{"id":{"repo_id":"cape-town","oai_identifier":"oai:open.uct.ac.za:11427/12607"},"canonical_url":"https://search.dev.ndltd.org/etd/cape-town/oai:open.uct.ac.za:11427/12607","repository":{"repo_id":"cape-town","name":"University of Cape Town","base_url":"https://open.uct.ac.za/oai/request"},"display":{"title":"Educational intervention programmes for very young children : an overview, with specific reference to the home early learning programme of the Athlone Early Learning Centre","abstract":"The concept of educational intervention for very young children is discussed from the standpoint of ethical implications, practical implementation and effectiveness. Specific programmes are described as background to the Home Early Learning Programme and the Creche Programme of the Athlone Early Learning Centre. Using a newly developed instrument, viz. the Grover Developmental Charts for Very Young Children, 36 children participating in the Home Early Learning Programme and 24 children attending the Creche, were assessed. They were divided into four equal age groups, i.e. 15, 21, 27 and 33 months. Number of home visits received/number of months spent at the Creche were correlated with deviation scores obtained from the Grover Developmental Charts. Results computed indicate that Creche children show statistically significant improvement over time on Chart 3 (Socialisation) and Chart 5 (Expressive Communication), while children participating in the Home Early Learning Programme show statistically significant improvement on Chart 2 (Interaction with Objects, Dexterity and Fine Coordination) . Significant differences between the two groups were found on Chart 5 (in favour of the Creche children) and Chart 2 (in favour of .the Home Early Learning Programme children). It is suggested, however, that these results should be treated with caution, and the difficulties inherent in testing young children are discussed. The importance of qualitative evaluation in defining success in this field is emphasized.","abstract_html":"The concept of educational intervention for very young children is discussed from the standpoint of ethical implications, practical implementation and effectiveness. Specific programmes are described as background to the Home Early Learning Programme and the Creche Programme of the Athlone Early Learning Centre. Using a newly developed instrument, viz. the Grover Developmental Charts for Very Young Children, 36 children participating in the Home Early Learning Programme and 24 children attending the Creche, were assessed. They were divided into four equal age groups, i.e. 15, 21, 27 and 33 months. Number of home visits received/number of months spent at the Creche were correlated with deviation scores obtained from the Grover Developmental Charts. Results computed indicate that Creche children show statistically significant improvement over time on Chart 3 (Socialisation) and Chart 5 (Expressive Communication), while children participating in the Home Early Learning Programme show statistically significant improvement on Chart 2 (Interaction with Objects, Dexterity and Fine Coordination) . Significant differences between the two groups were found on Chart 5 (in favour of the Creche children) and Chart 2 (in favour of .the Home Early Learning Programme children). It is suggested, however, that these results should be treated with caution, and the difficulties inherent in testing young children are discussed. The importance of qualitative evaluation in defining success in this field is emphasized.","abstract_has_math":false,"creators":["Stern, Naomi Raina Ann"],"institution":"Department of Psychology","degree_name":null,"degree_level":null,"degree_discipline":null,"degree_department":null,"school":null,"contributors":[],"advisors":["Abromowitz, Arnold"],"committee_chairs":[],"committee_members":[],"year":1979,"date_issued":"1979","date_published":"1979","updated_at":"2026-07-22T22:23:45Z","subjects":[],"languages":["eng"],"rights":[],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"http://hdl.handle.net/11427/12607","outbound_label":"Handle","outbound_source":"dc:identifier.uri"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor.advisor","label":"Advisor","values":["Abromowitz, Arnold"]},{"key":"dc:creator","label":"Author","values":["Stern, Naomi Raina Ann"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date.accessioned","label":"Dc Date Accessioned","values":["2015-03-13T14:11:24Z"]},{"key":"dc:date.available","label":"Dc Date Available","values":["2015-03-13T14:11:24Z"]},{"key":"dc:date.issued","label":"Date","values":["1979"]},{"key":"dc:publisher.department","label":"Dc Publisher Department","values":["Department of Psychology"]},{"key":"dc:publisher.institution","label":"Dc Publisher Institution","values":["University of Cape Town"]},{"key":"dc:type","label":"Dc Type","values":["Master Thesis"]},{"key":"dc:type.qualificationlevel","label":"Dc Type Qualificationlevel","values":["Masters"]},{"key":"dc:type.qualificationname","label":"Dc Type Qualificationname","values":["MSc"]}]},{"id":"language_rights","label":"Language and Rights","entries":[{"key":"dc:language.iso","label":"Language (ISO)","values":["eng"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier.uri","label":"Identifier URI","values":["http://hdl.handle.net/11427/12607"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description","label":"Description","values":["Includes bibliographical references."]},{"key":"dc:description.abstract","label":"Abstract","values":["The concept of educational intervention for very young children is discussed from the standpoint of ethical implications, practical implementation and effectiveness. Specific programmes are described as background to the Home Early Learning Programme and the Creche Programme of the Athlone Early Learning Centre. Using a newly developed instrument, viz. the Grover Developmental Charts for Very Young Children, 36 children participating in the Home Early Learning Programme and 24 children attending the Creche, were assessed. They were divided into four equal age groups, i.e. 15, 21, 27 and 33 months. Number of home visits received/number of months spent at the Creche were correlated with deviation scores obtained from the Grover Developmental Charts. Results computed indicate that Creche children show statistically significant improvement over time on Chart 3 (Socialisation) and Chart 5 (Expressive Communication), while children participating in the Home Early Learning Programme show statistically significant improvement on Chart 2 (Interaction with Objects, Dexterity and Fine Coordination) . Significant differences between the two groups were found on Chart 5 (in favour of the Creche children) and Chart 2 (in favour of .the Home Early Learning Programme children). It is suggested, however, that these results should be treated with caution, and the difficulties inherent in testing young children are discussed. The importance of qualitative evaluation in defining success in this field is emphasized."]},{"key":"dc:title","label":"Title","values":["Educational intervention programmes for very young children : an overview, with specific reference to the home early learning programme of the Athlone Early Learning Centre"]}]}],"canonical_facts":{"dc:contributor.advisor":["Abromowitz, Arnold"],"dc:creator":["Stern, Naomi Raina Ann"],"dc:date.accessioned":["2015-03-13T14:11:24Z"],"dc:date.available":["2015-03-13T14:11:24Z"],"dc:date.issued":["1979"],"dc:description":["Includes bibliographical references."],"dc:description.abstract":["The concept of educational intervention for very young children is discussed from the standpoint of ethical implications, practical implementation and effectiveness. Specific programmes are described as background to the Home Early Learning Programme and the Creche Programme of the Athlone Early Learning Centre. Using a newly developed instrument, viz. the Grover Developmental Charts for Very Young Children, 36 children participating in the Home Early Learning Programme and 24 children attending the Creche, were assessed. They were divided into four equal age groups, i.e. 15, 21, 27 and 33 months. Number of home visits received/number of months spent at the Creche were correlated with deviation scores obtained from the Grover Developmental Charts. Results computed indicate that Creche children show statistically significant improvement over time on Chart 3 (Socialisation) and Chart 5 (Expressive Communication), while children participating in the Home Early Learning Programme show statistically significant improvement on Chart 2 (Interaction with Objects, Dexterity and Fine Coordination) . Significant differences between the two groups were found on Chart 5 (in favour of the Creche children) and Chart 2 (in favour of .the Home Early Learning Programme children). It is suggested, however, that these results should be treated with caution, and the difficulties inherent in testing young children are discussed. The importance of qualitative evaluation in defining success in this field is emphasized."],"dc:identifier.uri":["http://hdl.handle.net/11427/12607"],"dc:language.iso":["eng"],"dc:publisher.department":["Department of Psychology"],"dc:publisher.institution":["University of Cape Town"],"dc:title":["Educational intervention programmes for very young children : an overview, with specific reference to the home early learning programme of the Athlone Early Learning Centre"],"dc:type":["Master Thesis"],"dc:type.qualificationlevel":["Masters"],"dc:type.qualificationname":["MSc"]},"updated_at":"2026-07-22T22:23:45Z"}