Urban preschool children's understanding of temporal and causal relations.
Item
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Title
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Urban preschool children's understanding of temporal and causal relations.
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Identifier
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AAI9325094
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identifier
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9325094
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Creator
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Flores, Roseanne L.
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Contributor
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Adviser: Katherine Nelson
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Date
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1993
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Language
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English
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Publisher
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City University of New York.
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Subject
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Psychology, Developmental | Education, Early Childhood
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Abstract
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How children learn to organize their activities in the world is important to our understanding of development. This study explored the effect of home and school environments on urban preschool children's ability to organize and represent their daily routines. The purpose of this study was twofold: (1) to evaluate urban preschool children's temporal understanding, and (2) to examine the effect of homelessness and poverty on their ability to represent events.;Thirty-six preschool children participated in this study. Twelve were from a homeless Head Start program, 12 were from a housed Head Start program and 12 were from college campus daycare programs. Each child was given a standardized language test, two nonverbal tasks which assessed sequencing skills and cause/effect relations and three verbal tasks which assessed sequencing skills, temporal relations, and general understanding of temporal concepts. Both verbal and nonverbal tasks were separated into familiar and nonfamiliar events.;Results indicated that urban inner city preschool children attending college campus daycare performed significantly better on both verbal and nonverbal tasks than either their homeless or housed Head Start peers. In addition, the results revealed that homeless and housed Head Start preschool children did not perform significantly differently on tasks that required schoolbased knowledge. However, contrary to the original prediction, homeless and housed Head Start children also performed similarly on items requiring knowledge about the home, thus indicating a possible similarity between the home environments of homeless children and housed poor children living in overcrowded conditions. The data suggest that homelessness is the extreme manifestation of poverty, which affects cognitive and linguistic abilities in preschool children.
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Type
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dissertation
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Source
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PQT Legacy CUNY.xlsx
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degree
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Ph.D.
