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- W1908772011 abstract "This paper presents and evaluates the broad results of pre-school intervention experiments and programs aimed at fostering the intellectual and social development of disadvantaged groups. Among the general findings discussed are that there is a sensitive, or even critical, period in child development, an age at which a child will be more susceptible to fostering; that a dominant share of intelligence develops during early childhood; that a gap in IQ between advantaged and disadvantaged groups exists before school entrance and widens thereafter; that traditional kindergartens do not protect disadvantaged children from lagging behind or failing in school; and that malnutrition or poor health have a marked effect on intellectual development. While studies have shown that IQ may be accelerated through pre-school programs, preschool is not the cure-all it was anticipated to be. Generally, children with initially lower IQs show the largest gains. But, in most studies, it was found that within a few years the children who were not in the special programs made up the difference with the fostered group." @default.
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- W1908772011 date "1979-04-30" @default.
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- W1908772011 title "Priorities in education : pre-school; evidence and conclusions" @default.
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