Abstract
An evaluative research model based on the suggestions of Cooley and Lohnes (1976) was used to examine the effects of preschool experience and family environment on children's cognitive and social development in the first years of school. Cognitive and social measures were taken at school entry and the end of kindergarten from 185 girls and boys from both middle class and lower class areas. Reading achievement was measured at the end of first grade. Four aspects of the family environment were measured by means of a mailed questionnaire. Results indicated that preschool experience had negligible influence on children's cognitive and social development at school entry, the end of kindergarten and at the end of first grade. Family environment variables accounted for a greater proportion of the variance than did preschool experience at all three data points and the strength of its influence increased over time. However, prior ability #opi.e. at school entry or the end of kindergarten#cp accounted for the large...
Published Version
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