
| Abstract: | CURRENT EDUCATIONAL PROGRAMS FOR DISADVANTAGED CHILDREN HAVE BEEN OF THREE TYPES--TRADITIONAL PATTERNS AND PRACTICES, TRADITIONAL PATTERNS WITH SOME CHANGE OR INNOVATIONS, AND INNOVATIVE PROGRAMS. A VARIETY OF INNOVATIVE PROGRAMS, BASED ON INQUIRY, DEVELOPMENT, DIFFUSION, UTILIZATION, AND EVALUATION, HAVE MOST SUCCESSFULLY MET THE REQUIREMENTS OF ASSISTING INDIVIDUAL DISADVANTAGED CHILDREN. RESEARCH HAS SUGGESTED THAT, COMPARED WITH A MIDDLE-CLASS CHILD, A DISADVANTAGED CHILD MAY HAVE A VARIETY OF EMOTIONAL, PERSONALITY, AND ATTITUDINAL DIFFERENCES IN SCHOOL. HOME AND COMMUNITY ENVIRONMENTAL CHARACTERISTICS ARE PRESENTED. OBSERVATIONS ABOUT THE USE OF TEST MATERIALS, CONCLUSIONS ABOUT SCHOOL APART FROM TEACHING AND LEARNING SITUATIONS, AND TEACHING AND LEARNING TECHNIQUES ARE OFFERED. GUIDANCE COUNSELORS, UNDER OPTIMUM CONDITIONS WITH FOCUSED AND LIMITED FUNCTIONS, HAVE BEEN A POSITIVE AND EFFECTIVE FORCE. (WR) |
| Accession Number: | ED014744 |
| Database: | ERIC |
| Abstract: | CURRENT EDUCATIONAL PROGRAMS FOR DISADVANTAGED CHILDREN HAVE BEEN OF THREE TYPES--TRADITIONAL PATTERNS AND PRACTICES, TRADITIONAL PATTERNS WITH SOME CHANGE OR INNOVATIONS, AND INNOVATIVE PROGRAMS. A VARIETY OF INNOVATIVE PROGRAMS, BASED ON INQUIRY, DEVELOPMENT, DIFFUSION, UTILIZATION, AND EVALUATION, HAVE MOST SUCCESSFULLY MET THE REQUIREMENTS OF ASSISTING INDIVIDUAL DISADVANTAGED CHILDREN. RESEARCH HAS SUGGESTED THAT, COMPARED WITH A MIDDLE-CLASS CHILD, A DISADVANTAGED CHILD MAY HAVE A VARIETY OF EMOTIONAL, PERSONALITY, AND ATTITUDINAL DIFFERENCES IN SCHOOL. HOME AND COMMUNITY ENVIRONMENTAL CHARACTERISTICS ARE PRESENTED. OBSERVATIONS ABOUT THE USE OF TEST MATERIALS, CONCLUSIONS ABOUT SCHOOL APART FROM TEACHING AND LEARNING SITUATIONS, AND TEACHING AND LEARNING TECHNIQUES ARE OFFERED. GUIDANCE COUNSELORS, UNDER OPTIMUM CONDITIONS WITH FOCUSED AND LIMITED FUNCTIONS, HAVE BEEN A POSITIVE AND EFFECTIVE FORCE. (WR) |
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