DOCUMENT RESUME

ED OP8 947 PS 004 66

TITLE Head Start Curriculum Models: A Reference List.(Revised Edition).

INSTITUTION ERIC Clearinghouse on Early Childhood Education,Urbana, Ill.

SPONS AGENCY Office cf Child Development ((MEW), Washington, D.C.PUB DATE Feb 71NOTE 27p.; FD 046 517 is an earlier version of this paper

FURS PRICE EDRS Price M:-i0.65 VC-$3.29DESCRIPT0hS *Bibliographies, Books, *Early Childhood Education,

Educational Innovation, Models, *PreschoolCurriculum, *Preschool Education, *PreschoolPrograms, Research Reviews (Publications)

IDENTIFIERS *Mead Start

ABSTRACTThis bibliography lists references to books,

articles, curriculum aids, progr^ss reports and other work related tcthe 11 different Mead Start curriculum models now being testedexperimentally it many communities. The models, developed byexperienced educators, are; Academically Oriented P:eschool; BehaviorAnalysis Model; hesponsive Environment. Corporation; Tucson EarlyEducation Model; Bank Street Early Childhood Center; Parent EducationProject.; Responsive Model; Institute for Developmental Studies;Primary Education Project; Educational Development Center; andCognitively Oriented Curriculum. Readings which give an overview ofthe curriculum models project are also listed. Information isincluded on ordering th')se documents which are available through theERIC system. Other vforks are available at libraries or from authorsor publishers cited. A list of addresses of the educators respcnsiblefor the models is given. (NV)

U. SEPAITTAIENT OF FIEALTII, EDU7.TION A WELFAIIEOFFICE OF EDUCATION

THi3 DOCUMENT HAS PEEN REI'PODUCED EXACTLY AS RECEIVED FROM THEPERSON OR CRDANIZATION 0I11C*1A1-1'..E 11. {'DINES OF VIEW OR OPINIONS

r- SiATED DO NO7 AEfFS,3AR71.7 RI.IRESiAT OFFICIAL OFFICE Ai £PUCILJFMPOSITION OR POLICY.-1-

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HEAD START CURRICULUM MODELS:

A Reference List

Prepared by

Head Start. Infoymation Ser:ices DepartmentERIC Clearinshouse on Early Childhood 2ducation

University of Illinois it UrbanaChampaisn80S Vest Penaaylvania Avenue

Urbana, Illinois 61801

Ravis44ftbruary, 1971

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FOREWORD

In 1971 Project 'had Start goes into its seventh year. During the yearssince Head Start's exciting birth in 1965, millions of families have enjoyedthe excitement, the caring, the guidance and the dedication of Head Start

workers.

During these years of growth and development Head Start parents, teachersand planners have been exploring a variety of approaches to early childhoodeducation. In order to encourage each local community to find its own bestway, the National Head Start Office has identified eleven different curriculummodels. Each of these models has been crrefully developed by experiencededucators of young children. Each model is ban( applied in a wide variety ofcommunities across the country.

The Information. Services Department at ERIC/ECE has prepare. thisreference l'st to help those who are looking fo: information about thevarious mod. s. The lirt pulls together citations to many articles, cur-riculum aids, books, progress reports, and other writings related to HeadStart Curriculum Models.

The writings cited in this list are available to you in one of severalways:

Some of the works, particularly those published by commercialpublishing houses or those published in journals, are easily avail-able in public or university libraries. Librarians will welcome yourinquiry and will help you find what you need.

Others are available only from the authors or publishers cited inthis list. On page 24 you will find a list of the addresses of theeducators responsible for the models; other addresses are includedin individual citations.

If the ERIC Document Reproduction Service can give you the mostready access to a work, our citation ends with an ERIC document (ED)n'-her. r,ee page 20 for help in obtaining writings marked with anED number.

If ERIC/ECE As the best source of a work, our citation ends with ourClearinghouse code (PS) number. Copies of writings marked with PScan be ordered from ERIC/ECE's Information Services Department.Include the title and the complete PS number in your roquest; ourcharge is 5c pier page plus postage and handling.

Please let us know how we can help you further with your questim aboutHead Start.

Llian G. Katt, Ph.P.Director, Clearinghouse onEarly Childhood ':durationEducational ResrurceInformation renter (ERIC)

TABLE OF CONTENTS

Overviews

The Models

Academically Oriented Preschool

Behavior Analysis Model

Responsive Environment

Tucson Early Education Model

Bank Street Early Milohood Center

Parent Education Project (Florida Model)

Responsive Model

Institute for Developmental StIldies

Primary:RducttiOn 0We:et

Educational Development Center (EDC)

Cognitively Oriented Curriculum

Miscellaneous

Ordering ERIC Documents

ERIC Document Reproduction Service (EDRS) Pat:ins Schedule

ERIC Document Reproduction Service (EDRS) Order Blank

Addresses of,Educators.

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OVERVIEWS

Depprtment of Health, Education, and Welfare, Office of Child Development.Head Start Planned Variation Study. Sept. 1970. HEW.

Evans, Ellis D. oreNew York: HcifGlUi4iTtfii;4Wiiiiton, 19 1.

Klein, Jenny W. Planned Variation in Head Start Programs . Children 18,Jen.-Feb. 1971, 8-12.

Maccoby, E. E. 8 Zellner, M. Experiments in. Primary Education: AspectsofProtStpollowThrough. Harcourt, Brace, 4 Jovanovich, 1970.

Silberman, Charles E. Crises in the Classroom. New York: Random House,1970.

Weber, Evelyn. Early Childhood Education, Perspectives on Change. Worth.ington, Ohio: Chas. A. Jones, 1970.

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ACADEMICALLY ORIENTED PRESCHOOL: UNIVERSITY OF OREM, ZECICR-ENGEUIAlsIN

Engelmann and Becker use a structured, academic approach. The programis premised oa the belief that every child can achieve well in the academicarea if he receives adequate instruction and if there is a payoff for:earning. Programmed materials are used to teach essential concepts andoperations in reading, arithmetic, and language. A language training programis specifically designed to"'remedy language deficiency, teach languagenecessary for instruction and concepts used in logical thinking. Teacherssystematically reinforce those behaviors that are desired. Parents aretrained as teacher aides in the use of programmed materials and speciffcreinforcement techniques.

Related Readings

Academic Preschool Champaign Illinois. One of a Series of Successfulams. t Pres oo Progrez

CoipensatoriEdileeffini: 1969c-27--p: -Avallable as document no. 344-8420039) from the U.S. Goverilment Printing Office, Ashington, D.C. 20402.

Becker, Wesley C. and others. The Contingent Use of Teacher Attentionand Praise in Reducing Classroom Behavior Problems. -Journal of SpecialMERTOTITVOL 1, no. 1-717irlg, 1467, pp. 287-10.

Becker, Wesley C. and others. Reducing Behavior Problems: An rperantConditioning Guide for Teachers. 069 20 p. fD -634 S10

Becker, Wesley C., .Engelmann S., Thomas, G.R. Toachibv A Basic Course inApplied Psychology. SRA, 1971 (pro-publication edition avaisable fromFa7,Corp., Stal.fon, A, Box 2157, Champaign, Ill. 61820)

Becher, Wesley C. Parents Ate Teachers In Child mariyassuramt.Research Press, Champaign, Illinois 6182r

Bereiter, Carl. A Beginning Language Program for Disadvantaged Children.1966, 10 p. PS 006'888

Bereiter, Carl. Acadamic Instruction and Preschool Children. 196S, 9 p.PS 000 762

Bereiter, Carl. Acceleration of Intellectual Development in EarChildhood. Final Report. 1967, 212 p. ED 014 332.

Bereiter, Carl. Are Preschool Programs Built the Wrong Way? Nation'sSchools, Vol. 77, no. 6, June,1966, pp.55-56

Bereiter, Carl. ArithaeltWend Mathematics. Dimensions in Early_

Learning_ Series. l 68, 9f p. Available from DimensionifaliWin4Co., San.Rafaell.California 94903

Bereiter, Carl. Devel nt of Curricula and Methods and Trainin ofSpecialists in Pres oo di7111117-11. p. u u a I

3

Bereiter,, Carl and Engelmann, Siegfried. The Effectiveness of DirectVerbal Instruction on !IQ Performance and Achievement in Reading 4

AThmetic. 31 p. PS 002 020

Bereiter, Carl. 2I.st2ILLI:11192.11212.1112in Early Compensatory Education.

14. p. PS 000 513.

Bereiter, Carl and Engelmann, Siegfried. Language Learning Activities

for the Disadvantaged Child. 1968, 34 p. ID 002 002

Bereiter, Carl and Engelmann, Siegfried. Observations on the Use ofDirect Instruction with Young Disadvantage371107J77966, 12 p. PS 000 569

Bereiter, Carl and Engelmann, Siegfried. Teaching DisadvantaBed Children

in the Preschool. New York: Prentice-Hall, 1961.

Engelmann, Siegfried and Gallagher, James J. A Study of How a ChildLearns Concepts about Characteristics of LiguiiiMaterials. 1066, 66 p.

ED 014428.

Engelmann, Siegfried. Behavior Modification as Learning. 1967, 21 p.

PS 000 270

Engelmann, Siegfried.Summer, 1964, 28 p.

Engelmann, Siegfried.1967, )9 p PS 000 887

Culturally Deprived--Description and Remedy.PS 002 619

Language Deficiency - -A Diagnosis Remedial Approach.

Engelmann, Siegfried. Relationship Between Psychological Theories and

the Act of Teaching. Journal of School Psychology, Vol. V, no. 2,

winter, 1967, pp. 93-106:

Engelmann, Siegfried. Structuring Language as a Tool for Thought.

20 p. PS 000 889

Engelmann, Siegfried. Teaching Communication Skills to Disadvantaged

Children. 40 p. PS 000 890

Engelmann, Siegfried. yeachiratiolgjortns to Preschool Advantpgedand Disadvantaged Childrin.---Mr,1.---1W049 990

Engelmnn, Siegfried. Teaching Reading to Children hith Low MA's.

:968, 22 p.

Ex eriments in H::: Start and Early Education: Curriculum StruL.tures

and Taapier Attitudes. 0E6 DivIsion of Research and Evaluation.Project Head Start, Nov. 1969. PS 002 919

O'Leary, K.D. and Becker, Wesley. The Effects of the Intensity of aTeacher's Reprimands on Children's Tinvior. Journal of School

Psychology, VOL 7, no. 1, p. 8 -11 W 1963-69.

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4BEHAVIOR ANALYSIS MODEL: UNIVERSITY OF KANSAS

Don Bushell uses a behavior analysis approach. The goal of the programis to teach the child needed skills by means of systematic reinforcementprocedures. The teacher's role is that of a behavior modifier. Individual

instruction emphasized through the use of programmed materials. Parents

are hired and trained to use positive reinforcement techniques while teachingin the classroom; they also share responsibility for teaching these techni-ques to other parents.

Related Readings

Bijou, S. and Baer, D. Child Development: A Systematic. and Empirical

Theory. Vol. I. The Century Psychology Series. Appleton- Century-

Crofts, Inc. 1961.

Bushell, Don. A Token Manual for Behavior Analysis Classrooms (Manual ParaSalones De Clases De Analisis !e Conducts Usando-TokeisT.: Bilingual

manual for teachers in a behavior analysis classroom. Universityof Kansas Department of Human Development, Lawrence, Kansas. Avail-able from author. 1970, 16 p.

Bushell, Don. The Behavior Analysis Classroom. University of Kansas,Department-a Human Development, Lawrence, Kansas. Available fromthe author. 1970, 21 p.

Bushell, Don, Wrobel, P. and Michaelis, M. Applying Group.Contimenciesto the Classroom Study Behavior of Preschool Children. Journil-o1Applied Behavior Analysis Spring 1968, no. 1, V. I, pp. 55-61.

Bushell, Don, and Jacobson, Joan H. Tho Simultaneous Rehabilitation ofMothers and Their Children. 1968: 11 p. ED 034 591

U. S. Office of Education. The Behavior Analysis Approach to Follow Through.Focus on Follow Throuih, Division of Compensatory Education. Wash-rngton, D. C. ATTr-rgo, 4 p.

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RESPONSIVE ENVIRONMENT CORPORATION

The REC program utilizes specially designed learning materials andeducational technology in a flexible structure to achieve its objectives.There is a careful balance between structured and nonstructured activitieswith emphasis on individualized independent work rather than group instruc-tion. Observations of the child's Interaction with his environment guidethe teacher in the selection and organization of appropriate materials andactivities. The talking page learning system is used for language growthand development. Selected self-correcting sensorial learning materialsare provided to aid the child in understanding and incorporating basicconcepts and to enhance his abstract reasoning ability. Classroom librariescontaining a large number of volumes on a wide variety of subjects are anintegral part of the model. A home learning unit comprised of sequentiallearning materials and a learning activity guide for use by parents andother family members is used.

Materials Describing Components of the Model

The "Talking Typewriter" (Edison Responsive Environment Learning System).Employed in REC Follow Through Program.

BiblioTraphy of Materials Published About the Edison ResponsiveEgranment Learning System: "The Talking Typewriter". ResponsiveITiv.=.71Itsinm Corporation, undated, periodically revised. IncludesSupplement #1. 12 pp.

Learning is Discovery! Brochure describing the "Talking Typewriter".Responsive Environments Corporation, undated. 4 pp.

The "Talking Typewriter"--A Computer Based Systems Design for BasiclieTERTtive brochure. Responsive Environments

Corporation, undated. 6 pp.

The "Talking Page". Employed in REC Head Start and Follow Through Programs.

Reading: A Supplementary Linguistic - Phonic Program for the 'Talking.e Reeding t/rogram. Responsive tnyironments Corporation, undated.

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"Talking Pate" Reading Program Teacher's Guide. Responsive Environ-ments Corporation; 1969. 164 pp. Price: $2 00.

Units in Perceptual and Language Growth for the "Talking Page." De-

scriptive brochure of "Talking Page" Pre - Reaming Program. kesponsiveEnvironments Corporation, undated. 12 pp.

"Talking Page" Pre-reading Program Teacher's Guide. Responsive En-vironments Corporation, 1969. 11'. pp. Price: $2.00.

REC Learning Materials for Number Skills. Employed in REC Head Start andFollow Through rrograms.

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REC earl NumberMulti-G Lab, Descriptive brochore, Responsive,

nv ronments orporat on, undated, 8 pp. foldout.

REC Mathematical Activity Labs. Descriptive brochure. ResponsiveEnVrionments Corporation, undated. 8 pp. foldout.

REC Early Number Multi-Group Lab Teacher's Guide. Leonard Seeley,Responsive tnvironments Corporation, 1969. 144 pp. Price: $5.95.

REC Early Number Multi-Group Lab Activity Cards. Responsive Environ-ments Corporation, 1970, 100 cards. Price: $19.00.

Farmer, Ruthe. Criteria for Observation of Responsive Environments Corpor-ation Model Early Childhood Program. 1970, 2 pp. PS 003 916

Farmer, Ruthe. The Responsive Environments Corporation Early Childhood Ed-ucation Model. Summary. 1970, 2 PS 003 915.

All materials are available from:

Responsive Environments Corporation200 Sylvan AvenueEnglewood Cliffs, New Jersey 07632

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TUCSON EARLY EDUCATION MODEL: UNIVERSITY OF ARIZONA

This program emphasizes the development of behavioral skills andattitudes, categorized as: a language competence, an intellectual base,a motivational base, and societal arts and skills. Willie carefully struc-

tured, the curriculum is flexible and the ....rganization of the class pro-vides for frequent opportunities for small group and one-to-one adult-

child interaction. A variety of behavioral option_ are made available tothe child, providing opportunities to develop individual skills at individ-ual rates. Imitation of a vario%y of desirable behavioral models provided

is actively encouraged. Social reinforcement is used to ensure that thechild experiences frequent gratification as a result of his behavior andskill aciuisition The assumptions are made that when opportunities forlearning are made available Cl) the child does not have to be forced, oreven to be requested to learn and (2) that the optimal functioning of theinstructional program is very dependent upon an effective parent involve-ment program.

Related Readin &s

Arizona Center for EarlyNo. 1, Spring 1970.

Arizona Center for EarlyNo. 1, all 1970.

Childhood Education. TEEM Exchange, Vol. 1,

Childhood Education. TEEM Exchange, Vol. II,

Bergen, John R. A Systems Approach to Psychological Services, Psychologyin the Schools, Vol. VI, No. 4, 1970.

Bergen, John R. 6 Curry, Dal R. Psychological Services: The Pilot Year.

Bergen, John R. Intellectual.Skills: A New Concept in a Changing Society.

:.:oxon, Mary. An Informal Statement of the Tucson Early Childhood EductionProgram. Head Start 0E0. Nov. 17171WPS 003876 .

erinnett, Sadie. Situational Tests for Evaluation of Intervention Programs:A Position Paper.

Grireatt, Sadie, Underwood, Billie 6 Brackney, Evelyn. Choice Behavior in

a Free Choice Setting.

Henderson, Ronald. Environmental Stimulation and Intellectual Developmentof Mexican-American Children--An Exploratory Project. 1966, 242 p.

EDM0

Her.d)rson, Ronald W. Environmental Variables as Predictors of AcademicPerformance. 1969, 12 p. Available from: -0inInzWzcma,Coffiii7Trlducation; Follow Through Implemen:ation, Arizona Centerfor Early Childhood Edncat;on.

Henderson, Fonald. Research and Consultation in the Natural Environment.1969, IS p. ED 037 240

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Hobson, Arline. Intellectual Implications of a Basic Sight Vocabulary.

Hobson, Arline. Language Teaching: Prepositions and Conjunctives.

Hobson, Arline. Systematic Language Modeling, Contemporary Education,Vol. XL, No. 4, pp. 225-227, 1969.

Hobson, Arline. Reading in an Orchestrated Second Grade.

Hughes, Marie M. and Taylor, Jewell C. Analyses of Stories D. tated inClasses of the Cooperative Project. 1967, 40 p. ED 019

Hughes, Ma:ie M. and Sanchez, George I. Learning a New Language. 1958,

32 p. Association for Childhood Education International, 3615 Wis-consin Avenu,a,, N. W. Washington, D. C. 20016

Hughes, Marie M. and othel.s. The Tucson Early Education Model. 1968,12 p. ED 033 753

Nelson, Violet and Richards, Betty. Orchestrated Instruction: A CookingExperience.

Paul, Alice S., Smith, Alice V. 4 Henderson, Rt...ald W. Intellectual Kits:Tools for Instruction in the Tucson Early EducationRbNI.

Rankin, Richard J. and Henderson, Ronald W. Standardized Tests and theDisadvantaged. 1969, 13 p. ED 034 594

Richards, Betty. Mapping: An Introduction to Symbols.

Rosenthal, Ted L. & Zimmerman, Barry J. Instructional Specificity andOutcome--Expectation in ObservationaliTraked Question Formulation.

Rosenthal, Ted L. & Zimmerman, Barry J. & burning, Kathleen. Observatiorally-Induced_Shanges'in-Children's.Interrogativo-Classes. Journal of Personality and Social Psychology, in press (1970).

Rosenthal, Ted L. & Zimmerman, Barry 3. Modeling by Exemplification andInstruction in Training Conservation, Journal of Personality and SocialPsychology, in press (1970).

Rubow, Carol L. Fillerup, Joseph M. The Professional Rtsponse.

Zimmerman, Barry J. Experimental Training Program Effects on TeacherVerbal Patterns, Psychthe Schools, Vol.-1/II, No. 3, 221-225,July 1970.

Zimmerman, Barr: J. & Bergen, John R. Intellectual Operations in TeacherQuestion-Asking Behavior, Merrill Palmer Quarterly, July 7, 1970.

Zimmerman, Barry J. Experimental Program Impact on Attitudes of School Per-sonnel, Journal of Experimental Education, Vol 38, No. 4, Summer 1970.

BANK STREET EARLY CHILDHOOD CENTER: BANK STREET COLLEGE, NEW YORK

Bank Street College presents a developmental approach which has as itsultimate objective to enable each Child to become deeply involved and self-

directed in his learning. Activities are planned for both individual and

groups of children. The classroom is the child's work room where he is free

to investigate objects explore media. Concrete, sensory, and motoractivities are interrelated with opportunities for functional and expressiveuse of language. The teacher is regarded as highly important in theprogram. She net city functions as a consistent adult whm the Child learnsto trust, but she also sensitizes the youngster to his experiences, tosights, sounds, feelings and ideas. Key elements in the program are:(1) staff develewsent (2j parent involvement and (3) community relations.

Related Readings

Bank StreetHead Start.

Bank StreetSegregated,1965, 71 p.

College of Education.1969, mimeo. PS 003

College of Education.Seminar on EducationED 003 433

The Bank Street Approach to878

Education of the Deprived andfor Culturally Different Youilt.

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Bank Street College of Education. Packet for Nursery School Teachers.New York: 69 Rank Street, Now York.a) Biber, Barbara. "A Dream for the Nursery Years". May, 1942.b) Biber, Barbara. "Nursery School as the Beginnl.ig of Education". 1939.

c) Biber, Barbara. "What Do Children Need Most: From Parent, FromTeaCher?". 1936.

d) Perryman, Lucile. "Dramatic Play and Cognitive Development". 1962.

e) Stanton, J.,Beyer, E. "First Hand Experiences and Sensory Learning.'"

Bank Street College of Education. Second Packet for Nu2sery SchoolTeachers. 69 Bsnk Street, New York, New York.a) Biber, Barbara. "How Can Nursery School be Expected to BenLfit a

Child?" Jan., 1949.b) Biber, Barbara. "Play as e Growth Process". 1951.

c) Gilkeson, E. "Teacher - Child- Parent Relationships". 1955.

d) Stanton, J., Snyder, A. "The Most Important Years". 1949.

Bank Street Reprints:a) Biber, Barbara, Snyder, A. 'Tow do We Know a Good Teacher?" 1948

from Childhood Education,b) Church7n.seih. "Innovations, Excellence, and Children's LesrninC.

1962. from School and Society.c) Faculty of Bank Street. "building a Classroom Climate for Learning".

1961 from NEA Journal.d) Neimeyer, John. "Education for citizenship". 1957 from NSSE Yearbook.d) Redl, Fritz. "What do Children Expect of Teachers?" 1954 from

Bank Street College of Education Conference.f) Stall, DorothW'Buing 'Six' in the Cityl' no dates from Childhood

Education.

10Biber, Barbara "Goals and Methods in a Preschool Program far

Madvantaged Children". Children V 17 no. 1 pp. 15-201 Jar -Feb 1970.

Biber, Barbara, and Franklin, Margery. "The Relevance of Develop-mental and Psychodynamic Concepts to the Education of the Preschool

Child". In HelImuth, Jerome, Ed. Disadvantaged Child. Vol. I.

Seattle, Washington:. Special Child Publications, 1967. pp. 306-323.

Biber, Barbara. Young De rived Children and Their Educational Needs.Ablaciation for Childhoo E ucation nternat onal, 3615 W scons nAvenue, N.W., Washington, D.C. 1967.

Klopf, G. and Holeman, W. Perspectives on Learning. Papers from the

Bank Street Fiftieth Anniversatylnvitational 5ymposium. Mental HealthMaterials Center, 104 E. i.ith Street, New York. 1967

Neubauer, P. 8, Ed. Concepts of Development in Early Childhood Education.An Institute Coniuctechil DevelopmentCCenter. New fork:

Charles C. Thomas. 1955.

Beans, Renee ao,,! others. Head Start Evaluation and Resear& Center,Progress Report of Research Studies 1966 to 1967. Document 671731-vidualInstruction Project 1. 1967, 16 p. ED 021 628

Winsor, Charlotte. Bridging the Gap: Research to Prentice. AtlanticCity, February 17, 1970. PS 003 228

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PARENT EDUCATION PROJECT: UNIVERSITY OP FLORIDA, CAINESVILLE

Gordon uses an approach which utilizes the concept of the parent-

educator. The parent-educator is a mother from the local community whoworks with each parent in the hone by presenting weekly tasks, indivi-dualized for her child; for development of intellectual and cognitiveskills, the parent-educator also assists in the classroom. The tasks thatare taught in the classroom are then taken by her into the home, where sheinstructs the mother in how to teach the child. The mother thus learns(1) that education occurs in the home (2) what kinds of child activitiesshe should encourage, and (3) that her behavior with her child can havean effect and that she can be successful. Go2Jon suggests that a continuousreporting on home visits and classroom observations should be the basis ofcurriculum development tailored to each community.

Related Readings

Gordon, Ira J. A Parent Education Approach to Provision of Early.Stimulation for the Culturally Disadvantaged. Final Report. 1967,

118 p. ED 017 339

Gordon, Ira. Children Under Three--Finding Ways to Stimulate Develo ment.II Some Current Ex inents: Stimulation via Par t Education. 1 ren

V. 16 no. 2, pp. 57-59 March-April 1969.

Gordon, Ira J. Children's View of Themselves. 1959, 36 p. Associationfor Childhood Education International, 3615 Wisconsin Ave. N.W.,Washington, D.C.

Gordon, Ira J. Develo in Parent Power. Proceedings of Head StartResearch Seminer 05; Intervene on in Family Life. Washington, D.C.January 13, 1969. PS 0s2 833

Gordon, Ira J. Early_Child Stimulation Through Parent Education.1967, 26 p. PS 001? 464

Gordon, Ira J. Early_Shild Stimulation Through Parent Education.1969, 20 p. ED 038 166

Gordon, Ira J. and others. The,Frorida,..ParenMeEducntion Model.

8 p. no date given. PS 002 308

Go-don, Ira J. Intellectual Stimulation for Infants 5 Toddlers:A Brief Scientific Introduction. 1967, 6 p. PS 000 393

Gordon, Ira J. Reachinz_the Child Throes Parent Education; TheFlorida Approach. PAD, 121-17.---TS 001 04

Cordon, Ira. Reaching the Young Child Through Parent Education.Childhooe. Education V. 46 no. S pp. 247-241, Feb. 1970

Gordon, Ira J. StudyinLthe Child in School. 1966, 152 p. PS 001 354

Gordon, Ira. Self-Help A;proach: Parents as Teachars. Compact V. 3No. 6 pp. 26-31, Dec. 1909.

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Hess, Robert D. Parental Behavior and Children's School Achievement:Implications for Head Start. 1969, 119 p. ED 636 332

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THE RESPONSIVE MODEL: FARWEST.REGIONAL LABORATORY,BERKELEY, CALIFORNIA

Nimnicht has developed a responsive environment program based on

the autotelic discovery approach. The program aims to help children develop

both a positive self-image and intellectual ability. Emphasis is placed

on increasing the child's sensory and perceptual acuity, language develop-ment and concept formation, problem solving and abstract thinking ability.The autotelic learning activities are intended to be intrinsically motivatingand self-rewarding--not dependent on external rexards or punishments. The

total environment is organized to be responsive to the child's interest andhis style of ',earning. The teacher is also responsive to the child. Sheguides hila, helps him solve problems and find answers, but avoids providinghim with solutions.

Related Readings

Far West Laboratory for Educational Research and Development.The Responsive Head Stare Program. Berkeley. Cal. n.d. PS 002 473

Kelly, Edward J. and McAfee, Grano. New Nursery School ResearchProject. Finalleport. Oct. if 1967-Sept. 30, 1968. Annual ProgressReport. College of 1ducation, University a Northeri7517Ado.dieerey, Colorado. 220 p. PS CO2 490

Kelly, Edward J. and McAfee, Oralie. New Nursery School ResearchProject, Cct. 1, 1968 to Sept. 30, 1969.77grial Progress Report.College of Education, 1.16iVerilty of Northern ammo, Greeley,Colorado. 159 p. ED 036 320

Nimnicht, Glen. A First Year Partial Report of a Pro ect in anAutotelic EnvironTAFTWiTiTgaliol for Environmentally epr ved.

Journal of Research Services VS no. 2 June 1966, pp -34.

Nimnicht, Glen; Fitzgibbon, Ann, and McAfee, Oralie. A SupplementsReport on Evaluation of the New Nurser School Program at Colors oestate College. 19 8, p. P 00 9 .

Nimnicht, Glen. The Autotolic-DI.covery Approach. Berkeley, California,Far West Laboratory for Educationa. Research aa Development. Sept. 1g68

Nimnicht, Glen. Environmentally Deprived Children. 1969, 10 p.

PS 003 069.

Nimnicht, Glen, McAfee, Oralie and Meier, John. The New Nursery School.

(Book and pamphlets for teachers.) New York: General Learning Corporation,Early Learning Division, 1969, 450 p.

Nimnicht, Glen and others. Progress Report on Research at the NewNub rse School: General Background and Program Rationale. 0'67, 35 p.

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Nimnicht, Glen and others. Research on the New Nursery School, Part I,A Summa of the Evaluation of-the Exnarimental Program for DeprivedChildren at t e ew urse School Us n ome Experimental Measures,TERM Report. 7, 46 p. 6D 07

Nimnicht, Glen and others. Research on.the New Nursery School, Part II:A Report on the Use of Typewriter and Related E ui ment with Three-an Four-Year- 1 iluren at the-New NurseaSchoo . Interim Report.1967, 33 p. ED 0/7 077.

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INSTITUTE FOR.DEVELePHENTAL STUDIES: NEWAORK' UNIVERSITY

This program is designed to focus on both the cognitive and affectivedevelopment of young children. Areas of implementation are concept forma-tion, perception, language, self-image, and social emotional growth. Emphasisis placed on individualization of instruction by means of classroom manage-ment techniques, continuous teacher assessment, and small group instruction.An integral part of the program is ongoing involvement of classroom personnelin the construction and adaptation of curriculum and materials. Communityand parent participation is a viable component of this approach.

Related Readings

Deutsch, Martin and Friedman, Alfred. A Program to Demonstrate theEffectiveness of a Therapeutic Curriculum for the Socially DeprivedPreschool Child. 1962, 17 p. PS 000 679

Deutsch, Martin. Ford Foundation Interim Progress Report, Part I,Nov. 1967. 352 p. Inst. for Developmental Studies, School of Education,New York University. PS 001 114

Deutsch, Martin and others. The Disadvantaged Child: Selected Papersof Martin Deutsch. 1967, 419 p. Basic Cooks Inc., Publishers.rigrroik7 N.Y.

Deuts.n, Martin and others. Institute for Developmental Studies InterimProgress keport. Part II: RernearariVIOWaTIT71WWIT.--ED 03' 312 .

Deutsch, Martin and others. Memorandum on Facilities for Early ChildhoodEducation. 1968, 42 p. ED 150 023

Deutsch, Martin. Nursery Education: The Influence of Social Programmingon Early Development. 1963, p. in the Journal of Nursery EducationVol. 18, No. 3, Aprfl, 1963.

Deutsch, Martin. The Role of Social Class in Lan ua e Development andCognition. 1965, 11 p. Repr nt from Amer. Journal of Orthopsycl. atryJan. 1965, Vol. XXXV, No. 1.Deutsch, Martin. Some Ps cholo ical As cts of Learning in the Disadvantvd.1966, 6 p. In Team College Record, Columbia Un versity, TeachersCollege, 525 W. 120th St., New York, N.Y. 10027

The Institute for Developmental Studies. The Deutsch Model--Institutofor Developmental Studios. New York Univers ty, N.Y. 1968, 20 p. ED 020 009

Powledge, fired. To Change a Child: A Re ort on the Institute forDevelopmental Studies. Publishe by Quan rangle Book, Chili57-1-11inois,copy:ight: 1967.

15

16

PRIMARY EDUCATION PROJECT: UNIVERSITY OF PITTSBURGH,

The Learning Research and Development Cellter of the University ofPittsburgh has developed the PEP (Primary Education Project) model forindividualized education at the presChool level. The most critical compon.atlies in an individual progres3 plan in which each child works through thefinely graded steps of a curriculum, at a rate ana in a manner suited to hisown needs. The curriculum emphasizes basic skills and concepts that underliea variety of subject matters, including basic perceptual motor orientation,language concepts and logical processes, memory and problem solving shills.The curriculum object17es aret sequenced to reflect the natural order in whi:thChildren acquire key skills and concepts. For each objective in the sequence,a brief diegnost'c test has been developed. A teacher uses these tests todetermine where. In each sequence each child falls and designs an individuallytailored instructional program for him.

Related Readings

Resnick, Lauren B. and Wang, Margaret C. Approaches to the Validation ofLearning Hierarchies. Preprint 50, 1969, 44 p. ED 035 943

Resnick, Lauren B. Design of ar. Early Learning Curriculum. 1967, 68 p.

ED 018 393

19

17

EDUCATIONAL DEVELOPMENT CENTER(EDC)

EDC uses a pragmatic and action-oriented approach. The objectives are:(1) to help Head Start fashion classroom environments responsive to theindividual needs of children as well as to the talents and styles of theteachers (2) to develop the advisory concept as a way of facilitating continuedgrowth and change in schools. Basic requirements are that there must be aneffective program of staff development, adequately provisioned environmentsin which children can be challenged and stimulated, and a continuing programof parental involvement and interpretation. The class activities arise fromthe needs and interest of the group rather than from a prescribed curriculum.The teacher serves as a catalytic agent. She gu4des the children andstructures the environment. A local advisor, with extensive teachingexperience, is charged with responsibility for suggesting change as indicatedwithin each classroom.

Related Readings

Armington, David. The EDC Head Start Approach. Sept. 1968, mimeo.PS , 003 877

Armington, David and Hull, William P. Leicestershire Revisted.

17 p. ED 029 683

Earth, Roland S. Open Education: Assumptions about Learning and Knowledge.1968, 4 p. PS 003 193

Barth, Roland Sawyer. Open Education (A doctoral dissertation abstract).1970, 2 p. PS 003 170

Barth, Roland S. When Children Enjoy School: Some Lessons from Britain.1970, 6 p. PS 003 172

Blackie, Johi. Inside the Primary School. London: Her Majesty'sStationery Office, 1967.

Brown, Mary and Precious, Norman. Integrated Day in thr PrimarySchool. New York: Agathen,.19681Itiperb!tckfl ,c,

Cazden, Courtney B. A London Infant School. An Interview. 1968,.19 p.

ED 027 963

Central Advisory Council for Education. Children and their PrimarySchools Vol. I (Plowden Report) Dept. of Education and Science.L6iideni HMSO, 1967.

Dittman, Laura O. (Ed.). Curriculum is What Happens: Plannirg is theKey.. Washington: NAEYC, 1970. .

Gardner, Dorothy E. M. and Cass, Joan E. The Role of the Teacher in theInfant and Nursery School. New York: Pergamon, 1965.

Gordon, Ira and others. The Florida Parent Education Model. 8 p.

PS 002 308

Gross, Ronald and Beatrice. A Little Bit t.i Chaos. Saturday Review,

May 16, 1970.20

18

Hawkins, David and Frances. Leicestershire: A Personal Report.1964, 3 p. PS 001 659

Informal Education. Vol. 3, No. 7, July 1969, Center Forum, Centerfor Urban Education, 105 Madison Avenue, N.Y.

Kohl, Herbert R. The Open Classroom: A Practical Guide to a New Way ofTeaching. New York: The New York Review, 1969.

Ridgway, Lorina and Lawton, Irene. Family Grouping in the Primary School.New York: Agathon. (In preparation.)

Rogers, Vincent. English and American Primary Schools. Phi DeltaKappan V. Si, no. 2 Oct. 69, pp. 71-75. Also iiirladyslijE,G. Engstrom, Ed. Washington: National Association for the Educationof Young Children. 1970.

Rogers, Vincent. Teaching,in the British Primary School. New York:Macmillan, 1970. Paperback, text

Seeley, L. G. W. and Gibbon, V. Communication and Learnin in thePrimary School. Nev, York: Humanities, 1963. (Revised e

Sealey, L. G. W. Looking Back on Leicestershire. 4 p. PS 001 658

Schlesinger, Jay. Leicestershire Report: The Classroom Environment.1966. 11 p. ED 027 964

University of London, Institute of Education. First Years in School:Aspects of Children's Development from the Ages of 4 to 7. Lorlon:

George G. Harrap F CO. Frrst published in 1963, reprinted in 1967.

Weber, Lillian. English Infant School: A Model for Informal Education.New York: Agathon. (In preparation.)

YJomans,.fidward. Education for Initiative and Responsibility, Comments

on Visit to the Schools Oraicestershire County, AprIl 1967, SecondEdition. 1968. Available from National Association of IndependentSchools, 4 Liberty Square. Boston, Massachusetts 02109.

7reston, Laura A. London Venture--a Look at England's Nursery Schools.Young_Chi'dren Vol. XXII, No. 1, October 1966, p. 3-10.

Silberman, Charins.E., Ctisii in The Chessroom. New York: Random House,

1970.

21

19

COGNITIVELY ORIENTED CURRICULUM: HIGH/SCOPE EDUCATIONAL RESEARCH FOUNDATIONYPSILANTII MICH/GANI

David Weikart presents a cognitively oriented preschool program derivedfrom the theories of Piaget. The program has three main foci--the curriculumwhich is cognitively oriented; the teacher who participates actively indeveloping class programs; the home, where the teacher works with the motherto promote cognitive growth in the child. Learning objectives are statedas behavioral goals which describe the behavior expected as a result of thematerials can be presented in a sequential fashion from the simple to thecomplex and from the concrete to the abstract. Language training anddevelopment of the self-concept are vital parts of the program.

Related Readings

Weikart, David and oth.ra. The Co itivel Oriented Curriculum: A

Framework for Preschool Teac ors. as ngton: at onal soc at on for

the Education of Young Chilairi. In preparation.

Weikart, David P. and Wiegerink. Initial Results of a Com arative

Preschool Curriculum Project. Paper presented at the American syc ologicalWFracrweliisoctrl,Sanrancisco, September, 1968. 8 p. PS 000 617

Weikart, Dad P. Perry Preschool Project: Progress Report& 1962-1963.

33 p. PS 000 306

Weikart, David P. Perry Preschool Project: Progress Report. June, 1964,

61 p. PS 000 307

Weikart, David P. Preliminar Results from a Longitudinal Study ofDisadvantaged Prose ool ldren. 1 , 19 p.

Weikart, David. Preschool Intervention--A Prelimina Report of the

Perry Preschool Project. 1967. Avant le'from Campus Pu 1 s eiT-711North University Avenue. Ann Arbor, Michigan 48108. 171 p.

Weikart, David P. and Lambie, Delores. Preschool Intervention Through.

a Home Teaching Program, In The Disndvmniiiiralid, J. -Hellmuth, Ed.,V.2. Seattle: Special Child-PUBlicationt., 1967.

Weikart, David and Lambie. Preschool Intervention Through a Home Teaching

Pro ect. Paper presented at the American Educational Research Associationonvent on, 1968, 12 p. PS 000 187

Weikart, David P. Preschool Programs: Preliminary Findings. Journel of

Special Education V. I, no. 2 Winter, 1967. pp. 163-181. .

Weikart, David P. Results of Preschool Intervention Programs. 1966,

59 p. PS 000 30S

Weikart, David, P., Rogers, L. Adcock, C., McClelland, D., CognitiveOriented Curriculum:A Framework for Teachers. NAEYC-ERIC, Waihington,

Weikart, David P., Deloria, Lawser, S. Wiengerink, R., Long, Results

of Ypsilanti Perry Preschool Project. High/Scope Educational kosearcn

Foundation:Ypsilanti, Mich. 197022

20

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Addresses of Echmaters

Dr. Wesley BeckerDepartment of Special EducationCollege of EducationEugene, Oregon 97403

503-686-3555

Dr. Donald Bushell, Jr.Department of Human DevelopmentUniversity of Kansas210 New Hayworth HallLawrence, Kansas 66044

913-864-4447

Mr. Siegfried EngelmannDepartment of. Special EducationCollege of E4ucationEugene, Oregon 97403503-342-5237

Mrs. Ruthe FarmerResponsive Environment Corp.1025 Connecticut Avenue, N.W.Suite 715Washington, D.C. 20036

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Dr. Ira J. GordonInstitute for Development Human ResourcesColloge of EducationUniversity of FloridaGainesville, Florida ..2601

904-392-074:

Dr. Ron W. HendersonResearch and Development CenterEarly Childhood Education LaboratoryCollege of EducationUniversity of ArizonaTucson, Arizcna 85721

602-884-3560

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Dr. Marie HughesArizona Center for Early

Childhood Education1515 Ea't First StreetTucson_ Arizona 85721602-8E4-1325

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and Development1 Garden CircleHotel ClaremontBerkeley, Calif. 94705415-841-9710

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Education Development Center55-A Chapel StreetNewton, Massachusetts 02158

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Research Foundation125 North Huron StreetYpsilanti, Michigan 48197313-485-2000