Socioeconomic Mix Effects on Disadvantaged Children in Preschool Child Development Programs: Phase II.

This document reports on Phase II of a 2-year research project. The first phase had investigated the effects of socioeconomic mix on the cognitive and social development of disadvantaged preschoolers. The objectives of Phase II were (1) to continue assessment of effects on the disadvantaged subjects over a 2-year span during which there were four testing periods, and (2) to determine the effects of socioeconomic mix on the advantaged children. Subjects (N=37) classified as disadvantaged, and 25 advantaged preschoolers were studied in three group conditions. Group I had a ratio of 50/50 disadvantaged to advantaged; Group II, 75/25; and Group III (100% disadvantaged) served as a control. Instruments used to assess developmental change were the Preschool Inventory, the Peabody Picture Vocabulary Test, the Cincinnati Autonomy Test Battery, and the Kansas Social Interaction Observation Procedure. Two major conclusions drawn from analyzing the data were that (1) the positive effects of socioeconomic mix on the cognitive development of disadvantaged preschoolers were maintained over a 2-year period, and (2) the advantaged subjects who participated in the second year of the study realized positive gains on both the cognitive and social dimensions. Other conclusions concerned the effects of socioeconomic mix on adult-child interactions and the children's peer relationships. Data tended to support the value of socioeconomic mix in preschool classrooms; study limitations are delineated. (For related document, see ED 067 147.) (DP)