TIDIG STIMULERING AV BARN: INTERNATIONELLA STRÖMNINGAR

Abstract

Att bryta den onda sociala cirkeln med uppfostran har hägrat för mången pedagog. Den tidiga stimuleringens idé hänför sig till en dylik omgivningsoptimism; att med kompensatoriska undervisningsprogram ge det socialt missgynna- de barnet ett med medelklassbarnet lika utgångsläge vid skolstarten. Den ekologiska interventionen betonar föräldrasubjektivering som bästa grogrund också för bamets utveckling.

SUMMARY

Reversing the vicious spiral of poverty and futulity with the help of education has been the vision of most pedagogic classics. The experiments in early childhood education have usually been based on such an environmentalist optimism. The study of the enduring long-term effects of early intervention on the lower class child's intellectual development has shown the importance of including maternal guidance behavior. Not only are the structured and cognitively oriented programmes the most effective, but also those, which involve the mother in the teaching process making her the primary agent of intervention. Maternal involvement and interest seem to be a prerequisite for the mother to be capable of developing gradually more complex guidance patterns in her interaction with the child. The parents have to become actively involved transforming themselves from objects of societal measures to subjects capable of mastering the conditions of their lives and child-rearing practives. Consequently, the intervention should also be adapted to the conditions and cultural patterning of family life. The research concerning the ‘sleeper effect’ suggests long-term effects of early childhood education. Using such ecologically valid outcome measures as the child's ability to survive in the worlds of school and work, there appears to be compelling evidence supporting the effects of early childhood education.