Get 20M+ Full-Text Papers For Less Than $1.50/day. Start a 14-Day Trial for You or Your Team.

Learn More →

On the Impossibility of Overriding the Influence of the Family

On the Impossibility of Overriding the Influence of the Family Abstract Firkowska and colleagues1 at the Polish Academy of Science have written a fascinating article found in a recent issue of Science on the relative contribution of familial and extrafamilial factors to the mental development of children. This report points up the continuing debate among social planners, governmental officials, and academicians about what effects social policy has on the cognitive and emotional development of children. To state it differently, one can ask how effective can government-sponsored programs be in altering (hopefully remediating) the negative effects of a variety of life factors on child development. The study is a scientific attempt to isolate variables that seem important in accounting for variations in cognitive development in schoolchildren. Warsaw was rebuilt after World War II following a social policy of equal housing and educational opportunity for all children, regardless of the social, educational, and occupational status of their parents. Consequently, families of a variety References 1. Firkowska A, Ostrowska A, Sokolowska M, et al: Cognitive development and social policy . Science 200:1357-1362, 1978.Crossref 2. Coleman JA, Campbell EQ, Hobson CJ, et al: Equality of Educational Opportunity . US Dept of Health, Education, and Welfare, 1966. 3. Leacock E: Teaching and Learning in City Schools: A Comparative Study . New York, Basic Books Inc, 1969. http://www.deepdyve.com/assets/images/DeepDyve-Logo-lg.png American Journal of Diseases of Children American Medical Association

On the Impossibility of Overriding the Influence of the Family

Loading next page...
 
/lp/american-medical-association/on-the-impossibility-of-overriding-the-influence-of-the-family-eMQS1nIvWU
Publisher
American Medical Association
Copyright
Copyright © 1978 American Medical Association. All Rights Reserved.
ISSN
0002-922X
DOI
10.1001/archpedi.1978.02120360031001
Publisher site
See Article on Publisher Site

Abstract

Abstract Firkowska and colleagues1 at the Polish Academy of Science have written a fascinating article found in a recent issue of Science on the relative contribution of familial and extrafamilial factors to the mental development of children. This report points up the continuing debate among social planners, governmental officials, and academicians about what effects social policy has on the cognitive and emotional development of children. To state it differently, one can ask how effective can government-sponsored programs be in altering (hopefully remediating) the negative effects of a variety of life factors on child development. The study is a scientific attempt to isolate variables that seem important in accounting for variations in cognitive development in schoolchildren. Warsaw was rebuilt after World War II following a social policy of equal housing and educational opportunity for all children, regardless of the social, educational, and occupational status of their parents. Consequently, families of a variety References 1. Firkowska A, Ostrowska A, Sokolowska M, et al: Cognitive development and social policy . Science 200:1357-1362, 1978.Crossref 2. Coleman JA, Campbell EQ, Hobson CJ, et al: Equality of Educational Opportunity . US Dept of Health, Education, and Welfare, 1966. 3. Leacock E: Teaching and Learning in City Schools: A Comparative Study . New York, Basic Books Inc, 1969.

Journal

American Journal of Diseases of ChildrenAmerican Medical Association

Published: Nov 1, 1978

References