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Individual Differences in Ghetto 4-Year-Olds
Jay G. Hirsch, MD;
Gene H. Borowitz, MD;
Joan Costello, PhD
Arch Gen Psychiatry. 1970;22(3):268-276.
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FOR THE past four years the authors and their co-workers at the Dr. Martin Luther King Family Center have been engaged in studying some problems of the people living in an inner-city black neighborhood. A series of pilot investigations led us to focus upon precursors of academic achievement observable during the preschool years.
In 1965, we established a research preschool in a public housing project on Chicago's West Side to provide a field setting for action research. In previous publications we described the school, the neighborhood, the population, and the various research approaches which we have undertaken.1-5
One major aspect of our work has been the careful observation of individual play sessions with 4-year-olds. In this way we have attempted to delineate salient behavioral variables which would further our understanding of the children's strengths and weaknesses. Such knowledge would presumably suggest useful
. . . [Full Text PDF of this Article]
Author Affiliations
Chicago
From the Division of Preventive Psychiatry, Research Program in Child Development, Institute for Juvenile Research (Drs. Hirsch, Borowitz, and Costello); the University of Illinois College of Medicine (Dr. Borowitz); and the Dr. Martin Luther King Family Center (Dr. Costello).
Footnotes
Submitted for publication July 14, 1969.
An earlier version of this paper was read before the Annual Meeting of the American Orthopsychiatric Association, April 2, 1969.
Reprint requests to Department of Psychiatry, University of Illinois at the Medical Center, PO Box 6998, Chicago 60680 (Dr. Borowitz).
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