. - “‘_‘“ o ,'.- . “ .. v ‘ ‘ z '- ~":o‘ o ' ‘. :‘3‘;“.t:.‘ .‘urt o 1"" "3“ ' ' “‘ AN T-EXPER-IMENT IN THE use or TELEVISION FOR ORGANIZ'ED‘VIEWING GROUP-s. Thesis forthg Dggm .Qf'M. A__- MucmGAu STATE COLLEGE DorothyJane Mulder 1954, m (1‘. This is to certify that the thesis entitled An Experiment in the Use of Television for Organized Viewing Groups presented by Dorothy J ane Mulder has been accepted towards fulfillment of the requirements for ALA;— degree in .5}:an fiMa'ofi/mfessgr l P Date_A2gns_LlQ,_195h_ AN EXPERINFNT IN THE USE CF TELEVISILN VCR CRGANILED VIEWING GROUPS By Dorothy Jane Mulder w AN ABSTRACT Submitted to the School of Graduate Studies of Michigan State College of Agriculture and Applied Science in partial fulfillment of the requirements for the degree of MASTER OF ARTS Department of Speech, Dramatice, and Radio Education August 195a Dorothy Mulder The purpose of the study was to experiment with a method for using television with organized viewing groups and to evaluate its effectiveness. The experiment consisted of planning, preparing, and presenting a series of home economics television shows to organized viewing groups of homemakers. A pre and post questionnaire were used to secure information to evaluate the viewing group method. Ten counties in the WKAR-TV coverage were selected to c00perate in the eXperiment. A viewing group consisted of several homemakers who met in homes for the purpose of viewing and discussing a.series of television programs on "Understanding Young Children." The telecasts served as a springboard for a follow-up dis-‘ cussicn. Each group selected a leader to lead the discussion period. The series consisted of four weekly 30~minute shows which were telecast on Tuesdays at 3:00 p.m. during February and March, IQSh over WKAR-TV, Channel 60, the Michigan State College television station. Mrs. Lennah Backus, extension specialist in parent educa- tion, Michigan State College, presented the television pro— grams. The format used was the lecture method combined with interviews, drama, film and other visuals. 388678 . Dorothy Mulder Home demonstration agents in the selected counties were reSponsible for publicizing the television series and enrolling the viewing groups. The state extension office prepared publicity releases, produced the television programs and provided discussion guides to supplement the telecasts. The'writer constructed a pre and post questionnaire which was used to evaluate the viewing group method. Seventeen different groups with 110 members in six counties enrolled in the viewing group project, "Understand- ing Young Children." One out of three groups or A9 members were unable to re- ceive the WKAR-TV signal due to technical difficulties and unfamiliarity with ultra high frequency operation. Sixty-one different women participated in the series by viewing one or more of the television programs. Five groups with a total of 27 members completed the series. Of those completing 6h percent attended all of the meetings in the series. ' Reasons for non-completion included lack of interest in program content and lack of group c00peration. Other uncon- trollable circumstances which prevented completion were a measles epidemic in the community, sickness, and previous committments. Due to the limited number completing the television Dorothy Mulder series, it was not possible to carry out a complete analysis of the results of the pre and post tests. Consequently, a—h._ no conclusions can be made concerning the educational in- fluence brought about by the television series. Reactions and Opinions expressed by the limited number who completed the series indicated a general favorable reSponse to the viewing group method. Under more favorable telecasting conditions than ex- perienced in this study, it appears that the viewing group method has potential for extension teaching. The extension specialist can reach more peOple through a one-time tele- vision presentation to viewing groups, than could be reached through direct teaching to a limited number in one county. The preconditioning period is a crucial point in the success of the viewing group method. During this period, the purpose and scope of the project must be thoroughly understood by all those interested in organizing a viewing group. The latter will insure enrollment of only groups interested in the project. An outstanding characteristic of the audience studied was the high proportion of young mothers. Almost 65 percent of the women were under 3h years of age. Thus, it appears that television can provide extension workers with a channel for reaching a segment of the population not ordinarily available through normal extension channels. AN EXPERIMENT IN THE USE OF TELEVISION FOR ORGANIZED VIEWING GROUPS BY Dorothy Jane Mulder A THESIS Submitted to the School of Graduate Studies of Michigan State College of Agriculture and Applied Science in partial fulfillment of the requirements for the degree of MASTER OF ARTS Department of Speech, Dramatics, and Radio Education August 19Su TABLE OF CCNTENTS CHAPTER PAGE I. INTRODUCTION . . . . . . . . . . . . . . . . . . 1 Purpose of the Study . . . . . . . . . . . 3 The Problem . . . . . . . . . . . . . . . 6 History and Organizatitn of the Michigan C00perative Extension Service . . . . . . . 6 Survey of Previous Research . . . . . . . 10 II. PROCEDURE. . . . . . . . . . . . . . . . . . . . l7 Mechanics of Organizing Viewing Groups . . 1? Selection of Topic, Talent, Time & Method . 18 County Orientation to Method . .l. . . . . 21 Apparatus for Method . . . . . . . . . . . 2h Limitations of Method . . . . . . . . . . . 30 Summary of Procedure . . . . . . . . . . . 32 III. FINDINGS . . . . . . . . . . . . . . . . . . . . 3h Characteristics of Audiences. . . . . . . . 3h Attendance & Completion Data for Groups . . 37 Attendance & Completion Data for Parti- cipants . . . . . . . . . . . . . . . . . . to Comparison of Pre and Post Test Scores . . h3 Physical Conditions of Viewing & Discussion P.r10d3 O O O O O O O O O O O O I O O O O O LLLL TABLE OF CONTENTS (continued) CHAPTER Reactions & Opinions of Participants. Summary of Findings . . . . . . . IV. CONCLUSIONS . . . . . . . . . . . . . . . Suggestions For Further Study . . . . BIBLIOGRAPHY. . . . . . . . . . . . . . . . . . . APPENDIX C O O O O O O O O O O O O O O O O O O 0 PAGE .ua TABLE I. II. III. IV. VI. LIST OF TABLES PAG“ Characteristics of Viewing Group Audience. . . . 35 Extent of Group Enrollments and Completions. . . 38 Proportion of Meetings Attended By Viewing Group Participants . . . . . . . . . . . . . . . . . hl Reasons For Missing Some Or All Of The Meetings. ‘ R2 Choice of Method For Receiving Information On "Understanding Young Children" . . . . . . . . . MB Comparison Of Proportion Of Participants Answering Items Correctly On Pre And Post Test 95 CHAPTER I INTRODUCTION For thousands of years primitive people communicated with each other by deve10ping queer sounds into spoken language and crude pictures into a true alphabet. Then man learned to send messages over long distances by smoke and drum signals. Until the middle of the nineteenth cen- tury, man depended on horses, ships and railroads to carry messages long distances. The first great invention to create Opportunities for mass communicating was the printing press. It liberated communications from the barriers of time and space and help- ed to stimulate the flow of information and ideas, thereby influencing every phase of our culture. Other discoveries during this period which helped to advance communications were the telephone, telegraph and motion picture camera.1 The chief advances in mass communications were reached in the twentieth century with the advent of radio and tele- vision. The discovery of radio carried communication techniques into a whole new dimension. It meant that voice could be 1 John T. Greenman and Albert E. Meredith, Ever da Prob- lems of American Democracy. New York: Houghton M1 in Company, 19h3. sent at the speed of light to an unlimited number of people at one time. Today, nearly 100 percent of American homes are equipped with one or more radios. Television, the newest of the mechanical devices in the mass media family, combines sight and sound, the most natur- al and basic form.of communication experience.2 Educators soon recognized this new mass medium.as a powerful tool for large audience instruction. To the extension worker in the c00perative extension 3 service, television created another channel for conveying information to people not ordinarily available for face-to- face contacts or direct teaching. With demonstrations long having been the core of extension teaching, television made it possible for everyone to have a front seat at the demon- stration. It was predicted by some that television might change the present extension educational methods, allow certain economies in other educational operations, replace many meetings, save travel and time of specialists and allow for more economical distribution of some visual materials. —“ 2 Frank Stanton, "TV and People," Education, pp. 217-22h, December, 19h9. 3 For an explanation of the c00perative extension service, see pp. 6-10 According to échramm, television offers a means of carrying the extension services beyond the farthest dreams of the founders of American extension programs. Television merely offers the means. The extension worker must accept the offer by learning how to use the medium.h «In the process of attempting to incorporate television into the extension program, some of the many problems that needed solving were: What are the best ways to utilize television in an extension program? What methods besides demonstrations could be used effectively on television? How much time should the extension worker devote to tele- vision? Thus, a challenge presented itself, that of devising methods for the most successful use of television in the total extension program. Purpose of the Study' .zHaving had several years of experience as a county ex- tension worker, the writer was aware of the heavy workload carried by both county and state extension personnel. The extension worker is therefore faced with the problem.of finding time and energy to incorporate television into an Wilbur Schramm, "TV Predictions Based on Research," Journal of Association for Education.by Radio and Television, Nov emb err-1m. already full schedule, as much as he recognizes its poten- tiality. State extension specialists at Michigan State College were asked to prepare and present television prOgrams for the time when WKAR-TV would begin telecasting.S In order to accomplish the television assignments, specialists found it necessary to cancel other activities in their program. Ordinarily the Specialist allocates a certain portion of time to direct teaching of subject matter in the county ex- tension program. In order to find time to plan and present television programs, the specialist had to decrease the amount of direct teaching normally carried on in the counties. The home economics extension specialists, for example, de- creased the amount of time normally devoted to direct teach- ing in county home demonstration prOgrams. At first it appeared to the home demonstration agents that their county programs might suffer from the decrease in assistance with direct teaching by the home economics specialists. However, they soon realized that the special- ist could reach many more people at one time by television, rather than one group in one county through direct teaching. At this point, the home demonstration agents in the WKAR-TV The writer was concerned primarily with the utilization of the Michigan State College television station, WKAR-TV, Channel 60 (ultra high frequenc ) which was scheduled to be- gin telecasting January 15, 195K. coverage area were faced with the problem of finding ways to integrate the specialist's television programs into their county home demonstration programs. ThusJCin trying to analyze how the specialists' tele- vision programs might be integrated into the county home demonstration program, the idea of television viewing groups was conceived by the writer. Such viewing groups would be established by the home demonstration agents. A viewing group would consist of several homemakers who would meet in a neighborhood home for the purpoSe of view- ing and discussing certain home economics television programs, which would be presented by the extension specialist over WKAR-TV. The telecast would serve as a springboard for a follow-up discussion. Each viewing group would select a discussion leader to lead the discussion period. Obviously, only counties in the WKAR-TV coverage area would benefit from the viewing group method;3 A significant fact to be noted is that the extension service already has an existing organizational setup which is conducive to establishing television viewing groups. The home demonstration agent in the county extension office can serve as the coordinator for the enrollment of viewing groups and distribution of study materials. The home demonstration groups in the county can act as a nucleus for viewing groups. The Problem The problem of the study was to plan, prepare, and pre- sent a series of home economics television shows to organized viewing groups of homemakers and to evaluate its effectiveness, for the purpose of determining whether or not the viewing group method is suitable for future use. History and Organization of the Michigan C00perative Extension Service /Within the context of this study, considerable reference is made to the c00perative extension program of Michigan State College. Therefore, it was deemed advisable to set forth a brief summary of the history and organization of the COOperative Extension Service in Michigan. In 191k, the passage of the Smith-Lever Act created the c00perative extension service, a nation-wide c00perative educational service for farm people, in which the research and teaching functions of the United States Department of Agriculture and land grant colleges were integrated.6 The act provided: 6 Histor of Cooperative Extension Work in Michi an, l9lh-l9§§, Extension Bulletin 229, MichIgan State COIIege, June l9ul, p. 7. ...that c00perative agricultural extension work shall consist of giving of instruction and practical demon- strations in agriculture and home economics to persons not attending or residents in said colleges in the several communities and imparting to such persons in- formation on said subjects through field demonstrations, publications and otherwise and this work shall be carried on in such manner'as may be mutually agreed up- on by the Secretary of Agriculture and the state agri- cultural college receiving the benefits of this act. Federal, state and county governments are financially responsible for the c00perative extension service. The state and county personnel who work in the c00pera- tive extension service are frequently called extension work- ers. They are joint employees or representatives of Michigan State College and the United States Department of Agriculture. Extension personnel working at the county level directly with the people are called county extension agents. There are three phases of county extension work: agriculture, home economics and h-H clubs. Through h-H club work, under direction of the h-H club agent, boys and girls acquire information and develOp skills in projects related to the farm, home and community. The success of the h-H club program can be attributed to the volunteer local leaders who give time and energy in leading e7 John Stone, Michigan COOperative Extension Service Organization, DeveIOpment and Policies, Michigan State College. the boys and girls clubs.8 The home economics extension work is the responsibility of the home demonstration agent. The major portion of this work is carried on through locally organized home demonstra- tion clubs whose leaders are trained by the home demonstra- tion agent. The leaders receive training in homemaking areas such as home management, home furnishings, foods and nutri- tion, clothing and related arts, and parent education.9 The leader-training method in home economics extension work enables the home demonstration agent to extend her services far beyond any individual teaching she might attempt. The agricultural affairs and farmer's interests are the primary responsibilities of the county agricultural agent. In addition he is usually designated as the administrator and coordinator of the extension program in the county.10 Each extension agent has specific responsibilities, but his work is basically similar. All of the extension agents work as a county extension team. He maintains a public office, usually in the county seat, where people may obtain information on farm and home problems. Besides conveying 8 Ibid: p o 7 9 Loc. cit. 10 information by individual contacts, the county extension worker makes group contacts such as group meetings, demon- strations, workshops, exhibits, tours and camps. The ex- tension worker utilizes the mass media channels, radio, newspapers, bulletins and circular letters to keep a con- stant flow of information to all peeple in the county. Every possible method is used to reach the largest num- ber of persons in the most effective manner. To be effective, the extension program must be under- stood and supported by the people. Advisory groups of vol- untary lay people such as the h-H club council, home demon- stration council and agricultural council, work closely with the respective county extension agents to select, plan and carry out jointly an effective county extension program.11 Other workers in the COOperative extension service are district and state personnel who are specialists and admin- istrators and help support the county workers. The specialists keep the county extension staff informed on new scientific findings and their application to the so- lution of farm.and home problems. They prepare teaching materials in their respective fields. In some instances I1 Stone, 22, cit., p. 7 they handle direct teaching or train leaders in counties.12 The administrative staff is responsible for organiza- tion and administrative functions on a state level. Survey of Previous Research The amount of research information on the use of tele- vision that applies specifically to extension work is some- what limited. This is especially true regarding research data on the television viewing group method. However, tele- vision research findings frgm.studies in related fields might have some significance for extension work. In a study by Williams,13 at WOI-TV, Iowa State College, an attempt was made to determine the effectiveness of tele- vision as a teaching medium for clothing construction. The study concerned a series of nine 30-minute television pro- grams entitled, "Make A Dress, TV." The relative effects . of four teaching methods were compared. Group A received television only, group B received television and printed material, group C received television and assistance by the home demonstration agent and group D received television, I2 Stone, gp. cit., p. 7 13 Elsie K. Williams, "Effectiveness of Television as a Medium for Clothing Construction," (un ublished Master's thesis, Iowa State College, Ames, 19533. ll printed material and assistance by the home demonstration agent. Results of data secured by the personal interview method, indicated a sizable number of women received a better knowledge of clothing construction processes from the television series.. There appeared to be little differ- ence in the results of the four teaching methods used. The number of women viewing the programs decreased gradually but consistently throughout the series and only 35% com- pleted the entire series. Williams concluded that a short- er series, with subject matter less involved, might result in more women following and participating in similar pro- grams in the future. It was found that group D who receiv- ed television, printed material and assistance by the home demonstration agent, watched more programs than any other group. Most of the women said that 30-minute programs were a satisfactory length. In 1950, a similar study by the United States Department of Agriculturelh attempted to measure the effectiveness of a series of eleven-12 minute television demonstrations entitled, "Let's Make A Dress." Personal interview data TIHI Meredith C. Wilson and Edward O. Moe, Effectiveness of Television in Teachin Sewin Practices, Extension Service— Circular‘No. h55, (Washin ton 5.5.: UnIted States Department of Agriculture, June 1951?. 12 secured from women in the viewing audience indicated that the television demonstrations, supplemented by printLd ma- terial, were highly effective in teaching new dressmaking ideas and improved practices. An outstanding characteris- tic of the audience studied was the high proportion of young mothers, a segment of the population that has been difficult to reach through the usual extension channels. The audience was of the opinion that the 12-minute programs were of in- sufficient length. 8h% voted for a longer program. Almost 98 percent of the women interviewed wanted more television programs on sewing. A television audience survey15 in and around Wilmington, Delaware, indicated that 60% of the homemakers interviewed said they would be interested in a series of television lessons on homemaking subjects. Home furnishings was the most pepular topic, with child care and foods next in order of preference. The largest number of homemakers selected the evening hours for the television lessons. Next best time selected was from one to three in the afternoon. The majority suggested a 30-minute program. 15 W. T. McAllister and Louise R. Whitcomb, Television For Deleware Homemakers, Special Circular Number 3, (Newark: Agriculturil Eitensfon Service, University of Delaware, 1951). 13 Davis16 reported that 800 women in Franklin County, Iowa were organized into "coffee groups" to view a series of home economics television programs, "Sizing Up YOur Windows," which.were presented over WOI-TV, Iowa State College, February, 1952. However, evaluative information as to the effectiveness of the series was not reported. Other research in the educational television area, which might possibly be of significance to extension work, is a study by Evans at the University of Houston.17 Three groups of students were given a course in introductory psychology. Group A viewed the course lectures on tele- vision and came to the campus for seminar discussion groups based on lectures and assigned readings. Group B completed the course entirely by viewing the lectures on television and doing Special home study problems in a manual. Group C, the control group, received regular classroom instruction in the course. All Groups were given the same final examp ination. The mean scores for the three groups were: Group A, 99.0h; Group B, 98.00; Group C, 96.11. These differences in the mean scores were not satistically significant. 16J James Davis, A Re ort of Four Educational Television Programs. WOI I-TV IWTE'ER‘FUoIIege, Amos, 1952. 17 A Richard I. Evans, Summar of Research Findings, Con- t the rg min Educational 2! £_ niversi_y of Houston, (unpub- IIsHed reportl, 195M. 1h Perhaps, the largest amount of instructional television research, has been done by the Department of the Navy. ‘I'An experiment was designed to compare teaching by tele- vision with teaching by other media.18 Comparable groups of Naval Air reservists were taught a series of training lessons by one of three methods. Some groups were taught by television alone. Other groups were shown kinescope recordings of these broadcasts and others were taught in the conventional manner by instructors who gave lectures. All of the trainees were tested and results of these tests were analyzed statistically to find the relative effective- ness of the three training methods. In general, the results of the investigation indicated that television instruction is an effective means of training large numbers of reservists at widely separated stations. Comments written by trainees immediately after television sessions indicated that the television instruction was very favorably received. Tele- vision instruction was found to be better than teaching by local instructors in half of the comparisons made. The kine- scope recordings were as effective as the television programs themselves in 8h% of the comparisons made. Thus, it was concluded that recordings of television programs are a 18 Robert T. Rock, James S. Duva and John E. Murray, Trainin By Television, Th5 Comparative Effectiveness g£_ Instruction E1 TelevIEiogL,Tilevisioanecordingg anETConven- ClassroomIProcedures, (Port‘Washington,‘Long Island?'SpecIal DevICes Center, SDC Report h76-02-2, No date). valuable by-product. In another research project conducted by the Navy, a study was done in learning and retention from television instruction.19 Results of data received from testing the trainees, indicated that most learned material was retained over a six-weeks period. It was also found that the method of teaching used on television is important. Drama by itself is not very effective. The best teaching method was found to be narration combined with drama or film that explained and amplified what the narrator was talking about. It was concluded that amount of learning is directly related to explicitness of treatment. Tepics that were explicitly .covered in the television sessions produced large gains in knowledge, while topics that were treated sketchily or in- directly were not grasped by most of the reservists. From the research literature reviewed, the writer found certain basic assumptions concerning the educational use of television. The television medium is an effective education- al device for reaching large numbers of people where they are. Thus, more people can be reached more economically through television. Television instruction is favorably 19 Robert T. Rock, James S. Duva and JOhn E. Murray, Trainin By Television, A Stud of LearningA And Retention From TeEevision InstructIon Transmitted to Arm orce Riservists, (PbrtIWashlngton,'Lon Island? Sp eci aI eDe vices Canter, §DC Report h76- 02-3, 1951? 16 received by those viewers who have participated in educa- tional television programs. The viewer can perceive by both the aural and visual senses. From the research data reviewed, the writer concluded that the television medium offers many possibilities for extension teaching. Thus, the viewing group method appear- ed to be a means of integrating television into the county extension program. CHAPTER II PROCEDURE The planning and deve10pment of the viewing group method required a great deal of time and consideration. However, as is true with any new method, it must be tested to determine its effectiveness. Thus, a step-by-step pro- cedure for the viewing group method was worked out in de- tail. The factors that required consideration and decision were: 1) mechanics of organizing viewing groups, 2) selec- tion of topic, talent, and method of presentation for tele- vision programs, 3) county orientation to viewing group method, h) apparatus fer viewing group method, and S) limitations of the viewing group method. Mechanics of Organizing Viewing Groups One of the early steps in developing the method was to obtain the approval and c00peration of the state extension _ office. They endorsed the idea and agreed to cOOperate in any way possible, such as coordinating necessary matters with county extension office, mimeographing and distributing television.discussion guides. Ten counties in the WKAR-TV coverage area were selected by the state extension office to cOOperate in the viewing 18 group experiment.1 It was decided that the home demonstration agents in the selected counties would be responsible for publicizing the television series and enrolling the viewing groups. Homemakers interested in organizing themselves as a viewing group for the television series would send a post card to the home demonstration agent stating the number enrolled, location of the group and the name and address of the dis- cussion leader. V Because the viewing groups would be meeting in homes, it was decided to limit the enrollment to less than ten homemakers in a group. This was thought advisable because of the limited amount of space available in the average home and to allow for good viewing by group members. A small num- ber would also be conducive to greater participation in the follow-up discussion. Selection of Tepic, Talent, Time and Method of Presentation Several factors had to be considered in selecting a sub- 'ject matter area for the television program content: Which particular area in home economics would be suitable for tele- vision viewing groups? Which extension specialist would be I. For ma showing location of c00perating counties, see appendix.p. 7 willing to c00perate and devote the time to the project? What would be the best time to present the television pro- grams? What method of presentation should be used for the programs? - In considering the topic, the state extension staff decided the parent education field would be an interesting area for such an experiment. This conclusion was based on the fact that young mothers are difficult to reach through ordinary extension channels. Normally, it is difficult for young mothers to attend regular extension meetings which re- quire being out of the home several hours, driving miles to 'the meeting and arranging for a baby sitter. The extension specialist in parent education found that teaching in this field is generally more effective when the specialist has direct contact with people, rather than through leaders, whom.she might train. In the leader-training meth- od, the specialist trains home demonstration leaders, who in turn present the material to their groups. Because of the limited number of parent education spec- ialists (one full time, one half-time) for the state of Mich- igan, only limited groups of people could be reached through direct contact. Therefore, if the parent education specialist presented her material on television, she could reach a larger audience, save time and travel and at the same time maintain a direct approach. 20 Having decided on the area of parent education, the next step was that of selecting a suitable topic for the television programs. Inasmuch as the parent education spec- ialist had received a few requests from.counties in the WKAR-TV coverage area for some special interest work in understanding the growth of the preschool child, it was thought that perhaps television might be a.means of fulfill- ing the requests. Thus, the topic selected for the television series was "Understanding Young Children.” Since the parent education specialists at Michigan State College were scheduled to present several television programs over WKAR-TV in February and March, l9Sh, they were willing to channel their attention to the "Understanding Young Children" series, in order t01c00perate with the viewing group experiment. Mrs. Lennah Backus, the full-time extension specialist in parent education, agreed.to prepare and present the tele- vision series. Because the series was designed primarily for instruction purposes, it was decided to use the lecture meth- od of presentation combined with interviews, drama, film and other visuals. The latter was found to be the best method for teaching on television by a Navy research study. In the course of planning the subject matter content for For more details of this study, see page 15 the televiSion series, the specialist concluded that four 30-minute programs would be adequate to cover the basic principles of understanding child growth. The time that the programs would be telecast was arbi- trarily decided by the fact that the Specialist had.been scheduled for the regular, "Today's Home" show. The telecasts were scheduled for each Tuesday in Febru- ary at 3:00 p.m. over WKAR-TV, Channel 60. County Orientation to Viewing Group Method - Early in December, l95h, the state extension office .mailed a letterLL to the home demonstration agents in the ten selected counties, requesting them to attend a meeting at the college, December 11, 1953. for the purpose of receiving de- tails on the television viewing group method. Seven of the ten invited home demonstration agents were present at the meeting along with members of the state exten- sion staff, extension specialists and extension information services (television, radio and press). The three agents une able to attend were given details by letter and telephone. 3 . "Today's Home was a regular 30-minute show three days a week on WKAR-TV at 3:00 p.m. h For sample, see appendix p.58 The state home demonstration leader oriented the agents as to the scope and purpose of the television viewing group method. The parent education specialist presented the highlights of the subject matter content for the programs and the type of discussion materials that would.be available for the dis- cussion period following each telecast. I Responsibilities of home demonstration agents in the viewing group experiment were publicity, enrollment of groups, and distribution of organization and discussion materials. The agents were also briefed on the plan which would attempt to evaluate the effectiveness of the viewing group method. Approximately two weeks before the series was scheduled to begin, the agents were asked to send to the state office, the total number of enrolled groups. Two counties (A and B) of similar make-up and number of groups were to be selected for testing to determine the effectiveness of the viewing group method. All of the counties with enrolled groups would participate in the series, but only groups in counties A and B would be given tests. It was assumed that viewing groups in two counties would provide a large enough sample for test- ing purposes. It was decided to train the viewing group discussion leaders in county A while the leaders in county B would not 23 receive training. The purpose of this plan was to determine if previous training of the discussion leader has any signif- icant effect on the amount of educational value the viewing group member derived from the television programs and follow- up discussion. The training session for leaders in county A which was to be scheduled approximately one week prior to the first pro- gram in the television series would consist of a half-day training meeting in discussion techniques. The parent educa- tion specialist, who was to present the television prograns, was to conduct the leadership training meeting. Level of the leadership training was to be comparable to that presented to leaders in regular extension leader-training lessons. Train- ing would include the nature of the coming television series, suggestions for handling questions introduced by group members and suggestions for methods to encourage group participation in discussion. A pretest and post test were to be administered to each viewing group participant in counties A and B. The pretest would be administered at the first program and the post test at the final program in the series. The object of the pretest was to find out the participant's current knowledge on the sub- Ject of child growth, while the object of the post test was to test the participant on the subject matter content covered in the television series. The scores of the pretests were to be 2h matched with scores received on the post tests to determine if any significant changes occurred in participants' knowl- edge of the subject. In addition to obtaining objective data, the tests were also designed to secure subjective data such as participants' Opinions and reactions to the television series. Apparatus for Viewing Group Method In order to produce the television programs and to e- valuate its effectiveness, certain materials and apparatus were needed such as publicity, television scripts, discussion guides, roll form and questionnaires. The extension.information services at Michigan State College prepared publicity releases,S which were distributed to the ten counties c00perating with the viewing group ex- periment. The home demonstration agents adapted the publicity for local use in newspapers, radio and circular letters. The four weekly television programs in the series, "Under- standing Young Children" were prepared and presented by Mrs. Lennah Backus, extension specialist in parent education, Michigan State College. Miss Margaret McKeegan, home econ- omics television editor, Michigan State College acted as 5 For sample, see appendix p. 59 25 producer of the series. Subject matter content of the series pertained to the preschool child. TOpics for the programs included: first program (February 6, IQSA), Mental Growth of the Young Child; second program, (February 20),6 Physical Growth of the Ybung Child; third program (February 27), Emotional Growth of the Young Child; fourth program, (March 6), Social Growth of the Young Child. Television script outlines for the four programs may be found in the appendix.7 Kinescope recordings8 were made of the series and are on file in the Extension Television Film Library, Room 10, Agri- culture Building, Michigan State College. However, due to technical difficulties with the kinescope equipment, a.record- ing for the first program.was not obtained. In order to make the series complete, the program will be repeated for record- ing at a later date. The purpose of recording the series was 6 Due to technical troubles with the audio element of WKAR-TV on February 13, the second program scheduled for that date was cancelled and rescheduled for the following Tuesday, February 20. A letter of explanation was sent to each of the viewing groups. For sample, see appendix.p. 69 7 See appendix p. 70 8 Recordings on 16 mm. sound film taken by special camera equipment at same time program is being televised. to make it available for repeated usage by other television stations in the state. The fact that the subject matter con- tent was non-seasonal and of constant interest would make it possible to use the kinesc0pe recordings for some time to come. A mimeographed discussion guide for each lesson was pre- pared by the parent education specialist for use by discus- sion leaders.9 The guides contained key ideas emphasized in the telecasts and served as a tool for the leader to help stimulate group discussion. 1 Discussion leaders also received a mimeographed list of suggestions on discussion techniques.10 The suggestions outlined preparation for the telecasts and techniques for conducting the follow-up discussion. A reading list was prepared by the specialist for dis- tribution to viewing group participants at the final meet- ing.11 The channel for distribution of discussion materials was from the home economics extension office, to the home 9 . For sample, see appendixjp.7u 10 For sample, see appendix p. 82 11 For sample, see appendix p. 83 demonstration agent, to the discussion leader in the view- ing groups. Discussion guides for each lesson were distrib- uted to the home demonstration agents approximately ten days in advance of each program. The list of suggestions for dis- cussion leaders was distributed along with the discussion guide for the first program. The testing device used to secure information for evalu- ating the viewing group method was a questionnaire, which was administered before and after the television series. Questions were formulated by the writer on the basis of sub- ject matter notes submitted by the parent education special- ist. The questionnaire consisted of multiple-choice items covering the key points of the subject matter discussed in the television programs. Following the construction of the questionnaire, two pilot tests were set up for the purpose of improving or clarifying the test items and to determine the amount of time required for administering the test. The first pilot test was given January 22 to thirty- three college girls enrolled in Home Management and Child 2 Deve10pment 161.1 Results indicated the test was too simple ’1? "Understanding Ybung Children,".is a beginning course for majors in home economics, Michigan State College. 28 and contained ambiguous items. Following a revision of the questionnaire, a second pilot test was given to another class of twenty-seven college girls enrolled in the above mentioned course. Results in- dicated an improved test; however, several minor items were changed and the questionnaire was prepared in its final form for distribution to the viewing groups.13 The pretest consisted of 2h multiple-choice questions along with several census-type items (name, age, residence, schooling, number and age of children).1h A few days prior to the first program, the pretests were mailed directly to the discussion leaders,15 along with a letter of directions for administering the tests.16 The leaders were requested to return the completed questionnaires in a stamped, self-addressed envelope immediately following the first lesson. At this time, any of the groupsiaho had not returned the tests were contacted by the home demonstration 13 For sample, see appendix p.8h 1h For sample, see appendix p.8h 15 Addresses of discussion leaders were furnished to‘the state extension office by the home demonstration agent. 16 For sample, see appendix p. 88 agent to determine why they had not done so. The post test consisted of the same 2h multiple-choice questions given in the pretest along with several subjective- type items such as opinions and reactions by participants to the viewing group method.17 ' The post tests were mailed to the group discussion leaders along with a letter of directions for administering, a few days prior to the final program.in the series.18 The leader was requested to return the completed tests in a stamped self-addressed envelope immediately following the final program. [Results of data secured from the questionnaires will be discussed in Chapter III. Each discussion leader was requested to keep a weekly attendance record of her group members on a.roll form which was distributed prior to the first program. The leader was asked to return the completed roll to her home demonstration agent following the final program of the tele- vision series. The home demonstration agent forwarded the roll forms to the state extension office. The purpose of 17 For sample, see appendix p.89 18 For sample, see appendix p.93 19 For sample, see appendix'p.9h 30 having an attendance record was to determine whether or not attendance has any significant effect on test scores.;F Also included on the roll form were several questions pertaining to the physical conditions of the viewing situa- tion. Discussion leaders were asked to fill in the request- ed information at the end of each lesson. jThe purpose of l. securing this data was to determine whether size of screen, quality of picture, etc., had any significant effect on ‘——.‘ test scores. , Limitations of Viewing Group Experiment Definite limitations were realized at the outset of the viewing group experiment. The brief six weeks period used for publicity and en- rollment was affected by several competing factors. The publicity period covered the Christmas holiday season.. The home demonstration agents were involved in writing their annual report during this period, and in addition, were taking annual leave during the holidays. During the major portion of the publicity period, WKAR-TV had not as yet started telecast operations. WKAR-TV was sched- uled to begin telecasting January 15, lQSh over Channel 60, ultra high frequency. Even though the coverage area was predicted to be 60 miles for class A reception, it was not possible to verify the prediction until WKAR-TV actually 31 started telecast Operations. Conversion to ultra high frequency was unknown for the most part. Thus, it was necessary to carry on publicity and enrollment of viewing groups under the assumption that they would be able to re- ceive WKAR-TV. Reports received from home demonstration agents two weeks prior to the television series indicated that none of the counties had a sufficient number of groups enrolled to warrant setting up a training school for discussion leaders as planned. At this point,E}he idea of attempting to select two counties to compare significance of training versus non-training of discussion leaders was dropped. How- ever, the design as set up might have produced significant results.:] I It was decided to distribute the discussion materials and to submit before and after questionnaires to all enrolled viewing groups, in all of the counties, in order to obtain a large enough sample for measuring. The latter was thought advisable in view of the uncertainties involved with WKAR-TV's reception quality and coverage at the beginning of the station's operation. » In spite of the obvious limitations, the writer was coun- seled that it was worthwhile to experiment with the viewing ,I’ group method, with the belief that\the organization and de- velopment of the method itself would be noteworthy? 32 Summary of Procedure Ten counties in the WKAR-TV coverage area were selected to COOperate in the viewing group experiment. A viewing group consisted of several homemakers who met in a neighborhood home for the purpose of viewing and dis- cussing a series of specific home economics television pro- grams. The telecasts served as a springboard for a follow- up discussion. Each group selected a discussion leader to lead the discussion period. Home demonstration agents in the selected counties were responsible for publicizing the television series and enroll- ing the viewing groups. The state extension office prepared publicity releases, produced the television programs and provided discussion guides to supplement the telecasts. The writer evaluated the viewing group method by means of a pre and post question- naire. n The topic for the series was "Understanding Young Children. The series consisted of four weekly 30-minute television shows which were telecast on Tuesdays at 3:00 p.m. during February and March, 195k over WKAR-TV, Channel 60, the Michigan State College television station. Mrs. Lennah Backus, extension specialist in parent edu- cation, planned and presented the four television programs. 'Hie lecture method of presentation combined with drama, 33 interviews, movies and other visuals, was used as the for- mat for the shows. CHAPTER III FINDINGS During the publicity period preceding the television programs, 17 different viewing groups in six counties en- rolled in the "Understanding Young Children" series. He- sults of data reported by participants on pre and post questionnaires are as follows: Characteristics of Audience Data concerning residence, education, age, and number of children, were reported by participants on the pretest which was administred at the first meeting of the television series. Over half of the women participating in the viewing groups lived on a farm. Almost 30 per cent lived in the city, while the remaining women lived in villages (see Table I). In other words, almost 70 per cent of the women came from rural areas.1 The educational level of the women enrolled in the view- ing groups was high, measured in terms of amount of school- ing completed. This could probably be attributed to the fact that the enrollment in viewing groups was of a voluntary I Farm and villages (under 2500 population). TABLE I CHARACTERISTICS OF VIEWING GROUP AUDIENCE 35 Group Number Per- cent- age Number of women 5h* 100.0 A. Residence Farm 29 5307 Village(less than 2500) 9 16.6 City(more than 2500) 16 29.7 B. Education Grade school 1 1'9 Some high school 3 505 High school graduate 27 50.0 Beyond high school 17 31. Cd lege raduate h 7. Post col ege work 2 3.7 C. Age Under 25 years of age 8 1%.9 Big-fl 11+ 25.; - 3 5. 55-6“- 0 0.0 65 and over 2 3.7 D. Number and age of children Women with children under 18 yrs. 51 9h.5 Women with no children under 18 yrs. 3 5.5 Children under 2 yrs. of age 23 21.] Children 6-10 8 30.3 Children 11-18 1 16.5 Total number of children glg9 100.0 *This number representshthe total number of women who re- — ported data about themselves on a questionnaire form at the Therefore, 7 women who joined viewing groups after the first meeting would not first group meeting of the series. have reported such data. 36 nature. Over uO percent had received some college train- ing beyond high school; an additional 50 percent were high school graduates; 5 percent had received some high school training; 2 percent were limited to grammar school training (see Table I). In other words, the median school years completed.were 12.6.2 As would be expected in the case of the age of women interested in the subject, "Understanding Young Children," nearly 90 percent were under uh years. Almost 65 percent of the women were under 3h years of age. The latter is of significance to extension workers who find it difficult to reach the age group of young mothers through normal exten- sion channels. Less than 10 percent of the viewing group participants were over h5 years of age. (see Table I). Nearly 95 percent of the viewing group participants had children under 18 years of age living at home (see Table I). 1 Over half of the participants had children under five years or in the pre-school age, which was the period dis- cussed in the program content of the television series. 2 According to the 1950 United States Census of Population for Michigan, the median school years completed for urban and rural women, 25 years and over, are 10.2; for rural non- farm.women, 10.1; for rural farm women, 8.9. 37 The latter finding would seem to indicate that these women had a desire for knowledge concerning young children at the time they were raising them. Thirty percent had children 6-10 years of age and nearly l7 percent reported children 11-18 years of age. (See Table I). Of the women enrolled in viewing groups, 38 reported that they were members of home demonstration groups; 15 3 were not. In other words, 3 out of h were home demonstra- tion group members. This finding appears to bear out the assumption that home demonstration groups might well act as a nucleus for viewing groups. As was pointed out earlier, the extension service has an organizational setup in counties which is conducive to the establishment of viewing groups. Attendance and Completion Data for Viewing Groups Of the 1? viewing groups enrolled, 5 completed the tele- vision series. There were several factors responsible for the enrolled viewing groups not being able to complete the series (see Table II). Six of the total groups enrolled, or nearly 1 out of 3 groups, were unable to receive the WKAR-TV signal. Some of the reception difficulties were due to the fact that people 3 ' One participant failed to answer this item on the questionnaire. 38 TABLE II WHOM "‘“"‘FTF'E:‘ ‘— Group Telgvision Tgfgggsion:§:Ievision $3333laion $8330“ Show Show Show comple- tion 1 No No No No Unable to re- ceive WKAR-TV 2 Yes No No No Disappointed in content 3 Yes -No No No Disappointed in content he Yes Yes Yes Yes 5 No No No No Unable to re- " ceive WKAR-TV 6 Yes No No No Reception diff- iculties 7* Yes Yes Yes Yes 8 ‘ No No No No Unable to re- ‘ ceive WKAR-TV 9 Yes Yes Yes No Unable to se- cure UHF set for final show 10* Yes Yes Yes Yes 11 No No No. No Unable to re- ceive WKAR-TV 12* Yes Yes Yes Yes 13 Yes No No No Lack of group ‘ co-operation 1h Yes Yes Yes No Measles epi- . demic 15 No No No No Reception diff- iculties 16 Yes No No No _ Not interested in content 17* Yes Yes Yes Yes .— *Completed series were unfamiliar with ultra high frequency operation. People who had older model television sets, capable of receiving very high frequency channels only, did not realize they would be unable to receive WKAR-TV, Channel 60.u Other groups, who had sets capable of receiving the ultra high frequency range, were unable to receive the WKAR-TV signal. Thus, of the 17 groups enrolled, only 11 groups were able to receive the telecasts. About half of these groups stayed with the entire series. The remaining groups drOpped out during the series. Three groups expressed disappointment in the first pro- gram and therefore discontinued for the remainder of the series (see Table II). Disappointment was reported as non-interest in the preschool subject matter content cover- ed in the television series. Some of the women in these groups had older children and were no longer interested in the preschool aspect of child growth. Other reasons for non-completion were: 1) a measle epidemic which prevented a group from holding its final meeting; 2) a lack of c00peration in another group; WKAR-TV, Channel 60, is on ultra high frequency, which can be received only on either an all channel set, or on a very high frequency set which has an ultra high frequency tuner installed. no 3) unavailability of a television set; a local.store who had provided a set and viewing facilities for a group was unable to accomodate them for the final program. Attendance and Completion Data for Viewing Group Participants Over 55 percent of the total number enrolled attended one or more of the viewing group meetings. In other words, 61 different women participated in the television series. Of the four meetings in the series, 17 percent of the en- rolled members attended all of the meetings; 6 percent‘ attended 3 out of h; nearly 11 percent attended 2 out of h and almost 21 percent attended 1 out of u (see Table III). Because of reasons discussed in Table IV, nearly M5 percent were unable to attend any of the meetings. Participants completing the series attended two or more of the meetings. Almost 6h percent attended all of the meetings in the television series; 13 percent attended 3 out of h meetings and 23 percent attended 2 out of h meet- ings (see Table III). Other factors influencing individual attendance were lack of interest in program content, lack of group c00pera- tion and other uncontrollable circumstances such as a measle epidemic, unavailability of ultra high frequency television 'Bet, sickness, dental appointment and arrival of baby. (See Table IV) PROPORTION OF‘MEETINGS ATTENDED BY TABLE III PARTICIPANTS hl VIEWING GROUP Number of different women en- rolled in series Number of differ- ent women com- pleting series Meetings Attended Number Percent Number Percent 110 100.0 30 100.0 All h meetings 19 17.3 19 63.h 3 out of h meetings 7 6.h h 13.3 2 out of h meetings 12 10.9 7 23.3 1 out of h meetings 23 20.9 0 0.0 None of the meetings h9 hh.5 O 0.0 TABLE IV REASCNS FOR MISSING SOME OR ALL OF THE MEETINGS NZ REASON. NUMBER PERCENT NUMBER OF WOMEN ENROLLED 110 100.0 Unable to receive programs on TV set h5 h0.9 Lack of interest in program content 15 13.6 Measle epidemic 6 5.5 Unable to'secure set for final program. 5 h.6 Lack of group co-operation h 3.6 Children sick 2 1.8 Participant sick 1 ‘0.9 Dental appointment 1 0.9 New grand child 1 0.9 Unknown _11 1259_ Total 91 82.7 MB These findings bear out the fact that attendance suffers in a voluntary educational program situation. Comparison of Pre and Post Test Scores Computation of pre and post test scores indicated the following results: Test Number 2E women Mean Score Pre 162 lh.h Post 16 15.h Pre 26; 15.0 Post 11 13.2 Since only 16 participants actually completed pre and post tests, it is difficult to conclude any definite re- sults concerning the educational influence brought about by 5 Highest possible score was 2h. 6 This number includes the same women who took both the pre and post tests. ' This number includes women who took the pretest but did not complete the series. 8 This number includes women who did not take a pretest due to the fact that one viewing group enrolled late and another group failed to receive the tests in time for the first meeting because of a wrong address. the television series. Therefore, it was not possible to carry out an analysis of individual items on the tests. A slight increase in the post test mean scores might indi- cate that some slight gain in knowledge occurred during -the television series. A comparison of the proportion of participants answering items correctly on the pre and post test9 does not indicate a definite pattern of learning. If a larger number had completed the series, a more in- tensive item analyses should have provided interesting and significant data. Physical Conditions of Viewing and Discussing Periods Data concerning the physical conditions of the viewing and discussion period, for the television programs, were re- ported by the discussion leaders on the roll form.10 Of the 5 viewing groups completing the series, 3 report- ed using a television set with a 21-inch screen. Two groups did not indicate the size screen used. Three groups reported the reception quality of the “9 See appendix p.95 for a percentage analysis of items answered correctly by participants on the tests. 10 See appendix p. 9h 145' picture as good, while the remaining groups indicated fair reception quality. The audio or sound quality of the television programs was reported as good by u out of 5 groups. One group said that much interference was noted in the audio reception.11 All groups reported turning off the television set promptly following each program. The average length of the discussion period following the television programs was reported as 30 minutes. Attendance for the discussion periods indicated the majority of women who viewed the television programs re- mained for the follow-up discussion. Leaders in two viewing groups said they had previous experience as discussion leaders. One group rotated the job of discussion leaders among its members, thus, having a different leader each week. Two groups did not report on this item. Three out of 5 groups thought the television programs helped to stimulate the follow-up discussion period. Two groups did not report this item. Reactions and Opinions of Viewing Group Participants In an attempt to discover reactions and opinions of ‘ ll Described as background noise in the station. he participants to the viewing group method, several sub- 12 jective-type items were included on the post test. Follow- ing are the results of the subjective data, submitted by 27 participants: Accomplishments: As a result of viewing and discussing the television programs, participants reported the following: 7 urged others to tune in to the programs 15 talked to husband about subjects discussed 3 did further reading on subject 2h discussed subject with neighbors and friends 1h gained a greater respect of the child's growth pattern 1h became more alert to signs of readiness in children 11 gained a greater acceptance of a child's growth pattern 16 became more aware that children need a fair share of happy relationships with young and old. Reactions: Over two-thirds of the participants thought the length of the television programs was about right.13 One-third though the programs were too short. Perhaps, this might be an area for further research fo find out the most suitable and satisfactory length of television programs for viewing groups. Over half of the participants indicated they would like 1_ to see additional television programs on the same subject. A 712 For list of items, see appendix p. 92 13 Program length was 30 minutes. In "Understanding Young Children" It might be possible to assume frcm this finding that the television series was too short and that perhaps additional programs should have been included in the series. Over half of the participants also stated that they would like to see additional television prOgrams on other subjects such as understanding older children and teenagers. Participants reported their first, second and third choices for receiving information about understanding young, children from the parent education specialist (see Table V). Choices were: 1) radio, 2) direct contact, 3) television viewed individually, h) television viewing group, 5) local leader. ' As might be assumed, the first choice indicated by the largest number of participants was the direct contact method, where the specialist would present the material in person. However, according to the weighted total rating, for the five methods, both the direct contact and television viewing group methods were equally as popular. In other words, the direct contact and television viewing group methods were chosen more often than any of the other suggested methods: local leader, television viewed individually, and radio. Comments: An open-end type question was included on the post test for participants to list their reactions and opinions AB TABLE V CHOICE OF METHOD FOR RECEIVING INFORMATION ON "UNDERSTANDING YOUNG CHILDREN" FIRST SECOND THIRD WEIGHTED METHOD CHOICE CHOICE CHOICE TOTAL RATING* Radio 1 h 1 12 Direct Contact 12 1 2 no Television (individually) h 1 2 16 Television (viewing group) 6 10 2. to Local Leaders 2 2 8 18 fiBy weighting a first choice (3), a second choice (2), and a third choice (1), a total rating of the five methods was obtained. to the viewing group method. Following are excerpts taken from typical comments15 reported by participants: "In viewing and discussing the programs in a group, ytu actually gain a lot more than watching them alone..." "We enjoyed our group very much. We had an opportunity to compare the experiences we had with the material given on the programs." "I had taken the lesson as a group leader several years ago and felt that the shorter television program with the opportunity to discuss things afterwards was much more helpful..." The women reporting their reactions to the viewing group method for this particular television series, appear to have reacted favorably towards it. However, it must be realized that participants are apt to be prejudiced because the tests were not anonymous. Had the tests been anonymous, the par- ticipants might feel more free to eXpress their Opinions and to be more critical. Summary of Findings Seventeen different groups with 110 members in six counties enrolled in the viewing group project, "Understanding Young Children." 15 For a complete list of comments, see appendix p. 96 An outstanding characteristic of the audience studied was the high prOportion of young mothers, a segment of the population which has been difficult to reach through normal extension channels. Almost 65 percent of the women were under 3h years of age. 95 percent had children under S years of age. The median school years completed was 12.6 which indi- cates the educational level of the women was high, measured in terms of amount of schooling completed. The fact that three out of four were members of home demonstration groups bears out the assumption that such groups can act as the nucleus for viewing groups. Sixty one different women participated in the series by viewing one or more of the television programs. Five groups with a total of 27 members completed the series. Of those completing almost 6h percent attended all of the meetings in the television series. One out of three groups or A9 members were unable to re- ceive the WKAR-TV signal due to technical difficulties and unfamiliarity with ultra high frequency operation. Reasons for non-completion included lack of interest in program content and lack of group cOOperation. The latter might be attributed to insufficient knowledge or understand- ing on the part of groups enrolling in the project. There- fore, the preconditioning period prior to the television series appears to be a crucial point in the success of the viewing group method. During the preconditioning period, the purpose and sccpe of the project must be thoroughly understood by all those interested in organizing a viewing group. Other uncontrollable circumstances which prevented com- pletion were a measle epidemic in the community, sickness and previous committments. Three out of five groups reported the reception quality of the picture as good. Four out of five groups reported the sound quality as good. The average length of the dis- cussiOn period following the television programs was reported as 30 minutes. Three out of five groups thought the tele- vision programs helped to stimulate the follow-up discussion period. Due to the limited number completing the television series, it was not possible to carry out a complete analysis of the results of the pre and post tests. A slight increase in the post test mean scores might indicate that some slight gain in knowledge occurred during the television series. Reactions and opinions expressed by the limited number who completed the series indicated a general favorable response to the viewing group method. CHAPTER IV CONCLUSIONS Under more favorable telecasting conditions than ex- perienced in this study, it appears that the viewing group method has potential for extension teaching. The extension specialist can reach more people through a one-time tele- vision presentation to viewing groups, than could be reached through direct teaching to a limited number in one county. The use of television as a teaching medium by extension Specialists can save time and travel and replace many meet- ings. Television can provide extension workers with a channel for reaching a segment of the population not ordinarily available through normal extension channels. The preconditioning period is a crucial point in the success of the viewing group method. During this period, the purpose and scope of the project must be thoroughly understood by all those interested in organizing a viewing gnzup. The latter will insure enrollment of only groups interested in the project. Before attempting to utilize the viewing group method on any television station, the coverage area for that station should be known and understood. This will prevent enroll- Inent of groups which are incapable of receiving the telecasts. 53 Because of the limited number completing the television series, it was not possible to carry out a complete analysis of the results of the pre and post tests. Consequently, no con- vclusions can be made concerning the educational influence brought about by the television series. In order to insure a large enough sample for measuring re- sults, it is suggested that further group experiments of this nature, use more groups at the beginning of the project to com- my pensate for the high percentage of non-completions.: J Suggestions For Further Study Further research is needed by the extension service which will provide results of effective teaching methods in different media. For instance, it would be valuable for the extension ser- vice to know whether a subject taught on television can be as effective as a subject taught in a face-to-face presentation. .Other comparative studies which would offer valuable data are television teaching viewed individually versus group viewing; television teaching versus teaching by the leader training meth- od; television versus radio teaching. Additional work is needed on constructing pre and post tests which will produce valid and reliable results. Additional research is also needed in determing the most effective format for a specific subject. A research design could be set up to compare lecture, dramatic, and discussion methods or a combination of these methods. If the viewing group method were repeated, there are certain \J‘l +7 procedures which the writer recommends in the light of the experience gained in this study. Allow the idea for the topic of the viewing group project to come from lay people in the counties. Conduct the briefing meeting orienting the county home demonstration agents as to the purpose and scope of the view- ing group method at least six months prior to the first program. Know the coverage area of the television station. Avoid publicizing the viewing group project in areas which are in- capable of receiving the telecasts. Provide county extension offices with adequate publicity (radio, television and press) at an early date. Prepare study guides for participants as well as leaders. Consolidate individual study guides into a syllabus. Distribute all organizational and discussion materials to the home demonstration agent prior to the beginning of the series. Conduct training meeting for discussion leaders prior to the project. Make the television programs top quality. Don't Spare resources. Try to use the best possible talent available for present- ing the program. \J'L \J’l BIBLIOGRAPHY Davis, James, A Re ort of Four Educational 2! Programs, MCI-TV, Iowa tate College, Ames, I§52. Evans, Richard, I., Summar ‘gf Research Findings Concerning Educational Television at the University of Houston, (unpublished report)1§51. Greenman, John T., and Meredith, Albert B.» Ever da Problems of American Democracy, New York: Houghton Miff¥in Company, I§h57 *‘ . History 2; C00 erative Extension Work in Michi an, l91h-1939, Michigan State College, Extension Bfil et n 229, June, 19hl. Make A Dress, 2!, Agricultural Extension Service, Iowa State College, Ames, 1952. McAllister, W. T. and Whitcomb, I. P., TV For Delaware Homemakers, Newark: University of Dzlaware, Agricultural Extension Service, 1951. Parten, Mildred, Surve s, Polls and Samples, New York: Harper and Brothers, 1556. I Rock, Robert T., Duva, James S., and Murray, John E., Traininngy Television-IA Study g£_Retention From TElevision Instruction Transmitted Tb Army—FieldEprce *REservists, (Port washington, Long Island: Special Devices Center, SDC Report h76-02-3, 1951). Rock, Robert T., Duva, James S., and Murray, John E., Training By Television - Egg Comparative ngectiveness Q; Instruction.§y Television, Television Recordings, andfiConventional Classroom‘Procedureg, (Port as ngton, Deng Island: SpeciaI”Devices, Center, SDC Report h76-02-2, no date). . Schramm, Wilbur, "TV Predictions Based on Research," Journal of Association for Education by Radio and Televisign, November, 1953. Stanton, Frank, "TV and People," Education, pp. 217-22h, December, 19h9. Stone, John, Michigan Cooperative Extension Service Organization, Development and Policies, Michigan State CbIlege, Efl.dat°- Williams, Elsie K., "Effectiveness of Television as a Medium for Clothing Construction", Unpublished Master's Thesis, Iowa State College, Ames, 1953. Wilson, Meredith C., and Moe, Edward 0., Effectiveness of Television in Teachin Sewin Practices, washington_D. C.: United Statzs' epartment of igriculture, Extension Service Circular Number R66, 1951. APPENDIX PAGE Map - Cooperating Counties . . . . . . . . . 57 Orientation Letter to Home Demonstration Agents . . 58 PUbliCity O O C O O O O O O O O O O O O O O [)9 Explanation Letter of Technical Difficulties . . . 69 Television Script - Program Number One . . . . . 70 Television Script - Program Number Two . . . . . 71 Television Script - Program Number Three . . . . 72 Television Script - Program Number Four . . . . . 73 Discussion Guide Number One . . . . . . . . . . 7h Discussion Guide Number Two . . . . . . . . . . 76 Discussion Guide Number Three . . . . . . . . . 78 Discussion Guide Number Four . . . . . . . . . 80 Suggestions For Discussion Leaders . . . . . -. . 82, Reading List . . . . . . . . . . . . . . . . . 83 Pre Test . . . . . . . . . . . . . . . . . . . . 8h EXplanation Letter for Pre Test . . . . . . . . 88 Post Test . . . . . . .'. . . . . . . . . . . . 89 Explanation Letter for Post Test . . . . . . . . 93 R011 Form . . . . . . . . . . e . . . . e . . . 9h Table VI (Comparision of PrOportion of Participants Answering Items Correctly on Pre and Post Tests) . . 95 Comments By Participants . . . , a . . . . . . . . . 96 O4!!! 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I selected to cggperate in viewing group experiment ORIENTATION LETTER TO HOME DEMONSTRATION AGENTS COOPERATIVE EXTENSION WORK 8 In Agriculture and Home Economics 5 State of Michigan December h, 195a To: As you know MSC's television station WKAR-TV, Channel 60 expects to begin broadcasting on January 15, l95h. Among the regularly scheduled programs will be an extension home economics program. We expect this program will be aired at 3:00 p.m. and a schedule has already been planned for two programs a week. If the home economics extension staff is to devote the amount of time necessary to accomplish such a schedule it is important that we co-ordinate TV with your county exten- sion programs. Mrs. Backus is planning a series of programs concerning the preschool child in an attempt to reach parents of young children to be presented once each week during the month of February. Since Mrs. Backus has already discussed the possibility of a series of TV programs in the area of the young child with several home agents, we are inviting in agents in surround- ing counties to discuss such plans. If your schedule will permit, we would like to have you came to my office Friday, December 11, at 2 o'clock to meet with us and see what we can develop. We hope it will be possible for you to come in at that time. Sincerely yours, (Signed) Leona MacLeod (Mrs.) Leona MacLeod State Home Demonstration Leader PUBLICITY For Immediate Release - Homemakers in county may now enroll in Coffee-Study groups co-ordinated with the new series of tele- vision programs on "Understanding the Young Child." The new series of feur 30-minute programs is part of the regular 3:00 p.m. home economics show to be telecast from Michigan State College. The child study series will start Tuesday, February 9, on WEAR-TV, Channel 60, reports home demonstration agent for county. These four telecast programs on February 9, 16, 23 and March 2 will deal with the mental and physical growth, and the emo- tional and socialstudy group the second of the TV series, UNDERSTANDING YOUNG CHILDREN on Tuesday, February 16, l9Sh at 3 o'clock. WKAR-TV was off the air on that afternoon due to technical difficulties; but you will not miss any of the series. Below is a schedule for the remainder of the series: February 23, 1951; - PHYSICAL GROWTH March 2, 1951; - EMOTIONAL GROWTH March 9. 195k - SOCIAL GROWTH We hepe your study group can arrange to meet for the above programs. Sincerely (Signed) Margaret McKeegan Margaret McKeegan Extension Television Editor MMczDW for Home Economics P.S. We appreciated your promptness in returning the question- naires. However, we have not heard from a few of the groups. It would help us greatly if all the question- naires were returned as soon as possible. TELEVISION SCRIPT - PROGRAM NUMBER ONE 70 TODJ‘XY' S UCH‘VIF F RODU GER: I‘-‘iCKEEGAIfiJ DI HECTL R: Cfii. LI f‘N Tuesday, February 9, 19Gb 3:00 p.m. TALENT FEATURES Margaret McKeegan Hostess Lennah Backus(Parent Educ. s ec.) Jean Foulkrod(Nursery School Bernard Mikol(Psych010gy Dept.) SETS Simple office setting(need desk book shelves, easel, blackboard) PROGRAM ROUTINE Mental Growth of the Young Child Interview Interview PROPS AND AIDS Principles on cards, titles on blackboard, Strang's book, toys, toy models of family members, children's books, finger paintings, intelligence testing equipment and silent films 1. Open - Standard - Titles over special film(children playing in snow) ‘ 2. McKeegan - Introduce Backus 3. Backus - at blackboard - introduce series-write titles for h lessons on board. A. Back to desk Discuss principles of mental growth (Backus holds cards in front of her at desk) 5. Strang's book - read quotation 6. Discuss child's learning processes (Illdstrate with orange, box, soft toy, and measuring spoon) 7. Show toy models of family - not learning too much at once 8. Backus interview Foulkrod How children learn through books 9. Show children's books(will have 2 of each so can get limbo shot of pages) 10. Imaginative and Creative play(show finger painting) End of Foulkrod interview 11. Backus interview psychologist Discuss intelligence tests Demonstrate tee in e ui me t 12. Summary-Backus cagdsqagginy 13. Profile- 2 year old- film— Backus ad lib over . McKeegan - Close . Close- Standard - Titles over special film TELEVISION SCRIPT 3 PROGRAM NUMBER TWO TLDKY'S HUN? 7".“ \‘ hi ; 'EF CL}: 1 $514., ’3') 5—.2’ Tuesday, February TALETJ T Margaret meneegan Lennah Backus Dr. Cornelinson(State Health Dept.) SETS Simple office setting PROGRAM ROUTINE “ ”17.7 t .' b;.E;‘ :ul’i . 71 C71 :JIJ IFMK .’1 E If fDIRRCTtR: PI“. . n 3:\a’\.' rJQAYL. Hostess Physical Growth of the YoungChild Interview PROPS AiD AIDS Principle cards, blackboard, 3 standing human figures to show growth pattern, baked potato, ball, spoon, pound toy, Spock's book, children's clothes and si- lent film. 1. Open - Standard - Titles over special film 2. McKeegan Introduce Backus 3. Backus- Introduce physical growth lession(use growth cut-outs and doll figures of baby and child) h. Review last lesson 5. Show growth principles on cards Draw growth line on blackboard 7. Back to desk - sit down Growth proceeds in orderly manner 8. What does it mean to you as a parent? Discuss 9. Backus interview Dr. Cornelinson Cornelinson- development from head to toe and inside out (show chart) Large muscles before small(illustrate with ball and spoon) Backus - Read quotation from Spock's book Discuss - Child follows his own development plan Signs of a healthy child End of interview 10. Backus - Summary 11. Backus - Profiel of a 3 year old - film(ad lib over) 12. Backus - Final summary question for audience to consider- "In what way is your child's behavior related to his physical develOpment?" 13. McKeegan - Close 1h. Close - Standard - Titles over special film TELEVISION SCRIPT - PROGRAM NUMBER THREE 72 TODAY'S HOME PRODUCER: MCKEEGAN DIRECTOR: CALLIHAN Tuesday, March 2, 195h 3:00 p.m. TALENT FEATURES Margaret McKeegan Hostess Lennah Backus Emotional Growth of the Young Child Dr. R. Crawford(Speech Dept.) Father character in skits Suzanne Rouse(Student) Mother character in skits SETS PROPS AND AIDS Simple office setting Rear projection screenTsilhouette Silhouette setting(table and dramatization) chairs) Blackboard, film PROGRAM ROUTINE ' 1. Open - Standard- Titles over special film 2. McKeegan introduce Backus 3. Backus at blackboard List emotions Fill in chart, "Steps toward a healthy personality” h. First skit- Jealousy 5. Backus discuss 6. Second skit- Fear 7. Backus discuss 8. Third skit- Self Confidence 9. Backus discuss 10. Films profile of a h year old- Backus ad lib over 11. Summary- Backus 12. McKeegan - Close 13. Close - Standard- Titles over special film TELEVISION SCRIPT - PROGRAM NUMBER FOUR 73 "TODAY'S HOME PRODUCER: MCKEEGAN DIRECTOR: CALLIHAN Tuesday, March 9, lQSh, 3:00 p.m. TALENT FEATURES Margaret McKeegan Hostess Lennah Backus Social Growth of the Young Child Bernice Borgman(Nursery School) Interview SETS PROPS AND AIDS Simple office setting Desk, 2 chairs, blackboard, film 1. 2. 3. h. 5. 6. 7. 8. 9. 10. PROGRAM ROUTINE Open - Standard- Titles over special film McKeegan introduce Backus Backus introduce topic and.Miss Borgman Interview Backus and Borgman Film.Children Playing- Backus and Borgman ad lib over Backus discuss 3 questions posed by parents(pulls letters out of enveIOpes, reads- go to limbo shot of question on chart) Films Profile of a 5 year old- Backus ad lib over Backus- summarize series of lesson- wheel on blackboard McKeegan - Close Close- Standard- Titles over special film Parent Education & Child Development Home Demonstration Work Cooperative Extension Service 7h Michigan State College TV NEIGHBORHOOD STUDY GROUPS " mmsrmpmc YOUNG CHILDREN" Discussion Guide for Program 1 ”ml—“cum- :- MENTAL GROWTH OF THE YOUNG CHILD General principles of mental growth 1. Pre—school children learn what they are able to learn and what they want to learn. 2. They learn best when their environment supports their learning. Discussion questions based on these principles 1. Mention ways in which -- a) Too many "don't's" can slow a child's learning as regards his sense of touch. b) Impatience on the part of the parent can slow a child's learning as regards his Judgment of time. 2. How many of the following "new experiences" or "new learnings" should a young child be subjected to in a short period of time? The family moves from one place to another. Grandmother comes for a two-weeks visit. A new baby brother. Members of the Mother's Study Club come to call. The child must now wash unassisted. Introduction of sauerkraut to the menu. The family buys a new car. Father takes over putting the child to bed. The child begins to eat dinner regularly with the family. 3. The parents of 2%—year-old Julie point with pride to the long list of nursery rhymes which Julie can repeat. Is this "forced learning"? What are some of the factors that might help you decide? h. Discuss the statement - "Johnny is Just like his Uncle Ezra when it comes to figuring things out". 5. Mention play activities which will tend to foster imagination and creativeness in young children. (7356) COODO'IUVO ”tension work in auricuiture and home economics. Michigan State College and U. S Department of Agricuiture cooperating. O. B. Vemer. Director. Comet-five Enemies Service. Michigan State Coiiege. East Lansing. Printed and distributed under acts 0! Congress. May 8 and June 30. 19M 75 PROFILE OR DESCRIFTION OF THE 2-YEAR-OLD In the light of the description of the 2-year-old could you mention an instance which shows -- 1. You expected too much of your 2-year-old. 2. In general, your treatment of your 2-year-old appears to be reasonable. 3. The ways in which your 2—year-old differs from the profile of the 2-year—old. - SUMMARY BY IEADER The leader will want to summarize what has been said by the discussion members and add the following points if needed: *‘Be alert to signs of "readiness" for learning in your own child for each new experience. * Avoid putting pressure on the child to achieve beyond his ability at the moment. * See that the child has opportunities for learning. * See also that he has reasonable opportunity to satisfy his curiosity. * Give him time to think. * Sometimes the learning ability of a child may be slowed by physical or emotional blocks. * Remember that encouragement and affectionate care will help the child make full use of his capacities for learning. O76 TV HEIGiBOFHOUP STUDY GROUPS "UKDZRSTAKD.HG YOUNG CHILDRJN” Discussion Guide for Programwgl PHYSICAL GROWTH OF THE YOUHG CHILD I. General principles of physical growth. 1. Growth precedes in an orderly manneru 2. A child follows his own developmental plan. II. {Discussion questions based on these principles; 1. Thinking of a 2-year—old child, what play activities could you encourage which would aid in the development of large muscles? 23. If possible, describe two-somewhat different pre—school children of the same age as to —- height and Weight Physical skills such as, ability to catch a ball, run, etc. Amount of sleep needed Amount and variety of food consumed Active or quiet Resists infection or catches cold easily Keeping these differences in mind; mention one way of handling each child to best meet his individual needs. 3. The following is a day in the life of a 3—year—old: W Afternoon. fleeing. Wakes up Bath Ramps with Father Breakfast Rap or rest. If sleeps, Watches TV with Dresses himself may sleep until u-u:30. family Plays near Mother Plays momentarily with To bad Watches children's toys TV program May accomcany Mother to iFollows school-age store or to pick up Rather sisters around just Plays with sisters or before lunch watches them play Lunch Dinner From the standpoint of physical growth, what changes would you make in this schedule? 77 L». Four-year-old Mary sits at the dinner table without picking up her spoon or tasting her milk. Instead she keeps asking for bread. What would you do? a) Give her bread since she does not seem to care for the food on her plate? b) Tell her she must eat her dinner before she can have bread or dessert? c) Ignore the untouched plate? d).Ask her to leave the table until she is ready to eat? e) Point out how nicely the other children are eating? --~—-—-—--——-~“—-—--__—-——_---— 5. In the light of what you know about health care of children, (diet, protection from disease, signs of a healthy child) what one suggestion could you make to improve the health of your pre- school child? SUMMARY BY LEADER The leader will want to summarize what has been said by the discussion members and add the following points if needed: * In physical, as in mental growth, children need freedom to grow at their own rate. * We can not hurry physical growth but we can be alert to obstacles which may slow it. *.An adequate diet should be provided for the child as well as mealtimes that are free from strain and anxiety. * Include in the child's play day some variety as to indoor and outdoor play, quiet and active play, * Create conditions favorable to rest, that is, quiet play before bedtime and a quiet well-ventilated room. * Regular medical and dental examinations should be provided. Parent Education.& Child Develop— ment, Home Demonstration Work Cooperative Extension Service 78 Michigan State College TV KEIGHBORHOOD STUDY GROUPS "UNDERSTANDING YOUNG CHILDREN" D ' P III SOCIAL AND EMOTIGKAL GROWTH OF THE YOUNG CHILD In terms of Emotional Growth it is well to remember that - Most pre—school children have made beginnings only in the process of growing up emotionally. keeping this idea in mind, would you agree or disagree with the following statements, or are you uncertain ~- 1. 3. 7. Anger and fear in young children are shown more frequently than Jealousyc The child who can stay alone in Sunday School can stay alone the first day of school. Every effort should be made to stop children when they begin to scream, kick or make a scene. Preparing a child for the coming of a baby will pre- vent Jealousy. Emotionally healthy parents are more apt to have emotional- ly healthy children. An uncooperative two-year old has a good start to- ward becoming an obstinate adult. Emotional growth may be slowed if a child is tied too closely to his mother's apron strings. The three~year~old, if emotionally healthy, will show no anger if a child takes his toy away. earns Enema Kinsman. 2. refines. Disagree :Encsziain. 9. Fear in children is some- times a result of parents expressing fear. _____. .—-«all.l - ...... ._ 10. A child who expresses his ' love for his parents is a happier child than one who does not. 11. Praising children for all accomplishments will aid emotional growth. 12. Any signs of emotional disturbance in young children can be safely disregarded. SUMMARY BY LEADER The leader will want to summarize what has been said by the discussion members and add the following points if needed: *The emotions of young children differ in many respects from the emotions of an adult. The emotions of young children are brief: they are intense; they appear frequently; and change rapidly. SA child's response to a given situation will depend upon how'he feels. as well as upon his understanding of and experience with each new situation. SDuring the pre-school years it is considered especially important that the child gains confidence in himself. *With this confidence he will have the courage and initiative to carry out many of his ideas. I"Such confidence and courage is a reflection of the child's inner feelings - the feeling of being loved, cared for. and understood by someone. 79 80 Parent Education & Child Develop— ment. Heme Demonstration Wbrk OOOperative Extension Service Michigan State College TV 11131053033001) STUDY snows "mmmsrmws YOUNG CHILDREN" mcwww SOCIAL AND EMOTIONAL GROWTH OF THE YOUNG CHILD in terms of Social Growth it is well to remember that —— A Child grows socially when he wants to act in ways that will be helpful both to himself and to others. Case Stgdy Jane Beth. age 5. is in the first half year of morning kindergarten. She is somewhat taller than the other children in her room at school, is fairly large boned and quite slender. Although she has light hair and blue eyes. she looks rather pale as she seems to lack the sharp ruddy cheeks common to many children. Her posture is good and she is a child who abounds in energy. although she tires easily. In school after the midmorning rest, Jane Beth is quite apt to be touchy. apparently needing more rest than is possible in the time allowed. She takes a long nap in the afternoon and then does not go to bed as early in the evening as most children, she is a restless sleeper. Fruits and vegetables are her best liked foods. Her health habits appear to be better than average. as judged by the simple requirements of the school such as washing hands after going to the bath room, prOper use of Kleenex. etc. She has been subject to many colds and after each cold her whiteness or paleness seems more pronounced. When Jane Beth entered kindergarten she was able to print her name, even though the letters all ran together. She has a better than average vocabulary for a child of her age. picks things up that adults say and repeats them in the same manner. Not only does she have the ability to talk but she wants to talk and continually interrupts when the teacher is reading stories or interrupts other children. Her agility with words is useful in another way. in that she is full of alibis and can talk her way out of many difficult situations. She has a keen interest in many things and carries this interest over frequently between home and school. For example. due to her Dutch ancestry she is familiar with many Dutch customs. knows many details about the Royal famdly and brings many treasures to school from the Netherlands that have been given to her. Likewise. she is apt to take ideas home that she has gained from stories. trips or from the teacher and attempts to put them into practice with great determination. She is not at all interested in working with her hands. in quiet activi- ties she is apt to become quite restless. When asked to reproduce ideas on a large sheet of paper, her drawings are apt to be below those of other children or she may even scribble. 81 2. Her relationships with other children are rather unusual in that she bosses them whenever she can. particularly the children who are rather shy and submissive. Her best loved play activity seems to be playing with dolls and in this she carries on with a great deal of directing as far as the other children are concerned. For all this she is well liked by children. apparently because of her sense of humor. —she frequently becomes quite silly n for her energy. ideas. and the fact that she is fun and friendly. She seems very conscious of adults and of adult activities. She is - very resentful of suggestions from adults or offers of help. She may listen to suggestions to the point of understanding but then her independence usually wins out and she will disregard the suggestion. or adopt it later as her own idea. On one occasion when she was asked if she would like to go to the store on an errand. she refused any directions as to how to get to the store but later displayed great fear in this undertaking. She is an only child.born to parents very late in life. The mother works and during her absence, Jane Beth is cared for by an elderly aunt who lives in the home. The father idolizes the child. The mother who is a youth leader working with girls in a Y.W.C.A. has very definite ideas about rearing children. The mother has excercised a great deal of protective care as far as Jane Beth is concerned. and having some questions about the playmates in the neighborhood has limited both the playmates and the play area. Jane Beth is rarely left with baby sitters mainly because her inde~ pendence and language ability are difficult for a stranger to handle. Suggestions for using: Kindly read the above report. keeping in mind that its purpose is to study the Dragress of growth during the pre—school years of a particular 5~year-old child. 1. In order to fairly appraise the growth of this child what other infor— mation would be helpful? 2. From what you know about this child which areas of growth (physical. mental. social and emotional) show best deveIOpment? Why? 3. Which areas appear to lag a little and why? 4. How would you rate total growth of this child along a scale such as the following: B Excellent Good Average Fair Poor "Understanding Young Children" (TV series-neighborhood study groups) 82 SUGGESTICNS FOR DISCUSSION LEADERS You have been selected as discussion leader in your group. YOUr-responsibilities will be to plan for the physical arrange- ments of the meeting and to lead the discussion following the telecast. The following suggestions have been prepared to aid you in the job. Preparation for telecast: l. Contact and remind women of time and place for meeting. 2. Arrive at meeting place by 2:30 p.m. 3. Make sure TV set is properly adjusted (picture and volume) well in advance of 3 p.m. program. h. See that women are seated comfortably for viewing. 5. EXplain plan for discussion following telecast. 6. Have group decide on amount of time they will devote to discussion period (hS minutes to 1 hour is desirable). 7. Keep room.quiet during telecast (if children will be presgnt, try to provide a baby sitter for them in another room.. 8. Encourage attentive listening and viewing. 9. Turn off TV set promptly at end of program. Discussion following telecast: To promote an informal and friendly atmosphere, rearrange the chairs into a circle or around a table for the discussion period. Usually the leader remains seated in this type of discussion. Try to make the group feel at ease and.encourage everyone to take part. Give credit for good suggestions. but try to avoid having one per- son monopolize the discussion. If the discussion seems to wander, remind group of the original question. Plan for discussion: 1. Use questions on "discussion guide" as lead questions. 2. Confine the discussion to subject scheduled for that day. 3. Watch the time. Try to discuss as many of the questions Wpossib h. here is insufficient time for all of the questions, read the undiscussed ones and sug est they continue the discus- sion at home with husband an friends. 5., Summarize discussion ("disc. guide" . page 2). 6. Remind group of next TV program-time, place and subject. 7. Following each meeting, fill out attached roll(pink sheet). Discussion Leader's Score Card: Ask yourself the following questions Try to improve your discussion leadership during the TV series. How could I have handled the discussion more effectively? Did everyone take part? If not, why? Did one person monOpolise the discussion? Did the discussion drag or move too fast? Did the discussion bring about a clearer understanding of the topic? Did I end the discussion on time? GOOD DISCUSSION LEADERSHIP COMES WITH PRACTICE -- DO THE JOB IN THE BEST WAY YOU KNOW HOW AND STRIVE TO IMPROVE. Home Demonstration Work Cooperative Extension Service Michigan State College 83 UNDERSTANDING YOUNG CHILDREN Suggestions for Reading BOOKS Rand, Sweeney, and Vincent, Growth and Development of the Young Child, Fifth Edition, W. B. Saunders Co., Philadelphia. Martin and Stendler, Child Development, Harcourt Brace and Company, New York, 1953. Spock, Benjamin, The Pocket Book of Baby and Child Care, Pocket Books, Inc., Rockfeller Center, New York, 19h6. PAMPHLETS Ypur Child From One To Six, U. 8. Government Printing Office, Washington 25, D. 0., 20¢. Engoy Your Child - Ages 1, 2, and 3, James L. Hymes, Jr., Public Affairs Pamphlet No. lhl, Public Affairs Committee, Inc., 22 East 38th Street, New York, 25¢. Three To Six: Your Child Starts To School, James R. Hymes, Jr., Public Affairs Pamphlet No. 163, Public Affairs Committee, Inc., 22 East 38th Street, New York 16, New York, 25¢. How Children Crow and Develop, Willard C. Olsen and John Lewellen, Science Research Associates, 228 S. Wabash Ave., Chicago, Ill., h0¢. Self-Understanding, a First Step_to UnderstandinggChildren, William C. Menninger, M.D., Science Research Associates, 228 S. Wabash Ave., Chicago A, Illinois, h0¢. Fgars of Children, Helen Ross, Science Research Associates, 228 S. Wabash Ave., Chicago, Illinois, h0¢. How To Live With Children, Edith G. Neisser and the staff of the Association for Family Living, 28 E. Jackson, Chicago h, 111., h0¢. Understanding Children's Behavior, Fritz Redl, Pamphlet #202h, The Association for Family Living, 28 E. Jackson, Chicago A, 111., 60¢. Some Special Problems of Children, Nina Ridenour and Isobel Johnson, State Charities Aid Association, 105 East 22nd Street, New York 10, New York, 25¢. Epinciples For Child Guidance, Ethel B. Waring, Cornell Extension Bulletin #h20, Cornell University, Ithaca, New York, 5¢. Health of the Pre-Schggl Child, Michigan Department of Health, Lansing N, Michigan, Free. (7376) D . . . v . . . . . . s. . u I ‘- . . , .. . .0: I . . . . a I . I . . . 4 s. O s . . . .. i . I u. . I . .0 . '0 . . . Q A I s a I ‘ u . . . . . c . o, PTHBfEEST 8h Nam ADDRESS PLEASE FILL OUT THE FOLLOWING BY PLACING AN (1) BEFORE THE ITEMS WHICH Atptr TO you. L) Do you live on a farm? village of less than 2500? city of'more than 2500? 2) Your schooling grade school? some high school? high school graduate? some education beyond high school(business college,etc.)? college graduate? post college work? 3) Your approximate age group under 25 years? 25 - 3h? 35 - ht? b5 - Sh? SS~~ 6h? over 65? A) Do you have children under 18 years of age living at home? YES NO How many are under 2 years? 2 - S? 6 - 10? 11 - 18? ”l- 5) Are you a member of a home dem- onstration group? YES NO g..-”- - n «mu .u .. u-u—go-n-u - .‘--.o¢-.~o-..—q... I .‘ ‘ A. r' 3‘ "Ir 'v ‘:- l . . . - . . ~|'. . - 5. . - ‘ n , .0» ‘ I. u ' 4 .3 . . , “ x I I<. . o ‘ n ‘ . ..' " . . .. ' "a A A ' .\. ‘ 'v . . ~ ‘ ‘u A :1 . I Z . | - . ' o 8 x \ "-".Ko' , ._ . . ..n p .- g .. a ‘ c" _' c ‘ I .'. c ‘ r . ,4. . . ' I ‘ 9. r n I . C ..-¢"C.— ., n»‘-'~¢I -cI-—--¢ «a. . . V . o a . u n u n .- I -. d u . u n - . . v' . .. . a a - _' . . .. . . ‘,.. v . "-'.' o _' CA. .I . ,- an», 4. . . '-.. '. - ~"'1. . . ‘Ot' .. . .c.~-... . , ' u ' -'1' I noo.."""‘ ' ' I s I x ‘- - I .Vw.~l» t .v . . . . . I . ‘ . . ,. ...... ”mu-“w“... . l .‘ . , . . .0..~ u- A.._-...~-. , . . e . , a '1 o'_. , . ., c— ., . -.. q. p.....-¢--.— 85 ANSWER THE FOLLOWING QUESTIONS BY PLACING AN (X) BEFORE THE ONE ANSWER WHICH YOU THINK IS BEST. DO NOT LEAVE ANY QUESTION UNANSWIRED. l) Susy, age 3,does not repond to your call to come for dinner. Would you decide she was absorbed in plat and try calling louder? take her by the hand and lead her gently to the dinner table? suggest that next time she come immediately when you call? 2) It is best for a 11-year old child to have durable toys a variety of toys a toy which he can use in several ways 3) At what age could we expect a child to begin understanding the time interval in this statement, "Daddy will be hcme late this afternoon"? three four five b) You are in charge of a committee to my books for the four—year old children in nursery school. Check the most important characteristic agood story book should have for this age group. contain many pictures and ideas has ac olorful cbscription of the characters repeat one thought often 5) When would you begin toilet training? when the child appears ready at least by one year not later than eighteen months 6) Which of the following might indicate readiness by a child for a new experience? when he reaches the appropriate age for a particular learning when he shows boredom when he is urged to try something new 7) A child will learn good food habits if his parents are not too concerned about how he feeds himself new foods are given in small servings at first he always eats dinner with the family 8) Evidence of good physical growth in a young child is indicated if he looks healthy if his weight is in pr0portion to his growth pattern if his growth follws that of his age group -2- I. n 'Y , L‘f‘ o t l n . n .. -. v I . 'b. 0.. Q a“. .. . '04 -‘_ .. .u. .- - q , AI. . 1 . . > - I} .- ._ . . . ~. ' . I- .-. . .. n . . ;_ 1‘ s, . . .. ...- . ... . . . .‘ | .. . o. v- .. . .. __...... . . . . . - . . . ‘ ' . ll. . . o.. . , -- . ...... .o. . . . " '.‘ W I I . e . ~— .. . .. I . I u .- v . a. - . ~ . . I-v . . v. .- . u -- I. . i ‘ n .O ..o..--....-._ ,. .. -.- . - . 1.--.- h “- NI ‘I‘v' .v. v ...n.. . 86 9) Three children are playing in a sand box and there is little exchange of words 10) ll) 12) 13) 1h) IS) 16) 17) between them. Each is absorbed in his own activity. This play activity would be typical of most two-year olds three-year olds four-year olds Parents may help a child gain a g ood beginning in language development by coaxing him to repeat words providing him with a variety of expe riences encouraging him to play with other children who Speak clearly You hear loud cries and angry sounds in the play room. You open the door and witness Bobby, age three and Marie, age four and a half, each holding tight to one side of a wagon. Bobby is hitting Marie who refuses to let go. 'Would you encourage each to play with a separate toy? suggest that the owner might share the wagon? explain to Marie since she is older to give the wagon to her brother? Tommy, age four, has sucked his thumb since he was a baby. 'Wbuld you ignore it, being careful not to talk about it before him? ' attract his attention to something else? remind him each time to take his thumb out of his mouth? Social development is best promoted by frequent association with young children early association with children of various age groups association with children and adults Bobby, agethree, frequently telephones his imaginary friend. Would you attract his attention to some other play activity? treat the matter lightly? encourage him by joining in the game? Jealousy in the young child over a new baby in the home may beI'educed by spending frequent time alone with the child telling him the new baby is as important as he is waiting for him to get used to the baby Growth in young children means developing physical and mental skills increasing in all phases of development maturing in height and weight Temper'tantrums in children should be dealt with immediately treated lightly looked into . . . . o. n u . . . v , .. . . I I l . I L .5 . u . o u v .. . .u if ‘I I , I .D u ‘ . . . o i c. . S o p .5- up. 18) 19) 20) 21) 22) 23) 2h) 87 ‘Which of the following is most characteristic of the two-year old? acquire good body balance plays beside but not with other children attains day and night control of bladder Satisfactory social growth is indicated.if a young child is chosen most frequently by others in games demonstrates ability to get along with others is unusually adept.in social etiquette At the pre—school age, which of the following is a sex difference? girls talk more than boys boys tend toczhoose active play more often than girls girls are more susceptible to childhood diseases in emotionally healthy child will show no anger if a child takes his toy away show progress in being considerate of others change his behavior only after being praised Excessive crying in young children means little because young children cry easily is normal because children need to cry and develop their lungs furnishes a clue to the child's behavior Differences in growth among children are not too important anyway should be considered by parents and teachers are important only if such growth is below height and weight tables Fear in children is most often the result<>f a natural tendency in children to be afraid contact with the unfamiliar mistreatment by older children or adults EXPLANATION LETTER FOR PRE TEST COOPERATIVE EXTENSION WORK 88 In Agriculture and Home Economics State of Michigan February h, 195h Dear Leader: As you know, television is very new at Michigan State College. Study groups suchzas the one you have organized to view and discuss the TV series, ”Understanding Young Child- ren" are also something new and different. Ybur home demonstration.agent,WKAR-TV, and myself are anx- ious to know your reaction and how effective the programs are. We are anticipating your willingness and have selected your group along with several others in the state to assist us in the job. This will mean having the women in your group (including yourself) fill out a questionnaire and short quiz at the first and final programs of the TV series. The materials for the first program.are enclosed and the forms for the final program will be mailed to you later. Try to arrange to have the women arrive by 2:15 for the first meeting so the questionnaires can be filled out completely before the program begins. Ybu might have a few extra pencils and magazines for the women to use. It is important that each.person do her own work. Ask that each person read the instructions carefully and discourage visit- ing among the women. Try to keep the room.as quiet as possible. Collect the questionnaires as soon as the women are finished or at least 10 minutes before the TV program begins. Please use the enclosed envelope (no stamp required) for mailing the completed forms to me. Mail as soon as possible following the first meeting, February 9, l9Sh. Your co-operation is appreciated. We are sure your assist- ance will help us give you better TV programs from.Michigan State College in the future. Sincerely, (Signed) Margaret McKeegan Margaret McKeegan Extension Television Editor for Home Economics 89 POST TEST ANSWER THE FOLLOWING QUESTIONS BY PLACING AN (X) BEFORE THE ONE ANSWER WHICH YOU THINK IS BEST. DO NOT LEAVE ANY QUESTION UNANSWERED. l) Susy, age 3,does not repond to your call to come for dinner. Would you decide she was absorbed in play and try calling louder? take her by the hand and lead her gently to the dinner table? suggest that next time she come immediately when you call? 2) It is best for a h-year old child to have durable toys a variety of toys a toy which he can use in several ways 3) At what age could we expect a child to begin understanding the time interval in this statement, "Daddy will be hcme late this afternoon"? three four five b) You are in charge of a committee to my books for the four-year old children in nursery school. Check the most important characteristic agood story book should have for this age group. contain many pictures and ideas has a c olorful (bscription of the characters repeat one thought often 5) When would you begin toilet training? when the child appears ready at least by one year not later than eighteen months 6) Which of the following might indicate readiness by a child for a new experience? when he reaches the appropriate age for a particular learning when he shows boredom when he is urged to try something new 7) A child will learn good food habits if his parents are not too concerned about how he feeds himself new foods are given in small servings at first he always eats dinner with the family 8) Evidence of good physical growth in a young child is indicated if he looks healthy if his weight is in prOportion to his growth pattern if his growth follws that of his age group -2- .. . . .'. I . “5 . . . a. I O. . .3. \.. .. ~.('. ‘Q ’. ' a. in; la '0 ;. . n a , 'I I I.‘ ‘: _ . t - . ' '1 4" A - x . .‘- a . . . a . ‘s‘. . . "\~. I - .P.’ .. k Ctr . .- u ., . .. . . I... C. . ' ‘ . 'a‘U‘ ‘ Q' ’ ' . :.1.) ’ I . ‘.., u .t o 'I ~ a-I ' U.. . . t.‘ u -- .. 0 . o "‘.“ I I ‘ I - .- -. . ‘ . . a I. . u \ . _ ‘ - .- I' s . .. . ' . _ ‘ . - _‘ . . e . I . t I I e ‘ u - , . l v ' n . , . . ,, ... , . ‘ ‘ .w ‘l 0 . I ' ' . ' I u . .' I \' _ no . ._ . . . . n . , ‘ . I. .. .. ‘l I ' I, ‘ I "‘ ....,. I a. .. c-— . h '4‘ ... . ' O . "‘ In . . .‘ 3 « . . . . . . ... . .- . .. . - .. ’ .. A .. . (L ‘ . l .. ' l -l . ‘ ‘ " " .: . 4«. - ..I . a ‘. , . . _'~"‘c‘. . ,.c ‘. A. 4- e ~ . . 'v ' I . o. n. - ' I . , .2 ‘. . '..-\'. I u . . ' l ‘ . n... . "'3' ‘ ' ' .rfi v I -, . " . . a. .-.. g .- O. - . ~o. r , a -.. , _ .‘ ,_ . ”A ‘ ' ‘ . . , _. . - . l.. " --- \.u ‘~ l.§ . ,. .I. . Q ~ 37- .'~ -« ' a ' , _ _ .- . . ..., , . V . . - ‘ ' we . ’ 2 . . . . . , . -i. . ' ‘ l' I. . ' ' I '0. ‘ 0" . . ."' , . ‘- I . ._ . " 'r - ‘ -- .- .-_ :2- .. . ,. i.‘I 0.. '0..-’ ‘ . . ... - I. . ‘ ' - o . .l "0 ‘0I?.. . . ‘ I I. . _ .. ' l .. . . . . .- D“ pi-na. . . ‘ 0'.‘ ’ o‘. In‘ ‘.. .- . g. . - .- . ,.. .f, .. ., . , . . f l 4 t . . . . . . - ,. . a nu . , J.- .'[t( .. . .. .. v. - ‘ 9).. A ‘ A ‘ ' I - . _ . " as. a.- :.~ . .. . - . . .._ . |.. . . . . I ‘7 u _ 4",. _ ‘. - u ., . I ‘ . vp ' .- . . . ._..... ,., . A . . . l I v ,. u , -i . - . .. '. C .. e- - A I -........ - ' ‘ I. . I I “j ' .' v -4 ". g .. g ‘. " ___ .. .. . 9) 10) 11) 12) 13) 114) 15) 16) 17) 90 Three children are playing in a sand box and there is little exchange of words between them. Each is absorbed in his own activity. This play activity would be typical of most two-year olds three-year olds four-year olds Parents may help a child gain a g ood beginning in language development by coaxing him to repeat words providing him with a variety of experiences encouraging him to play with other children who speak clearly You hear loud cries and angry sounds in the play room. You Open the door and witness Bobby, age three and Marie, age four and a half, each holding tight to one side of a wagon. Bobby is hitting Marie who refuses to let go. Would you encourage each to play with a separate toy? suggest that the owner might share the wagon? explain to Marie since she is older to give the wagon to her brother? Tommy, age four, has sucked his thumb since he was a baby. Would you ignore it, being careful not to talk about it before him? attract his attention to something else? remind him each time to take his thumb out of his mouth? Social development is best promoted by frequent association with young children early association with children of various age groups association with children and adults Bobby, age three, frequently telephones his imaginary friend. Would you attract his attention to some other play activity? treat the matter lightly? encourage him by joining in the game? Jealousy in the young child over a new baby in the home may be reduced by spending frequent time alone with the child telling him the new baby is as important as he is waiting for him to get used to the baby Growth in young children means developing physical and mental skills increasing in all phases of development maturing in height and weight Temper tantrums in children should be dealt with immediately treated lightly looked into nu. .~ ..-' u - Q'. » . I . . V.O 1e) 19) 20) 21) 22) 23) 2h) 91 ‘Which of the following is most characteristic of the two-year old? acquire good body balance plays beside but not with other children attains day and night control of bladder Satisfactory social growth is indiCated if a young child is chosen most frequently by others in games demonstrates ability to get along with others is unusually adept.in social etiquette At the pre—school age, which of the following is a sex difference? girls talk more than boys boys tend to<:hoose active play more often than girls girls are more susceptible to childhood diseases an emotionally healthy child will show no anger if a child takes his toy away show progress in being considerate of others change his behavior only after being praised Excessive crying in young children means little because young children cry easily is normal because children need to cry and develop their lungs furnishes a clue to the child's behavior Differences in growth among children are not too important anyway should be considered by parents and teachers are important only if such growth is below height and weight tables Fear in children is most often the resulttaf a natural tendency in children to be afraid contact with the unfamiliar mistreatment by older children or adults FINAL QUESTIONNAIRE 3/3/Sh 92 NAME ADDRESS Were the television programs about right? too long? too short? Check any of the following which you did as a result of viewing and discussing the television programs. urged others to tune in to the programs talked to husband about subjects discussed did further reading on subject discussed subject with neighbors and friends became more alert to signs of readiness in children ‘—gained a greater reSpect of the child's point of view gained a greater acceptance of a child's growth pattern became more aware that children need a.fair share of happy relation- ships with young and old ‘Would you like to see additional TV programs on the same subject? Yes No Other subjects? Yes No For exanple: l. 2. 3. How would you preferred to have had Mrs. Backus present information on "Understand- ing Young Children"?' Indicate your first (1), second (2), and third (3) choices. on radio (listen individually at home) give talk in person at group meeting on television (view individually at home) on television (view and.discuss programs in a study group with a leader) have Mrs. Backus train local leaders, who in turn present the “lesson at a group meeting (not on TV) What is your opinion of viewing and discussing TV programs in a study group? (Q . . -~ . .- . 0.- ° ._ o~ . . I o. . . . . I . I ,n . . .- . I l . . .. u'o . l - . \ . . I. ~ . OI ' l . , . . u . P. r. p r . - '- o c u . ,. . . I v I . EXPLANATION LETTER FOR POST TEST COOPERATIVE EXTENSION WORK 93 In Agriculture and Home Economics State of Michigan March 3, 19Sh Dear Leader: Enclosed are the questionnaire forms which we promised to mail to you before the final program.of the TV series, ”Under- standing Ybung Children." Please arrange for the women to fill out the questionnaires at the end of the discussion period. The same instructions given for the filling out of the first questionnaire will apply for the final one. It is important that each person do her own work.. Ask that each person read the instructions carefully and discourage visit- ing among the women. Try to keep the room as quiet as possible. Collect the questionnaires as soon as the women are finished. Please use the enclosed stamped envelope for mailing the completed forms to me. Mail as soon as possible following the March 9th meeting. We wish to thank you and your group for the fine co-Opera- tion you have given us by answering the questionnaires. Your suggestions will help us bring you.better TV programs from Michi- gan State College in the future. Sincerely yours, (Signed) Margaret McKeegan Margaret McKeegan Extension Television Editor MMc for Home Economics EnCIS. Roll of Members Location of_group Mark (x) if present, leave blank if absent. NAME Feb.e [Feb.]6 Feb.23 i County 'If member dropped out, give reason Leader _______;, 2. 3. I h. S. 6. Date Size as the Could the Was TV set How long How magy werg of TV picture women hear turned off was discus- resen for he 9 promptly at sion iscussion scree clear? 03511Y- - e d ro . ent TL 17013.1? MT~ w W Physical _§rowth FebeZB * w v ‘ Emotional Growth Mar-2 ocial row i_”1._l_ . i. m_wl_l1_- Have you acted as a discussion leader prior to the TV series? (church, schoo , women's clubs, etc.) Yes No From a leader's viewgoint, do ulate the follow-up iscussion ou think the TV programs helped to stim- Yes No Remarks: Use back of sheet. SEND COMPLETED FORM TO YOUR HOME DEMCNSTRATICN AGENT BY MARCH 5, 195a. TABLE VI COMPARISON OF PROPORTION OF PARTICIPANTS ANSWERING ITEMS CORRECTING ON PRE AND POST TEST.* ITEM PRETEST POST TEST NUMBER PERCENTAGE NUMBER PERCENTAGE ANSWERED ANSWERED CORRECTLY CORRECTLY 1. 13 . 81. 1h 88. 2o 3 190 5 310 3. 5 31. u. 25. h. 7 %h. 5 31. 5. 13 . 16 100. 6. . 15 9k. in 88. 7. 8 So. u 25. 8. 13 81. 15 9 9. 11 69. 9 S . 10. 7 an. 9 S6. 11. 11 69. 7 gt. 12. 11 69. 13 . 13. - . 6 37. 13 81. 1h. '6 37. S 31. 15. 12 75. 1h 88. 16. 10 63. 12 75. 170 8 50. 8 500 18. 6 37. 7 an. 19. 15 9h. 15 9h. E a a a- 21. o 1 O 22. 13 81. 88. 23. 9 56. 50. 2h. 13 81. 15 9h. *Computed for 16 participants completing both pre and post tCStSc COMMENTS BY VIEWING GROUP PARTICIPANTS 96 "I found it interesting with an exchange of ideas." "It helps us to get ideas from program.and experiences of ladies in group." "I‘think all of us benefited greatly from.the lessons." "Gained information on discussion of children with other members." ”In viewing and discussing the programs in a group, you actually gain a lot more than watching them.alone. Ybu hear other parents' problems and how they meet them with their children. I do think it would have been nice if some of the fathers could have been present for the programs." "In our group, we had too many children to hear and get everything out of the programs." "Good interchange of ideas." "I had taken the lesson as a group leader several years ago and felt that the shorter television program with the opportunity to discuss things afterwards was much more helpful. I feel that we gained much more this way as the mothers who came for the meetings all had preschool children, but myself, and of course were very inter- ested. When I gave this lesson as a group leader there was so much material to give back to the grdup that I don't think they were able to assimilate so much in such a short time." "We enjoyed the group meetings. With the small children present, we did feel that helped because we could watch how they played and. talked. ll "Some points that had not been clear to me before were discussed on the programs and'were.made clear." "We enjoyed our group very much. We had an opportunity to com- pare the experiences we had had with our children with the ma- terial given on the program." “I enjoyed it very much, you share ideas and opinions with friends." "I think by discussing these problems in a group, you get much more benefit from them. 'You can compare your ideas and solutions of problems with the others and so get a broader outlook on the situation." "Yen have a chance to know what other peoples' children do at the same age." .*\O‘, 341 "We gain much more from the experience and knowledge that each individual can and does contribute. Also there is much satis- faction in discovering that there are common interests and ideas." “YOur idea is good-~but your station‘was noisy-~could hear pound- ing as if carpenters were working and also sounds of moving furniture and voices in background.~ Visibility poor most of the time. I even had television service man check my set and he said it was the station, it was snowy." "Television reception was poor, except for first lesson." "Interesting to hear other opinions." -.- NR1 wmrgfi “SE (dbl-Y; .. -‘ I 1 v a rk‘ay. m ".n :- 1. i (at 14 El {JAR 1 G '56 ." h ‘1 I, . PT 2'56 Oct 28 ’51 In Mn 0 ’58