Early Home Intervention to Promote School Readiness: A Turkish Experience

Autor/in	Bekman, Sevda
Titel	Early Home Intervention to Promote School Readiness: A Turkish Experience
Quelle	In: NHSA Dialog, 7 (2004) 1, S.16-34 (19 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1524-0754
Schlagwörter	Control Groups; Quasiexperimental Design; School Readiness; Early Intervention; Mothers; Numeracy; Cognitive Development; Foreign Countries; Program Effectiveness; Home Programs; Pretests Posttests; Young Children; Child Development; Emergent Literacy; Reading Skills; Mathematics Skills; Grades (Scholastic); Enrichment Activities; Emotional Development; Social Development; Turkey + Suchen Sie Ihr Suchwort? Readiness for school; School ability; Schulreife; Mother; Mutter; Rechenkompetenz; Kognitive Entwicklung; Ausland; Frühe Kindheit; Kindesentwicklung; Frühleseunterricht; Reading skill; Lesefertigkeit; Mathmatics achievement; Mathematics ability; Mathematische Kompetenz; Notenspiegel; Bereicherungsprogramm; Gefühlsbildung; Soziale Entwicklung; Türkei
Abstract	The paper presents the results of an evaluation research that studied the impact of a nationwide home intervention program, the Mother-Child Education Program, on both children and mothers immediately after the termination of the program and at the end of the children's first year of formal schooling. A pre/post control group quasiexperimental design was used. There were 102 experimental and 115 control mother-child pairs, the total sample being 217. The results revealed that the Program has important effects on the cognitive development of the child as reflected in the significant increase in the performance of the group receiving training with respect to preliteracy and prenumeracy skills. When the children were followed in their first year of schooling, the experimental children were found to be better at in literacy and numeracy skills and had started to read earlier than the control group. Furthermore, their end-of-year grades were better than their counterparts. Teachers also perceived them as meeting the cognitive and social requirements of the school and being more curious, attentive, and creative. (Contains 1 table and 1 footnote.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10