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Additional resources for An Educational War on Poverty: American and British Policy-making 1960-1980

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The Institute, created in 1958, launched a 'program of educational intervention at the preschool level' in 1962, and extended the programme to the third grade in 1964, 'recognizing that continuous reinforcement is essential if early gains are to be maintained and elaborated'. The Institute therefore worked on curriculum development, in-service training for teachers, community and parent programmes, and a wide variety of research activities and studies aimed at overcoming learning disabilities - especially in the field of language: Based on the assumption that the child's potential intelligence is not fixed at birth and that his development depends on the quality of his early interaction with the world around him, Institute scientists are actively investigating such variables as socioeconomic status, race, family composition and living arrangements, child rearing practices and language styles as they affect the child's cognitive development.

Very little of the literature, even that of Iowa, is directly and explicitly concerned with the analysis of education in a context of inequality, poverty or social class. The directions in which the Iowa work had pointed were followed most significantly by Hebb, whose path-breaking Organization of Behavior was published in 1949. Hebb's argument, sustained through this 'neuropsychological theory', as his sub-title described it, was consistent and clear. A variety of research had now demonstrated that 'all learning tends to utilize and build on any earlier learning', so that 'much early learning tends to be permanent', involving a transfer from early to later learning.

There is a discussion, here, as in other contributions, of the impact of machinery on rural conditions, but the school is seen essentially as a contributor to the creative use of leisure and to good citizenship (A: Seay, 1953, 2-8). W. Hunnicutt, who was later to edit a book on urban poverty which contained a picture of acute social and educational problems. His emphasis in 1953 was on the school's increased roles in vocational education, in the prevention of juvenile delinquency and generally in solving what appeared to be residual problems.

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