Skip to main content
Log in

Early secondary prevention with disadvantaged preschool children

  • Published:
American Journal of Community Psychology

This is a preview of subscription content, log in via an institution to check access.

Access this article

Price excludes VAT (USA)
Tax calculation will be finalised during checkout.

Instant access to the full article PDF.

References

  • Andersland, P. B. Maternal and environmental factors related to success in speech improvement training.Journal of Speech and Hearing Research, 1961,4, 79–90.

    PubMed  Google Scholar 

  • Ausubel, D., & Ausubel, P. Ego development among segregated Negro children. In J. I. Roberts (Ed.),School children in the urban slum. New York: Free Press. 1967.

    Google Scholar 

  • Baratz, J. C. Teaching reading in an urban negro school system. In F. Williams (Ed.),Language and poverty. Chicago: Markham Publishing Co., 1970.

    Google Scholar 

  • Bayley, N. Comparisons of mental and motor test scores for ages 1 – 15 months by sex, birth order, race, geographic location and education of parents.Child Development, 1965,36, 379–411.

    PubMed  Google Scholar 

  • Bereiter, L., & Engelmann, S.Teaching disadvantaged children in the preschool. Englewood Cliffs: Prentice-Hall, 1966.

    Google Scholar 

  • Birch, H. G., & Gussow, J. D.Disadvantaged children — health, nutrition and school failure. New York: Harcourt, Brace & World, 1970.

    Google Scholar 

  • Caldwell, B. M. The fourth dimension in early childhood education. In R. D. Hess & R. M. Bear (Eds.),Early education: Current theory, research, and action. Chicago: Aldine, 1968.

    Google Scholar 

  • Caldwell, B. M. What does research teach us about day care for children under three.Children Today, 1972,1, 6–11.

    PubMed  Google Scholar 

  • Caldwell, B. M., & Smith, L. E. Day care for the very young: Prime opportunity for primary prevention.American Journal of Public Health, 1970,60, 690–697.

    Google Scholar 

  • Campbell, D. T. Factors relevant to the validity of experiments in social settings.Psychological Bulletin, 1957,54, 297–312.

    PubMed  Google Scholar 

  • Cicirclli, V. G. A note on the factor analysis of disadvantaged children's Illinois Test of Psycholinguistic Abilities and achievement test scores.The Journal of Experimental Education, 1972,41, 5–8.

    Google Scholar 

  • Clark, K. B. Defeatism in ghetto schools. In J. I. Roberts (Ed.),School children in the urban slum. New York: Free Press, 1967.

    Google Scholar 

  • Cowen, E. L. Social and community interventions. In P. Mussen & M. Rosenzweig (Eds.),Annual Review of Psychology, 1973,24.

  • Deutsch, C. Auditory discrimination and learning: Social factors.Merrill-Palmer Quarterly, 1964,10, 277–296.

    Google Scholar 

  • Edlund, C. V. The effect on the behavior of children as reflected in the I.Q. score, when reinforced after each correct response.Journal of Applied Behavior Analysis, 1972,5, 317–319.

    Google Scholar 

  • Englemann, S. The effectiveness of direct instruction on I.Q. performance and achievement in reading and arithmetic. In J. Hellmuth (Ed.),Disadvantaged child. Vol. 3. New York: Brunner-Mazel, 1970.

    Google Scholar 

  • Entwisle, D. R. Developmental sociolinguistics: Inner-city children. In S. Chess & A. Thomas (Eds.),Annual progress in child psychiatry and child development. Vol. 2. New York: Brunner-Mazel, 1969.

    Google Scholar 

  • Erikson, M. T. The predictive validity of the Cattell Infant Intelligence Scale for young mentally retarded children.American Journal of Mental Deficiency, 1968,72, 728–733.

    PubMed  Google Scholar 

  • Escalona, S. The use of infant test for predictive purposes.Bulletin of the Menninger Clinic, 1950,14, 117–128.

    Google Scholar 

  • Fowler, W. A developmental learning approach to infant care in a group setting.Merrill-Palmer Quarterly, 1972,18, 145–175.

    Google Scholar 

  • Golden, M. & Birns, B. Social class and cognitive development in infancy.Merrill-Palmer Quarterly. 1968,14, 139–149.

    Google Scholar 

  • Golden, M., Birns, B., Bridger, W., & Moss, A. Social-class differentiation in cognitive development among black preschool children.Child Development, 1971,42, 37–45.

    Google Scholar 

  • Gordon, I. J. Early child stimulation through parent education. (Final report to the Children's Bureau for Development of Human Resources). Gainesville: University of Florida College of Education, 1969(a).

    Google Scholar 

  • Gordon, I. J. Stimulation via parent education.Children, 1969,16, 57–58(b).

    PubMed  Google Scholar 

  • Gordon, I. J. A home learning center approach to early stimulation. Bethesda: National Institute of Mental Health (DHEW), 1971.

    Google Scholar 

  • Gray, S. W., & Klaus, R. A. The early training project: A seventh-year report.Child Development, 1970,41, 909–924.

    PubMed  Google Scholar 

  • Greenberg, D., Uzgiris, I., & Hunt, J. McV. Hastening the development of the blink response with looking.Journal of Genetic Psychology, 1968,113, 167–176.

    PubMed  Google Scholar 

  • Heber, R., & Garber, H. An experiment in the prevention of cultural-familial mental retardation. Paper presented at the second Congress of International Association for Scientific Study of Mental Deficiency, Warsaw, Poland, 1970. ED 059 762.

  • Hess, R. D., & Shipman, V. C. Maternal influences upon early learning: The cognitive environments of urban pre-school children. In R. D. Hess & R. M. Bear (Eds.),Early education: Current theory, research and action. Chicago: Aldine, 1968.

    Google Scholar 

  • Horowitz, F. D., & Paden, L. Y. The effectiveness of environmental intervention programs. In B. M. Caldwell & H. Riccuiti (Eds.),Review of the child development research. Vol. 3. New York: Russell Sage Foundation. 1973.

    Google Scholar 

  • Hunt, J. McV.The challenge of incompetence and poverty. Urbana: University of Illinois Press, 1969.

    Google Scholar 

  • Hunt, J. McV. Parent and child centers: Their basis in the behavioral and educational sciences.American Journal of Orthopsychiatry, 1971,41, 13–38.

    PubMed  Google Scholar 

  • Illingworth, R. S., & Birch, L. B. The diagnosis of mental retardation in infancy, a follow-up.Archives of Disease in Childhood, 1959,34, 269–273.

    Google Scholar 

  • Ireton, H., Thwing, E., & Gravem, H. Infant mental development and neurological status, family socioeconomic status, and intelligence at age four.Child Development, 1970,41, 937–945.

    PubMed  Google Scholar 

  • Jason, L., Clarfield, S., & Cowen, E. L. Preventive intervention with young disadvantaged children.American Journal of Community Psychology. 1973,1, 50–61.

    Google Scholar 

  • Jason, L., & Kimbrough, C. A preventive educational program for young economically disadvantaged children.Journal of Community Psychology, 1974,2, 134–139.

    Google Scholar 

  • Jencks, C., Smith, M., Acland, H., JoBane, M., Cohen, D., Gintis, H., Heyns, B., & Michelson, S.Inequality: A reassessment of the effect of family and schooling in America. New York: Basic Books, 1972.

    Google Scholar 

  • Jensen, A. R. How much can we boost I.Q. and scholastic achievement?Harvard Educational Review, 1969,39, 1–123.

    Google Scholar 

  • Jones, K. The language development of Head Start children (Doctoral Dissertation). University Microfilms No. 66-11, Ann Arbor, 1966.

    Google Scholar 

  • Karnes, M. B. A longitudinal study of disadvantaged children who participated in three different preschool programs. Champaign: Institute of Research on Exceptional Children, 1969. ED 036 338.

    Google Scholar 

  • Karnes, M. B., Teska, J. A., Hodgins, A. S., & Badger, E. D. Educational intervention at home by mothers of disadvantaged infants.Child Development, 1970,41, 925–936.

    PubMed  Google Scholar 

  • Knobloch, H., & Pasamanick, B. An evaluation of the consistency and predictive value of the 40 week Gesell Developmental Schedule.Psychiatric Research Reports, 1960,13, 10–31.

    PubMed  Google Scholar 

  • Labov, W. The logic of nonstandard English. In F. Williams (Ed.),Language and poverty, Chicago: Markham Publishing Co., 1970.

    Google Scholar 

  • Levenstein, P. Cognitive growth in preschoolers through stimulation of verbal interaction with mothers.American Journal of Orthopsychiatry, 1970,40, 426–432.

    PubMed  Google Scholar 

  • MacRae, J. M. Retests of children given mental tests as infants.Journal of Genetic Psychology, 1955,87, 111–119.

    PubMed  Google Scholar 

  • Marans, A. E., & Lourie, R. Hypothesis regarding the effects of child rearing patterns in the disadvantaged child. In J. Hellmuth (Ed.),Disadvantaged child. Vol. 1. New York: Brunner-Mazel, 1969.

    Google Scholar 

  • McCall, R. B., Hogarty, P. S., & Hurlburt, N. Transitions in infant sensorimotor development and the prediction of childhood I.Q.American Psychologist, 1972,27, 728–748.

    PubMed  Google Scholar 

  • MuClelland, D. C. Testing for competence rather than for intelligence.American Psychologist, 1973,28, 1–14.

    PubMed  Google Scholar 

  • Page, E. B. Miracle in Milwaukee: Raising the I.Q.Educational Researcher, 1972,1, 8–10; 15–16.

    Google Scholar 

  • Painter, G. The effect of a structured tutorial program on the cognitive and language development of culturally disadvantaged infants.Merrill-Palmer Quarterly, 1969,15, 279–294.

    Google Scholar 

  • Palmer, F. H. Learning at two.Children, 1969,16, 55–56.

    PubMed  Google Scholar 

  • Proshansky, H., & Newton, P. The nature and meaning of Negro self-identity. In M. Deutsch, I. Katz, & A. R. Jensen (Eds.),Social class, race and psychological development. New York: Holt, Rinchart & Winston, 1968.

    Google Scholar 

  • Ramey, C. T., Hieger, I., & Klisz, D. Synchronous reinforcement of vocal response in failure to thrive infants.Child Development, 1972,42, 1449–1455.

    Google Scholar 

  • Robinson, H. B., & Robinson, N. M. Longitudinal development of very young children in a comprehensive day care program. The first two years.Child Development, 1971,42, 1673–1683.

    PubMed  Google Scholar 

  • Schaefer, E. S. A home tutoring program.Children. 1969,16, 59–60.

    PubMed  Google Scholar 

  • Schaefer, E. S., & Aaronson, M. Infant education research project: Implementation of a home tutoring program. In R. K. Parker (Ed.),The preschool in action. Exploring early childhood programs. Boston: Allyn & Bacon, 1972.

    Google Scholar 

  • Schwartz, A., Rosenberg, D., & Brackbill, Y. Analysis of the components of social reinforcement of infant vocalization.Psychonomic Science, 1970,20, 323–325.

    Google Scholar 

  • Severson, R. A., & Guest, K. E. Toward the standard assessment of the language of disadvantaged children. In F. Williams (Ed.),Language and poverty. Chicago: Markham Publishing Co., 1970.

    Google Scholar 

  • Skeels, H. M. Adult status of children with contrasting early life experiences.Monographs of the Society for Research in Child Development, 1966,31 (3, Whole No. 105).

  • Specter, G. A., & Cowen, E. L. A pilot study in stimulation of culturally deprived infants.Child Psychiatry & Human Development, 1971,1. 168–177.

    Google Scholar 

  • Starr, R. Cognitive development in infancy: Assessment, acceleration, and actualization.Merrill-Palmer Quarterly, 1971,17, 153–186.

    Google Scholar 

  • Stendler-Lavatelli, C. B. Environmental intervention in infancy and early childhood. In M. Deutsch, I. Katz, & A. R. Jensen (Eds.),Social class, race, and psychological development. New York: Holt, Rinehart & Winston, 1968.

    Google Scholar 

  • Strickland, S. P. Can slum children learn.American Education, 1971,7, 3–7.

    Google Scholar 

  • Templin, M. C. Certain language skills in children, their development and interrelationships.Institute of Child Welfare Monograph Series. Minneapolis: University of Minnesota Press, 1957, No. 26.

    Google Scholar 

  • Wachs, T. D., Uzgiris, I. C., & Hunt, J. McV. Cognitive development in infants of different levels and from different environmental backgrounds: An explanatory investigation.Merrill-Palmer Quarterly, 1971,17. 283–318.

    Google Scholar 

  • Wargo, M. J., Campeau, P. L., & Tallmadge, G. K. Further examination of exemplary progam for educating disadvantaged children. Final Report. U.S. Dept. of Health, Education and Welfare. 1971. ED 055 128.

  • Weikart, D. P. Relationship of curriculum, teaching, and learning in preschool education. In J. C. Stanley (Ed.).Preschool programs for the disadvantaged: Five experimental approaches to early childhood education. Baltimore: Johns Hopkins Press, 1972.

    Google Scholar 

  • Werner, E. E., Honzik, M. P., & Smith, R. S. Prediction at ten years from twenty months pediatric and psychologic examinations.Child Development, 1968,39, 1063–1075.

    PubMed  Google Scholar 

  • White, B. I. Informal education during the first months of life. In R. D. Hess & R. M. Bear (Eds.),Early education: Current theory, research and action. Chicago: Aldine, 1968.

    Google Scholar 

  • Willerman, L., Broman, S., & Fiedler, M. Infant development, preschool I.Q. and social class.Child Development, 1970,41, 69–77.

    PubMed  Google Scholar 

  • Williams, F. Some preliminaries and prospects. In F. Williams (Ed.),Language & poverty. Chicago: Markham Publishing Co., 1970.

    Google Scholar 

  • Zax, M., & Cowen, E. L.Abnormal psychology: Changing conceptions. New York: Holt, Rinehart & Winston, 1972.

    Google Scholar 

  • Zigler, F., Abelson, W. D., & Seitz, V. Motivational factors in the performance of economically disadvantaged children on the Peabody Picture Vocabulary Test.Child Development. 1973,44, 294–303.

    Google Scholar 

  • Zigler, E. & Butterfield, E. Motivational aspects of changes in I.Q. test performance of culturally deprived nursery school children.Child Development, 1968,39, 1–14.

    PubMed  Google Scholar 

Download references

Author information

Authors and Affiliations

Authors

Additional information

The author gratefully acknowledges the invaluable contribution of Dr. Emory L. Cowen for helpful suggestions and guidance in writing this paper. My thanks also to Rue Cromwell, David Glenwick and Marilyn Baron for their assistance.

Rights and permissions

Reprints and permissions

About this article

Cite this article

Jason, L. Early secondary prevention with disadvantaged preschool children. Am J Commun Psychol 3, 33–46 (1975). https://doi.org/10.1007/BF01101418

Download citation

  • Issue Date:

  • DOI: https://doi.org/10.1007/BF01101418

Keywords

Navigation