|Abstract or Summary
- The purpose of the study was to develop a resource guide
1. to introduce high school students to ways in which
intellectual development can be taught in early childhood
2. to give early childhood educators additional ways of
teaching intellectual concepts to preschool children.
To achieve this purpose, it was necessary to identify the intellectual
concepts which were most often taught by preschool teachers
and the concepts which teachers would teach if they had additional
teaching techniques. The concepts taught and methods used by educators
of young children in Oregon were established through questionnaires
sent to members of the Oregon Association for the Education
of Young Children.
From the results of the questionnaires, the writer hoped to
1. what intellectual concepts were being included in
2. at what age or ages intellectual concepts were being
taught to preschool children.
3. what intellectual concepts teachers would be including
in their curriculum if they had additional teaching
4. what teaching methods were being used by early
The questionnaire was sent to the membership of the Oregon
Association for the Education of Young Children. The membership
totals 270 individuals, including preschool teachers, day care teachers,
Head Start teachers, directors of various early childhood education
programs, community college and university students, and others
interested in early childhood education. Of the 105 questionnaires
returned, seven were too incomplete for analysis. The findings of
this study are based on the responses of 98 members, comprising
36% of the 1971 membership in the Oregon Association for the Education
of Young Children.
The total number of children, by age, taught by the preschool
teachers who responded to the questionnaire was 3, 680. The total number of all adults assisting in the preschools was 347. Approximately
149 high school students, community college and university
students, parents, and community volunteers also assisted in the
The preschool teachers tended to mark the age at which a concept
should be included in the curriculum as the same age, or at least
the same mean age, as the children they taught. Teaching techniques
were received for 97 of the 98 listed concepts.
A resource guide was developed from the teaching techniques
suggested by the respondents. Additional teaching techniques were
provided as a result of the writer's classroom teaching experiences