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A STUDY OF TYPES OF SOCIAL
AI’PEOACHES TO PEERS INITIATED
BY NURSERY SCHOOL CHILDREN AND

mvPEs OF RESPONSES THEY ELICITED

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M.A- 1954 FOE

MICHIGAN STATE umvgspem!
COLLEGE or HUMAN e‘.,,m-or;v
REFERENCE UBRARY

 

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A STUDY OF TYPES OF SOCIAL
APPROACHES TO PEERS INITIATED
BY NURSERY SCHOOL CHILDREN AND

TYPES OF RESPOI‘ISES THEY ELICITED

By

Lourdes W. Lazatin

September, 1954

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Aunt. .cLLJCn mi.- 1.)

I wish at this time to acknowledge my indebtedness and sincere
appreciation to Dr. Marie Dye, Dean of the School of Home Economics,
Kichigan State College, for her interest, counsel and guidance through-
out my study at this College.

Gratitude is due also to Dr. Bernice D. Borgman, Director of the
Hichigan State College Nursery School, School of Home Economics, under
whose direction this study was made.

To the nursery school staff, I should like to extend my thanks

for their cordial cooperation during the periods of observation.

T’wji "‘fi 7'“. f‘ffifihll “If";

bl 4‘ ‘—-o' 'v .4. 3.1;:

I. levies of Literature

1'1. Corrzpa rison of former and present viewpoints regaining
soc i in]. r‘fiVDluN‘nt of chil‘ren.

1*. Some studies: inc . r:c:i-.l rel:1 tions‘nizis 0f 0111101911-
1. Stidies in methodology

a. Tet-hods: b which social relationsb 3‘13 Lzrere
StUiliei‘lo

b. I'rocecb *cs and record taking.

11111151.sz from studies in social relationshkts.

N‘
o

a. semi nation and integ :I'.-_1ti1 n in the social
behavior of young hildren.

b. Friend 1sips and quarrels USIOHg yom children.
c. Sec}. .21 recognition among children.

(1. Ctrracteristics of children enjoying high
status in their peer groups.

C. ij-ecii'ic stud: es on the initiation of social cont acts
in childi en.

l. The 3.":7'I‘OE'LCi'l-L-citildI‘Elh-‘E‘l pattern in the social
be‘ :L vie r of 313113.113 children by Iiary fits and
113m rulC 1.. Lkilli'mS.

K)

. The inlti ation cf soci :11 contacts by preschool children
Li; LL1:a Berry" 139 aver.

II. A 3;tu11;, ' in Social Behavior of Ioung Children
IL. The proLlem.

B . ."1e1L' ‘1 -ritions .

I’3‘. "‘ ‘ocedu‘e
l. Lchw'n of subjects.
2. Ilethod of collecting data.

Ii. lim’LL 1155 and Interpretations

 

1. thcnt of aggroaches.
2. Kinds of approaches and reap-operas made.
3. Summ' of finding; .

F. Imulicatic 1'18 .

L

I. RWVI?W VF LIT‘RiTURE
A.
Comparison of Former and Present Viewpoints

Regarding Social Develoyment of Children.

In former centuries a child was discouraged from having contem-

poraries about him, lest it distract him from carrying out the so-
call d necessities of life and education and lest they lead him outside
the prescribed moral code of the culture. we now are becoming increas-
ingly aware of the importance of peer relationships as a training
ground for vauiring techniques for personal interaction in many
phases of the individual's life, and for its influence on the develOp-
ment of satisfactory personality. From the mental health point of
view, it would seem to be essential for every child and adult to have
some close personal relationships with a contemporary (18).

Since Eoreno's study (as referred to by Frankel - 9) on "who
Shall Survive", interpersonal relationships have become one of the most
important and fruitful areas of investigation. Sociometric studies
have been made in almost all areas of behavior, but few have been
made in the period when interpersonal relations-1:33 are becoming es-
tablished in the preschool years. In Frankel and Fotashin's survey
of presociometric and sociometric literature of social acceptance
and friendship among children, it was noted that "the early studies
(of preschool children) were concerned primarily with deve10ping valid
and reaSUnible methods of observing social behavior and only secondaril
with observing children's play contacts". It was through these early

studies that the significance of the preschool period was recognized

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as a basis for satisfactory social and personal develOpment. It is
only in the last few years, however, that the dynamic concepts of so-
ciometry have been applied to the study of the behavior of young chil-
dren in their play groups. An important beginning in this field was
made in l9h2 by F.h. Moreno.

Edward Taylor (19) states that if we are to educate children to
face a work-a-day world we must realize the importance of social accepti-
bility in recreational situations, and in the enforced intimacy of mari-
tal living. He further states that when we acknowledge the responsi-
bility of educating for social acceptance, we should be prepared to
objectify and evaluate our progress in attaining this progress.

B.
Some Studies in Social Relationships of Children.
1. Studies in Methodology.

a. Methods by which social relationships were studied:

F.B. Moreno (as referred to by Frankel - 9), in working
with preschool children, asked her subjects to name their preferred
companions. Nine series of these verbal tests were then compared with
observations of play contacts. In the studies of sociability by
Arrington, Bott, Goodenough and Parten (as referred to by Frankel - 9),
each child in the group was observed for a specific number of short
intervals over a period of time, so that records could be made of the
frequency and type of behavior and of the contacts initiated and re-
ceived. A variation of this method used by Challman (as referred to
by Frankel - 9) consisted in having the observer rapidly check at
regular intervals the names of the children who were playing together.

Though there are no data on the relative reliability and validity of

3.

these two methods, it was found that the Challman method required only
wo to three minutvs if the number of children in the group did not
exceed 30, whereas using the other method, at least 15 minutes were
necessary to observe 30 children for 30 seconds each. The Challman
method being shorter meant that the social environment was relatively
more constant at the time of observation and so it provided a series
of pictures of all the social groupings from which one could then as-
certain the play contacts of the children at given moments. If one
wished to study the initiation of contacts the longer method would be
more aphrOpriate.

The observations for the research, "0n the Social Relationshi:
of Nursery School Children" by Esther Frankel (9) were made during the
free-play period in the garden of the nursery school. Here the childrex
were free to choose their own equipment and companion. An interval of
8 minutes was allowed between each 2-minute observation, so that during
the hour when most children were in the garden as many as 6 observation;
could be made. The reliability of the observational method was checked
by having two observers make simultaneous records on two days. Further
more, in this study, a comparison was made first between the socio-
metric test and time sampling observations of children's actual play
contacts. The data indicated that these two methods measured supple-
mentary aspects of social relationships. That related aSpects of the
same phenomena were being measured was seen in the fact that children
who ranked high by one method of study tended to be high in the other,
and that both methods of study found certain children to have the same
friends. In any study of the interpersonal relations among nursery

school children, Frankel (9) suggested that both methods of study

h.
are advisable, insofar as there is a difference between who the chil-
dren say they like to play with and with whom.they actually play.

The advantage of the sociometric test is that it requires such a

short time to administer. The construction of the test for use with
young children requires careful consideration, and research must still
continue in this area in order to determine what forms of questioning
yield the most satisfactory results. In any case, it must'be recognizei
that sociometric ratings alone are inadequate for guidance or therapy.
The test must be combined.with the observations of the child playing
with his equals about him.

The basic assumption of sociometry is that a group consists of
individuals and their interrelations. Sociometric procedure is based
on the ability of the individual to choose among peOple, selecting
those for mom he has certain preferences. In the paper on "A Socio-
metric Study of Children's Friendships", Reva Potashin (16) states
that "the sociometric approach may give us important information about
the function of the relationship within the total environment, but it
cannot show its structure from within, its dynamics,aand the qualities
of interaction which it requires".

In the studies on thessocial relationships among children
attending the Institute of Child Study, University of Toronto (15),
the following methods were used: harion Gregory in "A Study of Chil-
dren's Behavior with Chosen Companions in an Experimental Play
Situation", observed 1h four-year-olds for four intervals of ten minutes
each in an experimental play setting (block building) with a companion
of their own choice. In another study by S.F. Smith (15), on "An

Analysis of Verbal Methods which Nursery School Children Use to Control

5.

Each Other", 15 children at nursery school were divided into 3 groups of
five accordingto age. In each group’each child was paired with each
other child and observed in an experimental play situation for a seven-
minute interval. Eight pairings were made for each child.

Regarding the limitations of methods thus far developed Read
'I‘uddenham (21) makes the followig statements: "In studyim child
personality, most investigations utilizim rating procedures have depen-
ded upon the impressions of adults - parents, teachers or psychologists.
However, the influence of other children constitutes a major comigonent
of the social milieu towhich the child must adapt and his behavior
with them may differ in many ways from that which he ezdxibits in other
groups. This important domain is peculiarly inaccessible to the adult
observer, whose very presence alters the situation under study. In
Order to investigate those aSpects of child personality which are re-
vealed in the social relationships obtaining among children, a method
is needed which permits the children themselves to express their atti-
tudes toward one another in a manner which is adapted to their capaci-
ties, which avoids disturbing them or provoling undesirable attitudes
of 'tattling' of their associates andwhich meets the practical criteria
of ease of administration, quantifiability and reliability of measure-
ments.

b. Procedures in record taldrxg:

Direct observation can yield some knowledge of children's
relationships, but to observe in order to assess what interpersonal
structure children are building requires painstaking and impartial
sampling of many kinds of occasions. Qbservation givesc lues to the
points at which systematic analysis is needed and thus helps in selec-

tion of what to study more fully (11). The following paragraphs

6.
describe the procedures in record taking which have been used by various
investigations.

In the study, "Inter-relationships in the Behavior of Young Children”
by Florence Goodenough (10), the traits selectrd for obserVation were
as follows: physical activity, amount of conversation or talkativenesa
laughter, compliance, and social traits including both social partici-
pation and leadership. In securing the original observational material
the method of short sample was used. Each observer secured a total of
25 one-minute observations of each subject. Each observation was taken
on a different day and no two persons observed a child at the same time.
The order of observation was varied systematically from day to day, since
it was thought possible that certain forms of behavior might show con-
stant variational trends from the beginning to the end of the hour.

Goodenough (10) further states that a truly valid measure of be-
havior must be based upon observations taken under such a diversity of
circumstances as to constitute a representative sampling of the child's
daily life. For certain overt and simple modes of behavior, such as
physical activity, a glance is sufficient to ascertain what is occuring
at any given instant. For more complex forms of behavior such as
leadership, a longer period is required in order to classifly a single
event with accuracy.

Flies Green (11), in her study, "Friendships and Quarrels Among
Preschool Children", used the following procedure in record taking:
Records were taken during the free play periods in the mhrning from
9:30 to 10:30, and in the afternoon from 3:15 to 3zh5. In warm weather
the childrenvvere outside on a large playground. In cold weather they

played inside the nursery school. Teachers were present, but they did

7.
not interfere with the children unless there was danger of physical
injury or unfairness to some child. Each child's record was kept on a
separate blank and the order in which the children were to be observed
was varied from day to day. This guarded against errors that might have
arisen if a given child had always been observed early or late in the
play period. Space was provided for recording the activity in which the
child was engaged, who his companions were, and if antagonism arose
whether it was expressed verbally, by argument or calling names, by
physical force, such as kicking, pulling or biting, or SpatialLy by
putting out the tongue and making faces. Social interaction scores
were obtained by first recording on a large master sheet the number of
Opportunities each child had to play with every other child, the num-
ber of times he quarreled with each.

2. Findings from Studies in Social Relationships.

a. Domination and integration in the social behavior of young

children:

Integrative behavior or personality growth, according to

H.H. Anderson (1), "is a process of change in structure or function
that results from increasingly complex relationsvaith persons different
from one's self. Personality growth occurs when the individual is able
to seek and to discover or define common purposes in his environment.
Integrative behavior is flexible, dynamic, yielding, spontaneous; it
shows no fear of abandoning status, no fear of change. An integrating
person seeks and finds common purposes With another; he eXpends
energy with other, not versus another. Dominative behavior, on the

other hand, is rigid, fixed, static. A dominating person has his mind

8.
made up, has his goals or desires predetermined. He does not yield to
difference. He is not abandoning his status; he is trying to preserve
status. He is not seeking a better understanding of another nor is he
trying to achieve a redefining of desire values or objectives in order
to discover a lower common denominator of differences. he is expending
energy versus another. He is not reducing conflict, he is either
maintaining or increasing the conflict of difference. Domination tends
to induce resistance. But resistance in itself is dominative behavior.
If the relative strength is too great, domination will produce sub-
mission. Resistance and submission are both fear reaponses; they
show fear of losing status quo".

In Jack's study (referred to by Anderson - l) of ascendant be-
havior in preschool children the Allport concept of ascendant behavior
in adults was adapted (l) to the levels of preschool children and (2)
to study, by experimental methods, the behavior of young children
which seemed to fit these cancepts. But according to Jack's definition
of ascendant behavior the following activities of preschool children
were recorded as ascendant behavior:

1. A child reaches across a sand table and snatches a toy out
of the hand of a companion and plays with it himself.

2. A child asks his companion if he may play with a toy if he
will give it back in just a minute.

The first example is dominative behavior; the second is integra-
tive behavior. The first is frowned upon and the second is encouraged.

Anderson's study (I) found girls to be significantly more domina-
tive than boys and boys to be more integrative than girls. Dominativs
behavior showed no correlation with mental age nor did it show a corre-

lation with chronological age.

9.

b. Friendships and quarrels among young children:

According to Hary Austin and George Thompson (2), pers>nality
characteristics appear to be the most important factors influencing
children's selection and rejection of friends. Prepinquity and simi—
larity of interests and tastes appear to be the next important variables
in the formation and prolongation of friendly relations among children.
less of social intercourse is another factor determining children's
friendships.. These findings have important implications for child
guidance in the home, school and community. It appears desirable for
parents to provide home facilities such as play rooms, shops, etc.,
that will make it possible for their children to attract other children
into their homes on an informal basis. Over-solicitous parents, who may
restrict the social contacts of their children on a.pretext of safety
or health, should re 'ze that such actions .xy jeepardizc their chil-
dren‘s chances of forming stable, friendly relations with other childrez.
Rhen the child's interests and tastes are broad and numerous, he has a
large potential pepulation within which friendships may be formed.

When his interest is narrow in scepe, this pepulaticn is much smaller.

From the traditional approach in terms of the "objective" factors
related to friendships, such as similarity of age, intelligence, socio-
economic background, Reva Potashin (18} says that, we achieve only a
vague guess that the sociological factors are a little more important
than the physical factors in determining friendships and that friends
tend to resemble each other a little, though, not much. The importance
of these factors shown by others in larger groupsasuch as the whole
school or community, is not increased by confining our study to friend-

ships within a classroom of limited cultural, economic and social range

 

..‘

10.
- they still function as limiting but not definitive factors for friend-
ships. Potashin found that a child who had a close personal relation-
ship with anothcr child was generally well accepted by his classmates,
but the child without a "friend", though he might not be rejected, was
not generally sought out as a companion by his classma es. His social
aims and relationships often were unsatisfactory and he aimed to remedy
this by making "unreal" choices, by indicating as preferences class-
mates who for him were impossible. Instead of choosing from his own
experience, he chose the stars or idols of the class, with whom he might
have had very little, if any, contact. He was thus protected from
rebuff and could rationalize about them.as one might above a movie
celebrity.

"A Sociometric Study of Children's Friendships" by Reva Potashin (18)
found further that in the eXperimental situation friends stayed longer,
talked more fully and required less adult prompting and direction than
nonpfriends. There was a freer, lighter tone to the whole discussion
and a more relaxed, unrestrained atmosphere. The poorly accepted
children in the group of non-friends carried a degree of tension to the
situation, often seemed awed by it and by the chosen partner and ac-
quiesced to the latter or tried to impress him by showing off, or agree-
ing forcefully with whatever he suggested.

Ihe determiners for the selection of friends, according to Challmal
(6) have usually been thought to lie in the possession of similar tastes
and interests, common likes and dislikes and to prOpinquity. Challman
(as referred to by Green - ll) discovered that children formed friend-
ships with those of their own sex and that for boys strength of friend-

ship increased with age. Likeness in age, physical activity, and

ll.
sociability apparently influenced the early friendship of boys to a
sonvnhat greater axtent than that of girls. similarity in mental age,
height, extraversion, attractiveness of personality as rated by adults
a.d laughter seemed to play no part in the friendships of either sex (8).
Both Hellman (22), who defined a child's closest companion as one with
whom the child is seen the largest number of times, made findings
5 mile” to Challman, as did Jarner, Williams et a1. (8) and Almack (l7).
Furfey (as referred to by Green - 11) states that non-intellectual
factors such as common moral standards, tastes, and temperament were
more important factors than the traits he had measured in the formation
of friendships. Parten (as referred to by Green - 11) found that
social participation and leadership among nursery school children in-
creased with ago. Play groups were usually unisexual. Dell play
elicited th- greatest amount of social cooperation and play with strains
the least.

The number of strong friendships, according to Green (ll), in-
creased rapidly from the third to the fifth year level. The increase
in the number of friends from two to three years was due to an in-
creased number of playmates, but that after this age it was due more
and more to an increase in friendship for a few particular children.
while strength of friendship was not sacrificed to number of friends,
neither did a large number of friends insure strong friendships with a
few children. Girls formed more friendships, but boys formed deeper
friendships. It is a well known fact that girls are more advanced in
physical devolOpnent than boys at the same age, and that this differb
once begins to a pear in early childhood. Studies of motor develOpment

and of Speech show that girls begin to walk and talk earlier than boys.

12.
It is possible that girls likewise mature at an earlier age in their
social relationships.

The tendency for children to decrease the nuiber of different
CCMpanions as they grow older, and at the same time to increase the
frequency of their companionship with a few individual children, suggests
that development in social relationships, like that in physical, motor
and mental traits, proceeds from general to Specific.

Goedenough's (10) study of anger in children is one that has much
bearing on the topic of quarrels. Her discovery of a decrease of unp
directed-energy, an increase of retaliative behavior with age, and the
greater frequency of outburst for boys are of particular interest.

She found that boys quarreled with more individual children, and that
they also formed a greater number of antipathies. This was apparent at
practically every age level. Girls reached their peak in number of
different children quarreled with at three years, and boys not until

a year later. Any group in which boys formed a part had a higher fre-
quency of quarrels than a group composed only of girls. As a general
rule in the boys-boys group and the girls-girls group, the age groups
that played together most frequently also quarreled together most fre-
quently. .This was particularly noticeable at the older ages. This
suggests that quarreling is a part of friendly'social relationships
for children of these ages. strong friends quarreled less frequently
in provortion to the amount of time they played together than did weak
ones. Even though they were quarrelsome, these childrcn accepted many
more of their Opportunities for playing together than did the weak
friends or the groups as a whole. Inability to play peacefully tagether

does not break up friendships at these early stages.

v,-

13.
Parents and teachers need not take children's quarrels too serious-
ly'or emphasize them by prohibitions, because quarreling is a social-
izing agent and enmitiee are not likely to result. lay that includes
quarreling and making uy, is excellent training and probably teaches
children to minimize their grievances and to be good sports.
0. Social recognition among children:

According to Eartha hardy (12), the child when other children
like and seek as a companion is succos:fully building up desirable
patterns of social behavior. From the a ult's point of view his habits
and attitudes may not appear satisfactory. but his own social group has
placed its aneroval on his manner of working and playing with them and
from that standpoint his behavior may be called adequate and efficient.
hence a significant criterion in an apyraisal of the social behavior
of growing children is the amount of recognition roce~vcd from the
group with whom the childrenzare in daily contvct under a variety of
conditions.

in the study on "Social Skills and activities of Socialhy Accepted
and Unaccepted Adolescents" by Woward 3. Bretsch (7) it is stated
that the relationship between social acceptance and the number of
activities participated in, was significantly positive, though low.
In all cases, a greater percentage of the well accepted groups than the
poorly acce ted groups indicated that they could perform social skills
average or above. A sex comparison revealed that a greater percentage
of girls than bOjS rated themselves as possessing the E»cial skills
average or above. It is important to note that in none of the social
skills listed did the poorly-accepted Froup exceed the well-accepted

\J

group. hbereas the present finding sufigest that those pupils who were

1“.
accepted by their classmates may have been selected as associates because
of their ability to perform some of the social skills, it “ould seem
reasonabLe to presume that one avenue of promrting better adjustment
of the school pupils is that of teaching them social skills which will
enable them to function effectively in social situations.

Since the Success that one has in the performance of social skills
may tend to determine his feeling of well-being, the poorly accepted
puoil may have one strike against him. Strang (as referred to by
H.3. Bretsch - 7) supports this thesis thus: "Part of the unnecessary
'storm and stress' is doubtless due to lack of knowledge of the approved
behavior in certain social situations”. These feelings of failure may
be the very cause for the adolescent's lack of persevering in develOp-
ing social skills and thus suggests that the school has a resyonei-
bility in helping the adolescent achieve some competence in these areas.

These studies were made with older children but the findings are
also aprlicsble to the younger children.

d. Characteristics of childreneanjoying high status in their peer
groups:

Investigators such as Bott and Moreno (as referred to by

Frankel — 9) have found that children in nursery school groups develop
what is termed sociometric status. By this is meant that some children
were highly accepted by their contemporaries and had more friends than
did other children. A child was well accepted in a group much more
because of what he was and what he did which won the admiration of
others than because of what he refrained from doing. in other words,
strone, positive personality traits were more important then negative

virtues. From this statement it follows that any type of moral or

reliéious education which places greet emphasis u;;n docility, nicety
and submission to authority my be a hencticap to a child's social
socnjtsnce (g, 6, j).

n

regularity is not the superlicial thing it is often assumed to be,
but it is rather tied up with the most basic traits of nersonality and
character. From this it follous that the winning of friends is not
nearly as easy as porular writersecould h~ve their readers believe,
but is, instead the consecuence of a good general develOpment and pre-
paration for all the problems of life (15. 9. S). Lqualiy important
are strong, positive traits and friendly attitudes. It is s cgested
by Ihddenhsm (20) that the problem of securing group apgroval for a
boy is one of conforming to a clearly defined group of traits for whica
he may or may not possess the requisite strength and motor skill. For
a girl, the problem is more one of adpating to a continuously changing
set of values which are never as clearly defined as they are for the boy.
In the study "Poyular and Unpopular Chil‘ren, A Sociemetric Study"
by herl Bonney (6) ten personality trait-synoremes of popular (older)
children were described as fOllOWD:
l. ihysical health and vigor - The presence of these factors
prepare the way or make possible the greatest use of rne's talents
2nd other personal assets. Aside from the lack of energy necessary to
make social contacts, a poor physical condition often increases irri-
tability, a feeling of depression, and at or kinos if reactions which
directly i terfere with friendly relnti'nshipa.
2. Conformity and group identification - Social acceptance in
any group has always depended upon a certain minimum degree of conformity

with group customs, traditizn and Values. Ins indiviEual who possesses

 

a high a Mr,0 of such conicrmlt: is sail to be vole iisntified with his
r:q;.11:- O

3. Titties; stgbili‘q; 5:122 counsel, ..-‘..Lc . 21‘s rel mi 11) t: so,
;innin" c” frisn¥3 griearily from th: 3t;nd tin: of yrouoting a sense

. " H. ' ‘ u 'I!"”:' r 4 : \ " o "v “ "'I.‘ \ 4"." v. " 1.. r‘b'.‘ - - 7“ '- «Us
’4. A; ‘fDLAQlIib 0.1-.-111‘11 uiC‘Il, 3...; '31:" £13 3216, we L.'..f.)3€i3..;..’_' ‘11 01 Ills”
' m ,.". I: .... my, .. C‘ ' ,_- ’N‘!"' r, ‘1
lllUC-LA;Q!..I~JLK“, or. ~:.;.l- ill 8. £er “A" 0 ALT-.30
-: ‘1 . l‘ N ‘\ .1» ..," IT. " l I ,.1,~A f‘ ,-.r. rs fl~ ' , .k
5. Ext a1 aggressiveness - ihe inloi 6;-n Cl sociil conticts an.

stoic l ev«nts. The ia.elio_on of c~nvr Izatien t_th others is one of the

~ .5. .. _.. .1. . ~. ,.' ,‘ ’~.\.}' . - o ‘ r ‘ ‘ _: 1' u “‘30.. 9 :
nose CJmnOulj rec!“ -an iiuicuticn o- a soc_aol; anlVluUJl.
/ ‘ 1. «"ll 1‘. '2 ""7 a“. r"‘.\ hr): \4'uo“ " 4 fl N A t L
0. ".rarlixbdvil.’ '~,,-’ Md v0]. ‘31“ JIICC' " LAG tin-51:.“ U431“? 9111‘s?!) ii) {1’}
'-’~‘." ." n'. :.u""l 1r. ‘ ‘fi ‘ ' . ‘\ - ~1 -' -'~~ . w. .
1,9-.11. LL} Cut-‘1 CAahbi? ulb 1‘01]. ulna lxi‘Oth Cf ill-711:9, 1.1111311 118CC’3LdIU’ t0

nest the daisies of the new "*tsltion.

7. 'LJLul bilitj, a sense of gbligaticn in all personal and
group relationshi,s. Lack of dcytnsaoilit sit at the heart of friend-
lj rclaitizgllsf sips .

-~ ‘3... . '1 ‘ , J. _. _ .. ~ 5.. . 3,, ~ 1.
8. ffipfingehCL on ctaers or assistance inn emotion;l s1.port.

The iniividual who .‘“3 he companionsh'p, ncouri" mezi‘t and emotional

5i

81;;ort of others is much more like 5 to 1 n fli>nds thun the one who

.. \- r1 J'r' 1- .3 ,"‘,‘ rx 1 x .- ._ ‘.- ~ ,. ,.. . . .. 7"- . 3, 7. .3 1
1a ant-a w ‘.:‘_‘.:L.) c. lone 31-11151 or to be Self-1.30 fitment. J3, ht’-’.L‘.L113 OLMIS

9. frovidiflsr neJ enucilcnc for oté rs - Beiz! a source of new

interest to others is clac-d high in tl’s s:ries of trait sjndromes

1.41.: .. ~L ' .: r, r- .,- ..v.
re JDUQ to u:18WIU1IhJ%,Cl fricnss.

lo. QUCiul service motive inn and an stti- tUde oi gocimill towards

.,
17‘
.11...)

'40

others - The agex of the cagc.citr to win fF;EI- s a ‘ezuine deei 9 etc

help others and a sincere in arest in their ne’ 3 o. It involves the

id;%ntif1c ”'0 nor one's self with t11e interests and needs of others
wxo are outside the circle of one's family, as well as those who are
inclufiod in this circle.

,ther stndios (1?, 22, 13, 20; enlighten us further through the
fell wing findings: In unzoloctoé cl scroomo a si;nificant relation-
was found bet on rm ntal agr: uni social selection. P osont day
clrcnol‘gical ago Iro.ooicn policiIs in pibli schools are based on the

r! V -. ,\ L‘. "a... . -. '1 ' I
aafirt 3-H Lniu1nylls drelwnf3L:CClalli SC

:tholo to thooe of their

0

own chronological age. ARCH c13rcct ri tics as height, mental ago,
phVSical at MrIcM V’NES“, 'r‘hfi linra.~, good Sportmans ‘Iio, comy-trficc
it gines, 3i? ‘333333 to tfl re chr.nc3c and leadership are factors also
£0131 to be related to 31c cial acne e_It3nc. anon; peer groups.
C.
.BLIecific StuLEies en 35:». Ifitiaticn (if C‘ciral Contacts
In Children.
1. The figyroicH—'it}fl rn.Ial' ittrrn in the Wociil Bonavior of You11g
Children by Kory Shite and Karold Y'lli 7N3:
The L'rprst Lf this in vr::tigot tion nwgs to stuoj the approach-

bohzzvior of 3:21.121" childr ran in so 31 situations.
The torn ofiprcach was used tod:noto patterns of bonarior in which the
child parti 1,.3cs. It ma? be of many kinds, viz., yhysical, Verbal

and tho liPo. tach chili on: oxgrcss th 33 pattrrzs by VTTiOUS atti-

tudgs such 33 3;;rcsoivonurs, do .in rznco, friendlinoss and cooperativeness.
In the analgii: tfie social contact was mode the basis. Though,

in complcx situations, this may be difficult to doiine, the generally
overt n mttra of tIIe contact“ of joung childrvn makes it fairly observa-

ble. Tn goncral, the "contict" wcs defined as a porioo during which

a chili'n rcsrcnscs are prinzrily directrfl tcvnrd ancthwr cLilf.
T; c1 child 2; ju’ccfl on the k>.:rca Ci'Io1c.’)n in hi; conticts

.‘

aLJ on the frequency of Lis contacta. iiiae c from cf contact was measured
by a new device dnglnpcd in the study. TLe critnrii of ficgrec of
anwruaci ware, (a) initiating a Contact, (b) pwrticipation in the con-
tact ever a period of time, and (c) soaking netivit; to continue it.

136 fol’\ in; gr i:ti3n:s 01 dcgrcc of acprcwch T??? uyod n5 a basis:

1. The Child initiates, particiratos nnfl actiVLly SPPkS to continue

.a. . .1. , (1
the ounccctc.

~
J

. The child initiates, partici,atas in, but d“es not actively

seek t» continue the contact.

‘

3. B19 ciil u docs not initiat , but particitatcs in and scwks to

to cuntinue the ccntnct.

l . m

a. Lne child dces not initiate, but participntcs cccpcratively

without sucking to continue the contact.

\J‘.

. ’Le child does not initiate, but acccgts contacts passively
without participation in or desire to fib‘invc tlrm .

D. The chilJ cbsc 93 the activity of others withcut initiating
a contact or without any ctLer child scnkizg t) in tiat a
contact.

7. The cLild avoids contact; he sewks actiVAiy to gut away.

There 3,3re no a3_ ureflt sex differencus in eithorciegrec or

2. The Initiation cf docial Contacts by rroschcol Ghilfircn by Alma
Parr, Eczvvr.
*9,

L19 dcvcl chcnt of a techniqxe for the ob arV"ticn« stud; cf on

apcct of social behcvior was undertaken in this study. A Special form

19.
was pro crared and a simxle code devised, whereby tie observer could
check each initiation as it occurred. The initiator of the contact,
the recipient of tie contact, and the fact that the contact involved
material or verbal element or both were specified. Tno IES ones to the
contact nos also recorded in terms of no rosyonsc, acceptonce and
resistvncc.

1T9 thirty-two oldest childrrn in the two nursery school groups at

thr Child Development Institute, Tcechorc' 0011530, Columbia Univer£.i ty ,

.3
1

pro studied. Tteir egos ranged from 26 to L5 months. Five minute

rccordr were made on each child during *.he rericd of :v'o: tun: splay.
In ailiticn to tLose, a second observer "ocie observationr.

There was a wide range in the nnfibcr Cf coztects i itiotti bf the
childrcr. The average n\mber of contacts per five minutes varied from
1.62 to 22. 531. The mean for the group we: $.56. Thvre was a distinct
tendonc for tne nu bar of coltects to increesc vi'tn ego, a finding
which was 0 {nectcd. Children who av raged the smallest navbtr of con-
tacts nor €313 unfilto: Varied most in number of contoc s from one
observation sample to another. itere we? also wide ariation in the
group as to the selection of children with whom social contacts were
initiated. Some children exhibited greet preference in the matter,
init11Migthe larger percentige of their contacts with a chosen few
whereas others initiated an equal preportion vith all children. That
this behavior tre it was a function of personality rather than a func-
tion of age or mean number rf contacts was indicated.

It was found that one child initiated only half as many contacts
as he received, while another initiated three times as many as he re-

ceived. Unusuali “re siveness, in thesaense that the child initiated

29.
many corticts, nus not 1113 s nocomyaniod by a hifih mean number of con-
tents.

The gounver chilflren, in general, used a higher tomogntube of ma-
terial con-Act: in their initiations. In: older "rout of children, on
the other hand, used a higher percentage of v rbul contacts. htithor
groan used tTe thysical contict in a large preyortion of the Cases, but
it nos more frequently used by the younger childrcr.

none most interns ti-1g contraoti 1:2 tendtncies were found in cor-
tein 0;;11rmn » hen their responses to other 6411.1"?qu and respo.'zses bv
other chiliron to them were conSi dared. An inclinatiin t0'withdru"
from t‘e g culp, or perhaps an indifference to the society of others
aui an absor'tiun in self activities, was indicatzl D3 the child who
accepted a Very high percentage of her contacts, ani resisted or ignored
an inci H11 iotnt number. The ineffectual type of personality may be

founi in too cm fild rhose initiations were constantlg ignored.

There was great dive siiica ti1n among the ncnbers of the group as

J

to the resistance to other children, c.d the resiStanco are used in other
children. S no children renisted many contacts, but seldom aroused
resistqnce in otters. The reverse mag be true, or we may find a child
not only arousing resistance in others, but resisting many contacts
also. inc sm:1ll child, when 3d lived a p.m1ered life previous to one
tering the nursery school, probably had never shared a toy. Quite
naturally, U -or»Iore, the more f? t that nether child was using a Play'

thing twat she desired diml ot d.cter Err from trying to obtain it. The

percent;;s of her r 335 ince rcv~ovvzo we: hibh, for she r fused to git:
l1“ ’5 “or -“::v "" ‘1 in own: w: .n. "“‘ ‘t he 1' A ‘9 t“"”3 'f ~"‘° “" r
'3- tAj-l I-L-“J J“lla'\, 1.11 the- p b.713- bu;C’.-, RJIJ. yr r'CerJ-l .é)~ (J rLQlQU-Llce

responses ironseu wo.s stil-L hi igher, being more tnan double the mean

percentage f>r ti1e "romp.

II. A STUDY IN SOCIAL BEHAVIVR «F YUULG CHILDch.

A.
ihe Problem: A study of types of social approaches to peers.initiated
by nursery school children and types of resycnses they elicited.

B.
Definitions: An "approach”, as treated in this study, represents any
occasion in which, to all appearances, there was a contact or attempt
to make contact with another child. This includes all cooperative,
organized play, sharing of materials or activity, physical contacts,
Conversation, "onlooker" activit; and watching.

A "resyonee" represents any occasion in which, to all epfiexrances
there was an affectionate, friendly or neutral acceptance or a sign of
refusal or hostiliiw'toward the hild who makes the approach.

E.g. Approach
Hallace: During story he puts Carol on the back and says "Little Girl",

smiling at her.
b.g. heaponse
Carol: "I am not a little girl", turns her back to Wallace.

C.

tbjoctives: The genorzl objective in this study was to explore various
kinds of social approaches to peers and reaponses which preschool chil-
dren use with their peers. Specifically, the studJ attempted to answer
the following questions:

1. To what extent did preschool children initiate social contact

with their peers during free play periods in the nursery school?

2. Did the frequency of approaches Vary with time intervals during

the play period?

 

22.

3. Z-Jhat types of social approaches to goers were made by preschool
children and what kinds of responses were (licited?

h. To what extent were the various types of apgroaches used by
different individuals?

5. which types of approaches most frequently elicited favorable
responses? Unfavorable rPSponsos? ho responses?

o. E-Jere the frequencies of various types of approaches related to
the beer who was approached?

7. Jere the types of reSponses elicited related to the peer who

was responding?

Procedure:

1. Selection of Subjects.

The selection of the subjects was made after some prelimin-

ary observation had been done to deterndne which children provided a
contrast in extent of social approaches made to their peers.

The subjects in this study were four nursery school children,
three boys and one girl, who were enrolled in the L-ichigan State College
Nursery School, School of Home Economics. In this studyr the: will be
designated as Wallace, John, Benny am} Betty. John and Benny were
selected as subjects who tended to make many a;.);-roac1'-.es; the other
two, as subjects who tended to make few ap roaches. Their ages at
the time the study was done were as follows: ~Wallace, four years and
eight months; John, b years and 11 months; Benny, L; years and 24 months ,
and Betty as 1; years and 14 months.

Three of these children came from families in which the father

held professional positions and one in which the father was a businessman.

o

I
J

 

1. I“;

' In \.'

r]

23.-
Their ordinal position in the family was as follows: Hallace, y ungest
in the family, with two brothers, eight and eleven years old. John
and Betty had each an older brother. Benny was second in a.fanily of
four children. His older brother was five years, one sister was two ani
a half years old and another brother was one year and.a half.

In terms of previous nursery school eXperience the group was quite
varied. For Tallace, it was his first term in nursery school, for
Benny it was his second term. John had had four terms' experience in
nursery school, while Betty had had eight terms there.

2. Hethod of Collecting Data:

The method of record taking was an anecdotal record. he
observer followed one child at a time, for fifteen minutes, and recorded
as fully as possible the approaches which the child made to his peers,
together with the responses of the children with whom the child under
direct observation came into contact. The observation notes were headai
by he child's name, the date, and time of the day. All approaches
made by the subject were recorded on the left hand side of the paper,
and on the right hand side the responses were noted down.

In the Spring of l95h observations were made three days a week
(fionday, Tuesday and Thursday) from 9:33 a.m. to llzdo a.m. until 17
fifteen-minute observations had been made of each of the four subjects.
Observations usually were taken during the free play period, which was
carried out either indoors or outdoors. is much as possibLe observations
were rotated in such a way that each day's observation began with a
different child. Each child was observed two to three times during
every interval of the observation period of the study. In a few cases
adjustments in record-taking were necessary because of the absence of

one or more children.

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n.
Findings and Interpretations.
The findings are presented in Tables I through XII, each one
being followed by a discussion.

1. Fktent of approaches:

TIC-3LT} I
Total Approaches Made by Bach Subject in Each of Six*

Consecutive Intervals During the Play Periods.

 

AREA; Inc: 15:; 11513;; HT

 

 

TIHE Wallace John Benny Betty Total
9:30 - 93h5 6 1o 22 6 Lb
93h5 -lO:OO 9 1o 20 1h 53

10:33 -1o:15 1h 10 1h 6 Lb
‘1e:15 -1o:3o 11 8 15 11 L5
10:39 -10:h5 11 9 20 1h 5L
10:h5 ~11:se 19 7 1h 8 L8

 

* 1 n 3 o a

During each of these 51x intervals each Culld was Observed approz-
imatelj equal number of times throughout the study. Jince between
11 and 12 o'clock some children were observed more often than others,

the time intervals during this hour were omitted from Table I.

Table I, above, shows that there was no definite pattern which
was common to all four subjects as to the number of-approaches made
by then during the six consecutive intervals during the play periods.
Taking each child individually the table shows that Wallace made an

increasing number of approaches as the time of the day prngressed

-0 “a .a‘.‘ -u.

 

 

 

25.
while John had a tilinghtlg,r decreasing, nm‘nber of approaches. This might
be ex;.>lained by the fact that L'allace proE-Jabl; did not quite get the
"feel" of things in the early part of the naming. After about a
half-hour "warring—up" period, he started to pick up from there, that
is, he was more in the mood to make social contacts. Lince ..-.allace
was new in the group he probably was not entirely at ease in the school
during the first part of the mrrdng. John, who usually entered early

nto vigorous play, decreased Eds number of aggro-aches as the day
progress-ad, probably because he was becoming fatigued. In Bermy's

and Betty's cases there were no patterns which could be observed.

TABLE II.

F‘recpmnq,r cf Az'sproaches Nada by Each Subject in Tech P‘ifteen-Iiinute

 

 

 

 

Cb servation .
(3135 is; :VA’II ON Wallace John Benm Betty Total

No . 1 h 3 5 3 15
2 2 7 7 h 20

3 2 3 h 3 12

h 2 h h .3 13

5 2 s 6 3 16

6 h 6 5 S 20

7 2 7 S 3 17

8 S h h S 18

9 h 7 9 8 28

10 5 h S h 18

11 7 6 8 S 26

12 h 9 7 8 28

13 8 6 7 3 2b

1b 7 S S 3 20

15 h 5 7 h 20
16 7 3 9 5 2h

17 5 1 8 3 17
10111 7h 85 105 7“ 336

AVERAGE b.35 5.00 6.18 b.23

 

 

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26.
hallace and Be ty male the le:st number of apf1310he.s per fifteen-
minute observation. Hallace made a. average of h.35 apyroaches per
fifteen-minute observation and Betty made an WVcr.3< of b.23. John
‘had an average of 5.0 afirroaches per f: ft en—n nute observation and
Benny had the highest avera3e e, which was 6.18.

This data might have been affected by the following facts:

Rallace was new to the nursery school. dsuallj children :ho have had
no previous nursery school experience have a smaller av ra3e of social
contacts t7.1an.do children who have oreviouel/ attendr-d nure e1r school.
The latter have had more o~11wortu1ity to practice making social anproaches
and more Opportunity to have made friends. However, Betty who had

had previous nursery school experience had slams t the sa 1e average as
Kallace did, nrebably because she was withdrawn. According to her
nursery school records she had been attached more to the adults than to
the children. she had made few efforts to apyroach her peers until
only a few months before the study was done.

Regarding John's average, which was Quite close to wallace's and
Betty's, the writer noticed during observations that RR r of the chil-
dren in the group made many appreaches to John. Ties e a3 roaches made
to John, however, were not within the scope of her study . aus it was
quite clear that John did not have to make many aggr‘aches to enjoy
social co; 1tacts with his peers. Thief nzay havn brcn due to the fact
that he exercised leadership in a quiet and see”ingi;f eii ortless mannen
He was resourceful in sub,estinb p113 activities that a3gealed to his
peers. He oceasi nally called his olafn t. br sfecial nzimes such as
"Today Crack-Germ”. This sec - led to olcnse 'ti"».(“.m. .5110?) fi‘icncUineSS

made hi 1m sou3ht out by other children.

r ._,

270 '
An Opposite caSe was Benny who made the largest number of approaches
probably because he was very eager to make social contacts, but because
others did not often approach him.he "went after" the other children.
2. Kinds of approaches and reapouses made:

The categories listed below of approaches made by the presche,l
children and the reaponses that they received from their peers were
suggested by the data themselves, rather than'being a preconceived
classification. In the classification of the approaches and responses
observed the judgment and discretion of the observer were assumed to
be reliable and consistent. Her decisions took into account, as far
as she was able to discern, the feelings of the child involved in the
situation. Sometimes the concept of a whole situation can be judged
better and with more accuracy while it is being observed than from a
written or verbal record of the situation. Good observation of children's
behavior is at once the most exact kind of reporting and the most exact
exprC1sion of feeli 3:. This requires not only getting on paper the
actual words the child says or the obvious actions he performs, but the
more subtle characteristics of facial and postural expression by which
he reveals his pleasure, dissatisfaction, fear, yearning or inadequacy
in relation to the eVsnts taking place.

The various kinds of ap3roaches used by the nursery school chil-
dren were summarized and classified as follows:

A. Affectionate
. Petting
Hitting lightly

. Caresoing the hair
. Holding hands

5".” m H
o

B. Friendly

Gerarxenting on another's activity

Sitting or standing near

PoLlouing the lead of another

Smiling

Joining forces with another

Requesting attention

I-Ec:l;.:-i 1;;

Recuesting help, favor or company of another
Joining in on play

Playing tricks

Cffcring something

Cw: are.» A: 1-4
O

“\flCl-Q
o o o 0

we
PL,
.0

6. Neutral

1. Boasting

2. Looking at or watching

3. Talking to

L. Attracting attention by other means such as laughing,

making noises, etc.
1. Unfriendly

l. Criticizing others

2. Shaking another vigorously
3. Teasing

L . Snitching

S. Dominating

6. Pushing

I. Challenging

8. Interfering with play

9. Throwing things

E. Hostile
l. flitting another.
The Various kinds of reSponses used by the nursery school children
were also summarized and classified as follows:
A. Affectiolate
1. Putting arms around
d. Petting
). Holding hands
B. Accepting
l. Answering when talked to
2. Accepting company of another

. Accepting help of another
4. Smiling

o~2 vax
O

U.

9.
13.

Giving requested attention or favor
Listening to

iIuoying c npany of another

tusT;;inL, hitting, tickling ulagfull;r
Talking to

Accepting offers or orders? rom anotno

C. Ignering

3-.
2.
3.

Hot talking to
Not noticing nor looking at
not answering

U. Refusing

1.

PO
0

firm:
0 O

)0

7.
9.

(I) 0‘1
o o

Refusing to join forces

Pushing ' ‘
Wefusing to let child join in

Grabbing things or throwing them back
Refusing to accept help or object offer
Refuting statement

Protesting

013m;

I‘WadiI ! strike

CONCNUIC'WMH
o

TaIPing or answering an grily
Challenging

Chasing anotl'ler (rigidly
Hriving another aw.

Crdering another to step
Turning or going away
kicking

Hitting back

Table III shows that "talking to" was the approach which was used

most often, 15.2 S of the tir 1me, by all of the children. This was a

friendly approach .

The following group of approaches ranked next in frequency of use:

"requesting attention", "commenting on another's activity", "helping",

"snatching", "teasing”, "sitting or standing near" and "playing tricks".

These were used hh.9fi of the time. Cf these approaches 72.2; were or

the friendly type

and 27.8; were of the mLfr'iendJ—Y type-

'0

'10 8

a
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TABLE III.

The Frequency of Each prroach, According to Type, Used

by Bach Subject.

30.

 

 

 

 

 

 

 

 

 

 

 

 

 

APPRLACHLQ, according to _ Frequency
type ‘Waliace John Benny Betty Tbtal
A. Affectionate 5 1 l2 3 21
l. Patting 1 1 1 3
2. Hitting lightly 2 1 13 1 1h
3. Playing with hair 1 1 2
h. Hugging or holding hands 1 l 2
B. Friendly 35 £5 ht 35 159
l. Commenting on another's
activity 13 1 2 7 2
2. Sitting or standing near 3 8 7 2 2O
3. Following lead of another 7 h 1 l2
5. Joining forces with 2 2 h
6. Requesting attention 5 S 6 9 25
7. Helping 3 7 10 2 22
8. Requesting help, favor or
company 1 l 2 10 1h
9. Joining in on plcv l 8 1 10
10. Playing tricks 15 u . 19
ll. Offering something 2 2 h
C. Neutral 21 15 15 18 69
l. Boasting ll 11
2. Looking at or watching 3 3 6
3. Talking to 10 l2 l2 17 51
h. Attracting attention 1 1
D. .Unfriendly 11 2o 31 15 77
1. Criticizing others 1 l
2. Shaking another vigorously l l
3. Teasing h 6 6 h 20
. Snatching S 3 10 h 22
5. Dominating 5 2 7
6. Pushing 3 1 l S
7. Challenging 1 2 2 S
8. Interfering with play 2 8 2 l2
9. Throwing things at another h h
E. Hostile 2 h 3 l 10
I. Hitting another 2 h 3 1 10
TOTALS 7h 85 105 72 336

 

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31.

The group of aoproaches third in frequency of use included "hitting
lightly",‘requesting help, favor or company of another", "interfering
with play", "following lead of another", “heasting", "joining in on
play", and "hitting another". These were used 2h.7§ of the time.

About 60.25 of these approaches were of the affectionate and friendly
type, while 39,8; were of the neutral, unfriendly and hostile kind.
Thus we find that this group of children used friendly ap roaches h7.3»
of the tiLB5 unfriendly ones 22.9%, neutral ones 20.6%, affectionate
ones 6.3% and hostile ones 3.0%.

Taking each subject separately we see that wallace used "commenting
on another's activity", "boasting", "talking to" in almost equal numbers
of times. These stood out as his most frequently used approaches.
Tugether they made up h6% of all his approaches. "Following the lead
of another", "requesting attention", "snatching" and "teasing" ranked
next in frequency. Those made up 28.3; of all his approaches. As a
whole, wallace used affectionate and friendly approaches Sh? of the
time, 28.3% of the time he used neutral ones and his unfriendly and
hostile approaches were used 17.53 of the time.

John used "playing tricks" and "talking to" the greatest number
of times. Together they made up 31.75 of all his approaches. next
in rank were "sitting or standing near", "helping", and "teasing“;
these made up 2h.7§. Third in frequency were "requesting attention",
"dominating", "following the lead of another" and "hitting another".
These made up 21.13. As a whole, John used friendly and affectionate
approaches 5h.lfi of the time and 28.2; of the time he used unfriendly
and hostile ones, and 17.6% of the time he used neutral approaches.

"Talking to", "hitting lightly", "helping", and "snatching" were

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the approaches most frequently used by Benny. Together they made up
36.5; of all his approaches. Next in frequency were "joining in on
play”, "interfering with play", "sitting or standing near","requesting
-attontion" and "teasing". These made up 33.35. Third in rank were
"playing tricks", "throwing things at anather”, "looking at or watching"
and "hitting another". These made up 13.3p. as a whole 52.h§ of Benny's
approaches were of the affectionate and friendly type. Unfriendly
and hostile approaches were used in 32.h§ of the cases.‘ he used neutral
a;;:proaches 11;.3fi'. of the time.

"Talking to" was the most frequent ap roach Betty used. This
made up 23.6; of all her approaches. :robably this was due to the fact
that usually girls express themselVes more readily than boys to. second
in frequency were “requesting help, favor or company of another",
l"requesting attention” and "commenting on.anether's activity". Together
they'made up 36.15. This might be explained by the fact that Betty
is a child rho tends to seek attention. There was a scattered use of
the remaining approaches. In 52.85 of the cases Betty used affectionate
and friendly approaches, in 25.0, of the cases she used neutral approaches

and in 22.2% of the cases unfriendly and hostile ones were used.

55

Table IV

Approaches made by Wallace and Kinds of Responses Elicited

Responses
Approaches -- =_ __ _ _
Favorable No response Unfavorable

 

 

 

Affoctionate and friendly:

 

Petting O O 1
Hitting lightly 1 1 0
Hugging 1 0 0
Playing with hair 0 O 1
Commenting on another's

activity 5 8 O
Sitting nearby 1 1 1
Following lead of another 5 2 0
Smiling at 1 0 O
Joining forces with 0 1 1
Requesting attention 1 5 1
Helping 1 1 1
Requesting help 0 1 0

Neutral:
Boasting 5 6 0
Talking to 5 6 1
Unfriendly and hostile:

Criticizing action of others 0 O 1
Shaking another vigorously O 1 O
Teasing O 2 2
Snatching o 1 4
Hitting another 0 1 1
TOTAL ----------- - ------ 74 24 55 15

Table IV shows that Wallace received the most frequent
number of favorable responses when.he used the following

approaches .”commenting on“, “following lead of another" and

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54
"boasting”. Next in frequency was 'talking to“. These approaches,

two friendly and two neutral, brought favorable responses 24.5 %
of the time. In only one instance did they bring an unfavorable
response. However, these same approaches, with thaexcoption‘of
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'teasing'. Together they made up only 8.1 % of his approaches. At

no timddid these approaches receive a favorable response.

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Table V

Approaches Made by John and Kinds of Responses Elioited

___‘_‘ __.

Responses
‘ Approaches __ a , l fi_
Favorable No response Unfavorable

_._ ‘— Ag
_ A .4.

 

Affectionste and Friendly:

 

 

 

 

' Hitting lightly“ 1 0 O
Commenting on another's
activity 1 0 A0 .
Sitting nearby 5 5 0
Following lead of another 4 O O
Smiling at 2 1 0
Requesting attention 4 1 0
Helping 5 0 2;
- Requesting help 1 O 0
Joining in on play 1 0 0
' Playful tricks ' 1k 0 1
Neutral:
Watching 1 2 0
Talking to 8 4 ‘ 0
Unfriendly and Hostile:
Teasing 1 2 5
Snatching o o 5
Dominating 1 2 2
Pushing 1 1 1
Challenging O 0 l
Interfering in play 0 l 1
Hitting 1 O 5
Total - 85 51 l7 l7

 

As shown in.Table V, John received the greatest number of
favorable responses when “playing tricks“. The second greatest
number was when.he was “talking to" the children. These friendly

approaches brought favorable responses in 16.5 % and 9.4 % of the

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56

cases. This was probably because the children very much enjoyed
John{s playful tricks as he talked to his peers quite clearly and
plainly. The approaches which elicited the highest frequency of
favorable responses included the following: “sitting nearbyi,ii
"helpingi, ‘following lead of another‘, and'requesting attention'.
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10.6 %.of.John's approaches. .
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57

Table VI

Approaches made by Benny and Kinds of Responses Elicited

 

Responses

 

Approaches
Favorable No response Unfavorable

Affectionate and Friendly:

Patting

 

 

 

O l 0
Hitting lightly 5 l 4
Holding hands 1 0 O
Commenting on ancther's V .
activity 2 O 0
Sitting or standing near 5 4 0
Following lead of another 0 1 0
Smiling 1 l . 0‘
Requesting attention 2 2 2
Helping.: 8 2 .0
Requesting help, favor,
or company 2 O O
Joining in on play 5 0 5
Playful tricks 2 1 l
Offering something 2 0 O
Neutralr
Watching 1 2 0,.
Talking to O 12 O
Unfriendly and Hostile:
Teasing 1 l f 4
Snatching 2 1 7
Pushing O O 1
Challenging 0 1 1
'Interfering with play 0 0 8
Throwing things at another 0 O 4
Hitting another 1 0 2
TOTAL - ---------------- 105 58 50 57

_.Iéu _

_ __ -“fifi-O“

 

Among the approaches which received favorable responses

I'hclping“ Ias Benny's most frequently used approach. This made

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58

up 7.6 %»of all his approaches. Benny was quite a lively boy *who
wandered from place to place and briefly gave a helping hand to.
ongoing activities which he encountered. For-him,”it‘repressnted
progress in social expression. Earlier in his nursery school
experience he had tended to play alone or to be merely an anlooksr.
in the activity of others, according to the report of his teachers.

Table VI shows us further thatV'hitting lightly“. "joining =‘
in on play", “sitting or standing m...- were 'the approaches which
received the second greatest number of favorable responses. These
made up 12.4»%’of his total approaches. While these friendly.
approaches received the greatest number of favorable responses,
they also brought unfavorable responses in some instances. See
page 59 for further discussion.

'Talking to“ was the approach which was the most often ignored.
This was 11.4 % of his total approaches. This might be explained

by the fact that probably thsrghildren did not hear or understand

him; Benny probably did notggzudly or clearly enough to the children
he was addressing. Possibly Benny used this approach so much
that the children became negatively adapted to it. Next in.number
in the no-response column.were the following approaches: 'sitting
or standing near', 'requesting attention“, I'helping", 'watching‘.
These were used in 9.5 %’of the cases.

Benny received the greatest number of unfavorable responses
when.he was'interfering with the children’s play“ and Ihen.he was
I'snatching“something from the children. They were used 14.} % of

the time. These unfriendly approaches which tended to frustrate

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59

others would naturally receive unfavorable responses. I'Hitting
lightly‘, l'throwing things at another' , “teasing" and 'joining in
on play' received the second largest. number of unfavorable res-
ponses. They were used in 14.5 % of the time.

'Hitting lightly' and 'joining in on play“ drew both furor-able
and unfavorable responses. Benny used these approaches in 16.2 %
of the cases. fossibly he tended to use them to excess to attract
attention with the result that the children tired of them and hence
responded unfavorably at times.

Thus, the table shows that unfriendly approaches tended to

bring unfavorable reeponses, in only four instances did they elicit

favorable responses."‘

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Table VII

Approaches Made by Betty and Kinds of Responses Elicited

1‘ . Responses
Approaches :_w ‘3373
-~ Favorable No response Unfavorable

 

Affectionate and Friendly:

Patting

 

 

 

 

l O 0
Hitting lightly , o 1 0
Playing with hair 0 l O
Commenting on.another's _
activity 2 4 1
Sitting or standing near 2 O _ O
Joining forces with 2 0 O
Requesting attention. 2 7 0
Helping 1 1 O
Requesting help, favor 6 5 1
Joining in on play 0 0 1
Offering something 2 O 0
Neutral:
Talking to 6 11 0
Attracting attention. 1 O O
Unfriendly and Hostile:
Teasing 1 1 2
Snatching o o 4
Dominating O l 1
Pushing O 1 0
Challenging O O 2
Interfering with play 0 l 1
Hitting another 0 0 1
TOTAL — —— 72 26 52 1k

 

In anlyzing Table VII it was found that when Betty used.the

following approaches she received the largest number of favorable

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41

responses; 'requesting help, favor or company of another" and “talk-
ing to'. These made up 16.6 % of her total approaches. These friendly
and neutral approaches brought only one unfavorable response. There
was no significant pattern in the rest of her approaches.

Betty experienced the highest number of no-responses when she
was "talking to' the children and the second.highest number when
she was I'requesting attention'| of the children. These made up 15.5 %
and 9.7 %. respectively. "Commenting on' and “requesting help or
favor“ were the third in the number of approaches which received
no responses. Tagether they comprised 9.7 %’of all her approaches.

Altogether her approaches were ignored 54.7 % of the time.
Possibly the tendency of the children to ignore Betty's verbal
approaches might have been.due to the fact that they so often.heard
her voice in the crowd that they could not differentiate whether
or not Betty was addressing them»

Betty received the largest number of unfavorable responses when
she was “snatching“ things from other children and the second
largest number was when she was “teasing“ and Ichallenging“. These
unfriendly approaches made up 11.1 %tof her total approaches. In
no case did.she receive a favorable response when.she used an un-

friendly or hostile type of approach.

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.42

Table VIII
Comparison of Number of Each Kind of Response

Received by Each of Four Subjects

-A. _ - _ L .._

- Responses
Approaches Made By Total — 1 ' 1111.

Favorable No Response Unfavorable

:73 f‘% £73

A _... ¥

John 85 51 60.0 17 20.0 17 20.0

Betty 72 26 56.1 52 44.4 11; 19.4

‘_‘ ._ A. '4.

—

From Table VIII, we note that 47.5 % of Wallace's approaches
received no response, 52.4 7% received favorable responses,and ‘
20.5 %, unfavorable responses. ‘ “‘ _

John received a good percentage of favorable responses which
made up 60 % of the total. For the no-responses and the unfavorable
‘responses he received an equal percentage of 20 % each. 4‘

" { Benny had an almost even distribution in the kinds of _ree-
ponses received. He received 56.2 % favorable responses, 55.2 7%
unfavorable; and in 28,6 7% of the cases he received no response.

I Betty had a higher percentage, 44. 4 7%, of no responses than
either favorable or unfavorable. These made up 56.1 % and 19.1!» %
of all her responses.

0f the four subjects of this study John received the highest
percentage, 60 3%, of favorable responses. Betty, 56.1 7», and Benny,
56.2 93, received approximately equal proportion of favorable res-

ponses. Wallace, 52.4 %, received the least. This might be ex-‘

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SV.

45

plainsd in part by the fact that Wallace have had.nc previous oppor-
tunity to practice making approaches to peers in a nursery school.
Wallace also received the highest percentage, 47.5 %, of no res-
ponses. He was followed by Betty, 44.4 %, than by Benny. 28.6 %.
and lastly by John, 20 %w in the percentage of no responses elicited.
Benny had the highest percentage, 55.2 %, of unfavorable responses.
Wallace, 20.2 75, John, 20 9%, and Betty. 19.4 at, receited'xery
nearly equal proportions of unfavorable responses.
Table Ix
Wallace's Approaches to various Children and Kinds cf

Responses Received

.4
_—-_

Responses
Approach Made To . Total ._ -.__-

Favorable No Response flUnfavorable

_ .4. _4“

 

v— _— — v' fifi . 7—.

Barbara, 1

Betty

Benny

Bill

Cherry ,

Carol 1

Eddy ‘

Ginnie

Georgek

Jill

John

Joe

Karen

Lou

Melvin

Nelson

Tod

Children in
general

H

4:- «h‘l IWI I NWWIWUIWTNNOJW
U! OIIHIIOOHIONOIHNN
V) “3| I nJI I P‘h‘h‘l \N-thI ran>4r

C) n)! I c>I I ranaral c>rlhal h-JrII

TOTAL 74 21+

15

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44
Wallace made 15 approaches to Carol and out of these he re-
ceived seven (#6.6 %) favorable responses, seven (46.6 %) no
responses and one ( 6.6 %) unfavorable responses. Carol pro-
bably made either favorable or no responses according to her own
convenience when Wallace was not interfering with her worh or"
her play.
lallace made the largest number of approaches, 1“, to the ’
children.in general. Out of these, nine, (64.2 %) elicited‘lore
responses and five ( 55.7 %): favorable ones. This may be due to
the fact that the child or even.an adult would not get as much
response when.he addresses everybody in general as he would when
he specifies or singles out the person he wants to address.
Out of thirteen approaches he made to Barbara, seven (55.8 %)
brought favorable responses, four (50.7 %) brought no responses,
‘and two (15.5 %) brought unfavorable responses. Barbara and Hal-
lace were seen together quite frequently probably because they
were both new in the nursery school situation.

: Out of eight approaches wallace made to Betty he received
four (50.0%) unfavorable responses, and an equal number (two or
25.0 %) of favorable and no responses.

To Tod he made four approaches and he received no favorable
responses. Instead he received an equal number, two,of no res-

ponses and unfavorable responses.

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#5

Table X
John's Approaches to Various Children and Kinds of

Responses Received

 

 

 

 

 

 

---? —————————————————— — _ ——
.—Response \
Approaches Made To Total _-----._..
- Favorable No Response Unfavorable
Barbara 7 4 1 2
Betty 1 0 1 0
Benny 5 5 0 0
Bill 2 O 0 2
Cherry 4 5 O 1
Carol 4 5 0 1
Eddy 6 1 5 2
Ginnie . - — _ -
George ' 10 8 1 1
Jill 5 1 O 2
Joe - - - _
Karen - - - -
Lou 4 1+ o o
Melvin - - - -
Nelson 1 - 1 0
Tod . 19 15 5 5
Wallace 11 5 5 5
Children in general 8 4 4 - 0
TOTAL 85 51 17 17

 

John made the greatest number of approaches to Ted who
seemed to be his special friend aside from George. Out of nineteen
approaches he made to Tod.he received 15 (68.4%) favorable res-
ponses and an equal number, three, of no responses and unfavorable-
ones.

Fram George, his best friend, he received eight (80.0 %)
favorable responses and an equal number, one, of no responses and

unfavorable responses. out of the ten approaches that John.made.

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46

It is interesting to note here that John did not make the largest
number ofobservable contacts to George probably because’the relaticnp
ship had come to be so close that they took each other for granted.

To the children in general John.made eight approaches and
he received no unfavorable response. He received an—equal number,
four, of no responses and favorable responses. A -

Out of the seven approaches he made to Barbara, he received
four (57.1 %) favorable, one (14. 2 %) no response and two (28.5 %)
unfavorable responses.

5 0f the six approaches he made to Eddy he received one 216.6 %)
favorable response, three (50.0 %) no response and two (55.5 %)
unfavorable.

2“ It is interesting to note that of the five approaches made to
Benny he received all favorable responses, probably because Benny
admired and liked John.

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47

Table XI
Benny's Approaches to Various Children and Kinds of

Responses Received

__ .— _ _—

Responses
Approaches Made To Total ~4— ,
Favorable No Response Unfavorable

— — ——= —-----..

 

 

Barbara
Betty
Bill
Cherry
Carol
Eddy
Ginnie
George
Jill
John
Joe
Karen
Lou
Melvin
Nelson
Tod
‘flallac 6
Children in general

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§

TOEAL 53 O 50 57

. Benny made the greatest—number of approaches to John, whom he
especially liked. Out of 29 approaches he made to John he received
twelve (#1.5‘%) unfavorable responses, eight (27.5 %) favorable and
nine (51.0 %) no response. This:might have been due to the fact that
Benny Ias practically 'running after“ John and probably John.was
annoyed by this. I

Out of 26 approaches he made to Tod, Benny received 11 {#2.} %)

favorable, seven (26.9) no responses and eight ( 50.7 %)_unfavorable

01163 e

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Q 301“)

Of the 15 approaches he made to the children in general he
received seven (55.8 %) no responses, four (50.? %) favorable and
two_(l5.§ %) unfavorable.

He made seven.approaches to Eelvin and the responses he received
sore two (28.5 %) favorable, one (14.2 %) no resionse and.four (57.1 %)
unfavorable.

Out of six approaches he made to Eddy he received four (66,6\%)
favorable responses and an equal number, one, of no response and
unfavorable responses.

Table XII .
Betty‘s Approaches to Various Children and.Kinds of

Responses Elicited

r—w Vfi -v _—

Response
Approachas Made To Total 2— _—
Favorable No Response Unfavorable

__ ‘ ___‘ ‘ _ -

 

W— Y fl _ —

Barbara
Benny

Bill

Cherry

Carol

Eddy

Dolly

Ginnie 1
George

Jill

John

Joe .
Karen

Lou .
Melvin
Nelson

Tod

Wallace . -
Children in general

NV
NH

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tab-Pl OOH-'ll—H—‘OOOOU'IWION
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#9

Betty made the largest number of approaches to the children
in general probably because she wanted to get the attention of all
the children. She seemed not to care who gave her the attention as
long as she received it. Out of 11 approaches she made to them.she
received.ten (90.9 %) no responses and one (9.0,g) favorable res-
ponse.

She made an equal number, eight, of approaches to Wallace, Tod,
and Carol. From the latter she received five (62.5 %) favorable,
two, (25.0 %0 no responses and one (12.5 %) unfavorable. From
Tod she received four (50.0 %) favorable responses, and an equal
number, tlo, of no response and unfavorable responses. From Wal-
lace she received four (50.0 %) favorable ones, three (57.5 %) no
responses and one (12.5 %) unfavorable. To Lou.she made seven
approaches of which six (85.7 %) were favorable and one (14.5 %)
‘unfavorable. There was no definite pattern on the rest of her

approaches which werecscattered.

5. Summary of Findings:

In the number of approaches made in each of the six consecu-
'tive intervals during the play periods there was no pattern.common
to all four subjects. One of the subjects (Wallace) made an in-
crease in his approaches as the thme of day progressed while another
one (John) had a slightly decreasing number of approaches. In the '
other the cases (Benny and Betty) there were no patterns which

could be observed.

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50

The average number of approaches per fifteenpminute observation
fian.from #.25 to 6.18.

Various kinds of approaches and responses used by the nur-
sery school children were summarized and classified as affectionate,
friendly, neutral, unfriendly or hostile approaches and as affection.
ate, accepting, ignoring, refusing, or hostile response.

This group of children used friendly approaches 47.5 % of the
time, unfriendly ones, 22.9 %, neutral ones, 20.6 %, affectionate
ones, 6.5 % and hostile ones, 5.0 %.

Wallace used friendly approaches in 47.1 % of his approaches,
neutral ones in 28.4 %, and unfriendly ones in.15.5 %, affectionate
ones in 6.7 % and hostile ones in 2.8 %.

John used friendly approaches, 52.9% of the time, unfriendly
ones in 25.5 %, neutral ones, 17.6 %, hostile ones, 4.? %»and
affectionate ones, 1.2 %.

Benny used friendly approaches in.#l.9 % of his approaches,
unfriendly ones in 29.5 %, neutral in.l4.§ %, affectionate in 10.5 %
and hostile in 2.9 %.

. Betty used #8.6 % friendly approaches, 25.0 % neutral, 20.8 %
unfriendly, 4.2 %}affectionate and 1.5 %.hostile.
' 0f the four subjects John made the highest percentage of
friendly approaches, Benny made the highest percentage of unfriendly
approaches, and Wallace and Betty made higher percentages of neutral

approaches than either John or Benny.

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51

Comparing the number of each kind of response received by each
of the four subjects it was found that Wallace received 52.4 %
favorable responses, 47.5 % no responses and 20.5 % unfavorable.
John received 60 % favorable responses and 20 % each on no res-
ponses and unfavorable ones. Benny received 56.2 %.favorable res-
ponses, 28.6 % no response and 55.2‘% unfavorable. Betty received
56.1 % favorable, 44 % no response and 19.4 % unfavorable. Of the
four subjects, John received the highest percentage of faVOIable
responses, Benny the highest percentage of unfavorable responses,
and Wallace and Betty the highest percentage of no responses.

There was a wide variation among the subjects as to the selec-
tion of children to whom approaches were made. Some subjects spread
their social contacts among many, while some concentrated them
only on a few.

Wallace tended to approach Carol (l5) and Barbara (15) both of
whom responded to him favorably or ignored him. Both seldom.res-
ponded unfavorably. Betty, to whom he made eight approaches, res-
ponded unfavorably in one-half of the cases.

John.most often approached Tod (19), Wallace (11) and George(10).
Tod and George almost invariably responded favorably while Wallace‘
did so more often than he did unfavorably or that he ignored
John.

Benny approached John (29) and Tod (26) far more often than
any others. Tod's responses were favorable a little less than
half the time and the remainder almost equally divided between

unfavorable and no response. John's responses were unfavorable

'7}

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522
in a little less than half the cases and the remainder divided
almost equally between.favorable and no response.

Betty approached Barol (8) , Tod (8) and Wallace (8) equally
and received favorable responses about half of the time.
B
Implications

h The findings of this study maybe useful to parents, teachers,
and students in child development. That friendly approaches.usually
received accepting responses, neutral ones received ignoring responses,
and unfriendly approaches received the refusal type of res-
ponse, is useful information.for those responsible for helping
and guiding children. They may aid the child in.his.sccialisation
process by encouraging him to use friendly types of approaches if
accepting responses are wanted. A child whom other children.like
and seek as a companion (e.g., John) is successfully building up
desirable patterns of social behavior. - r .t

When a.child receives an undue nwmber of unfavorable responses

parents or teachers may assume that the child probably does not
make the satisfactory approaches to his peers. Guidance in making
more friendly approaches will be valuable in this case. Other
factors which appear to enter into a child's ability to make
satisfactory social contacts with his peers are the personality of
the child, his preference for particular children, and their pre-

ferences for him and his opportunity to have social experience.

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55

Since this study showed that sometimes unfriendly approaches
elicited favorable responses, probably children's quarrels should
not be taken too seriously by parents and teachers nor should they
be emphasized because quarreling may be a socializing agent. Toge-
ther with making up, it is excellent training in helping the children
in lessening their grievances and to be good sports.

The fact that there is no definite pattern in making ap-
proaches as far as time of day is concerned and that the average
contact per fifteen.minutes of observation varies from.4.2§ to 6.18
seems to indicate that these two aspects of social contacts are '
idiosyncratic.

This study may help persons dealing with children to clarify
their ideas of how nursery school children.make their approaches
to their peers and also what kinds of responsee.thsse approaches
elicit. 0n the other hand, various children used different kinds
of approaches and received different kinds of responses from
various ones of their peers and also there was wide variation
among the subjects as to their-selection of children.vith-whom.cons
tacts were initiated. These findings help one to recognize varia-

tion among individuals in their patterns of social contacts.

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APPENDIX

‘1, (-7.4 ‘v » ~
I‘ "“4 " H1
I0‘ “I...“ '— 6‘.

lilllllli‘all‘l‘llllllll

ORIGINAL DATA cm APPRmCHE&m1RESEWSEB

 

WAIMCE

1;. j' r~.1f_.v--Q'r_.'.-‘;F C r "_ 75?er 31311:: a fif‘ .-", 1a 7 .v."!' r '0' -\
“Adv-JV ‘U 1 - ’J. hn—A-‘w‘l‘. J. A 1.5 €.~ L‘J LL-uu"~i~..J

 

9=3O - Nay 6, l95h

l - wallace: "My old car has two doors and my new Car has four

O\
I

7-

CD
I

Carol :

wallace:
Carol:

Wallace:
Carol:

wallace:
Carol:

dallace:

Carol:

wallace:

John:

Nallace:

Carol:

Nallace:

Carol:

doors."

This is going on as Carol does finger painting and
Wallace looks on. Later Wallace joins in.

”My old car has two doors and we still keep it."

"Iou have purple but I have....”
“0 response (continues to work).

"Look at my snakes”.
“0 response.

"Now look at my house”.
No response.

9:15 - may 6, l95h

During story he pats Carol on the back and says:
”Little girl” smiling at her.
”I am not a little girl", turns her back to Wallace.

"We - e - e - e - e " while Carol, John and Tod
drink their juice. John plays with gum.
”what's wrong with that?”

10:15 — May 6, l95h

Lies on the grass near Carol's area and tries to
reach her. “e smiles at her.

Leaves the area, takes her jacket off and runs to
jungle gym. She tries to get away from teacher but
does not seem to notice Hallace.

He does the same - takes jacket off and joins Garol
in running away from the teacher.
Accepts dallace's company but does not talk to him.

 

. .
n p
.
.
. n
l .
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0. pm .n . .I
.
v.
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O 11 D
>I

.‘Q

[I

 

9 - «allace:

10

ll —

12 -

13 -

lb -

15-

rarhara:

Wallac

CD

.rbara:

U1
'1

Wallace:

Barbara:

J

Walla.»:

l
I

John:

W:llgce:

Betty:

Wallace:

Betty:

57

10:00 - hag 11, 193h

Jering story time he sits at the hack quietly, He
holds Barbara by the shoulders, shakes her and says:
”I can't see, I can't see”.

1‘0 response but does not shcw resentment.

Follows Barbara as she crawls around the floor.
Jvins hands with Wallace as if deciding to team
with him when teacher tells them that they might
have to leave the grOUp for a while.

9:30 — May 11, 19;u

Plays with Barbara on side . when Barbara goes in
Wallace follows her.

Takes Jallace for granted and does not talk to him,
accepts him.

Follows Barbara as

she takes her coat in locker
room to prepare to go to the porch.

Smiles at Wallace.

10:15 - May 13, 195h

G-es near John and Tod who are kicking each other.
Na lace hits Tod's feet and says something as if
asking Tod to stop. (Takes side of John to gain his
friendship)

Does not even notice Hallace's presence.

' L-
0‘)
6+

3 hey go out to the yard Wallace says to Betty "New
Betty". Willie follows Betty.
in to run away” and she runs ahead of Mallace.

He paints outside with Betty. As he starts to do so
he says "Look at mine".
Does not answer.

 

 

lo - wallace: Continues to do some more painting and then goes to

17

18 -

21 -

22 -

Betty '5 side and looks at her painting, laughs and
says: "Look at mine".

Betty: Goes to wallace's side and looks briefly at his

painting.

9th - May 17, 195h

Wallace: Runs after Carol, hits her slightly and talks to

her.

Carol: Goes with him to jungle gym.

Wallace:
Betty:

Wallace:

Benny;

Wallace:

Barbara:

Wallace:

George:

"Hey Betty we don't like gloves",
”But I do".

10:h5 - May 17, l9§h

"Yea, we dumped all your pins out" to Benny so Willie
leaves as if in anger.
No answer.

"StOp that" andhits Barbara at back - Barbara was
getting his blocks. "
Did not pay attention to wallace.

’1

Goes to George, picks up one of George's blocks
and runs away, laughing.
"wallace, come back”and runs after Wallace.

Wallace:"Look at my side walls". "Ha - ha, I live on a hill".

Jill:

Wallace:

Talking to Jill.

No response.
30 Wallace asks the teacher to look at his house.

Wallace: "I know your locker” and he goes to Tod's locker as

he hears the teacher ask Tod where his (Tod's) locker
is.

TodzDid not seem to hear Wallace.

Wallace:

Just leaves with a defeated and disaggointed look.

fly
.

. .

 

 

 

59

11:h5 - hay 17, 19st

2h - wallace: During story time there are no more chairs available.
So dallace goes to Tod and sits with him on one
chair.
Tod: ”Go away” in an angry tone.
dallace: Leaves with a sad look and goes to a corner.

2S.- allace: “I was just washing, time to get up". He then faces
Carol and says: ”You are supposed to rest on the
floor”, as Carol is on tOp of the table.
Carol: Does not pay any attention to Jallace.

26 - Jallace:”Barbara is the baddest one” as Barbara does not
get away from the table. As mallace was probably
jealous of Barbara's position, he now tries to get
Barbara's place.

Barbara: ”No!" and pushes Wallace off.

27 —Jallace: ”I wanna do a trick but I want Tod to do it with
me". So when Barbara offers to help Wallace, he
accepted.

Tod: No response.

9:hS - Kay 18, 195h

28 - Wallace: As he finds Benny and Joe on top of a box, he says]

"Knock - knock” and climbs.

Benny: "You're not coming up here".
Jallace: Leaves with a sad look. He goes to a swing and
swings alone for a while. Then he went to the

jungle gym where John, Carol, and Barbara were.

29 - Barbara: Does not seem to realize that Hallace is with them
(does not look at him nor talk to him).

30 - dallacez—"I know what you said” to Lou as the latter whis-
pers something to the teacher.
Lou: ”Jhat?”
Jellaoe: ”I won't tell”.

 

31 - nallace: ” I know what's for dessert ", to George who
comes in.
George: No comment but goes to kitchen and looks on.

32 — dallace: starts talking to errge ( which he does not do
so often.
George: Talks back and they start playing with their
hands.

10:30 - Ray 18, 195k

33 - Hallace: " I am the grandma" as he is all dressed up as a
woman.
Carol: Looks with a questioning look at wallace, but
does not say anything.

9h - Aallace: " But there is Lou's baby ard this is my baby”.
Carol: ” lea".

if

ww - iallace: " I'm gonna wear those gloves”, in a tone as
ce pulls

commanding Barbara not to wear them. Jalla
them from Barbara as the teacher comes in.

Barbara: " I want to wear them” and grabs gloves from top d?
drawer.

/ 7 . . . .lv ..
30 — ”allace: " I'm gonna cook sqppei”.

Barbara: " Yes, you are".

37 - Wallace: “ Cook some cereal” to Cherry.
Cherry: " listen to Hallace”, but did not cook the cereal.

‘ .1 f‘ - . ~< 'I r .'*~~- w - - . r‘ '2"! a ‘- - w. 1
33 - ”allace: " supper lo IBJJJ, supper ls reanv’, as he finISne
' 1 x . ”:0 F n '1 'L“ * V“ ‘L‘. 1
"owe arinb' food anu sets taem Cw t r taole.
. , ~ ~ ~. . ‘rn_3‘ '5 ‘a 1 .1 , '_ , _, ' '1‘)! ““4 a" .__ ° .. r'
:163:{1.’;uz' c U81. .1 UI En 02:41.19. 1! c'lltl Sf/CLL HEIJ. Cgi-ls 5.. .
r-‘ I I _ ~‘ V 1 . ‘~ '1 .' r ‘ fl __ 0 ‘ '5 F
39 - “all‘ce: ” 1h]: is ;ours, ttai l. JUUTS‘, rasiw~3-U s\ e
-. _._ 9 ‘ 1 0-! _ 3
{MEL-("'5 ti- tale CH1 Idl en.
\ v‘ (wvx ‘ g I (a \I‘\"n" "- I. \ +‘ 1“"
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v .' C‘, J 4 ~ ( '. I

KESponse

“,1 r7 .‘ a

._w
da‘lace
Eddy
Jellace

‘V‘

T. ‘
“HYDE; El

[dial]. ace
Barbara

Wallace

t'l>‘/\(‘l . 135 A.“
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L 1.81 I s... ’ 1’)“,me ,. , I.. ’
T .-‘ ‘..=. ‘ ' _' " —

: :OUKS at him b.l GLC out
: Leaves her , tusrs his ta
_1,.Vw'. ..:-,.‘..4.
tie uaales are drlnkrvv

V
: no resnonse.
” I wanna tell a story”.
‘ - ‘1 l l ,. 1.:
no tells a stol . to
the children vere, “all he
: The childrrn do not seem
~ ‘1.er ~,_.-l— \ . ~
as tnry hng a lot of n01se.
J“.,
(11—1eh-L') .

' J

:tgi swis a. tfr*
U

” See, I‘m str

: The; look “t

F1

1"
(P:

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1“)? .'

L;
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prete

IL

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MD

1‘,
1”.)

FT'h _ .

lne teacher cor
‘- - -2 .a

matter what tre reaction Of

A-‘
M”

H
h

i
I

ace and

'14, J

”The story is about the

: is he see
about the g
: 1‘0 8_Il;éE-.;OT.
O
*7 _
: no response.
0

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C(‘=?"llli1"zi

to

{dist;?le 5J3 YW>“V?’ arm] 39

.. H 1
T. 7- I30
:‘1
girl '29.

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an

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ant".

o I

\

1
C.) ‘

I'T'L ,3
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o
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C}

be interested at
llieb‘ fill

to j in story group. A
ting pmwdxs in flwafdc
are l - 2 - 3 - h - ,
u 1:"; ‘ halides and Save.
o .
lcblm ”,
vtter a word.
ck, Eur} says: " NOW,
heir iujos."

("1“. ‘J‘ .'
“\L TILE-.3. , S

story.
D}.
l I‘

The story is

As there is no answer from Eddy, Hallace repeats

is Barbara comes in, Kallace says to the teacher

” Bartara wants to see herself ( in a story)",
and smiles at Earhara.

.
‘

: does not notice fiallace'

attention.

h'

t

tir

f‘
U

Cherry on

: Goes to Cherry and hits her on the head.
: ” 5 top t}; at" (orderjfig) .
: H It (10498 ‘ I'll. hurt", then 51,0135

the head.

61

0

hi.
-
x) .‘

ally listehed

VP

0

J- ~J

.4"
.4
.. . ‘
an.-

. ,
.- I
Oi. .
.
.- y

62

l ‘ ' 1 ’ ' a
h8 - wallace: Goes to Betty wno lS getting some paper for cutting.

He says: "I'm taking this".
Betty: No response.

L9 - Wallace: Pulls Jill's chair away and smiles.
Jill: "Don't" in a pleading tone.

BO - Wallace: Gives Jillzipiece of paper and puts it on top of
her paper.
Jill: "I don't like that”.

51 - wallace:"I got a little pig, ha, ha ," proud of his work.

Response: hildren look at it and aomire.

10:h5 - Phy'QB, lQSh

52 - Wallace: Pulls a cup from Betty as she is washing it in a
b33111.
Betty : "I'm doing it" and-grabs cup back.
Nallace: ”I want to wash that".

h

53 - Hallace: Washes brushes with oarbara.
Barbara: Works with him and they have fun.

5h - Wellace: Plays lotto with other kids. "I found a squirrel
, card" to children.
Response: None, they all continue with theirs.

SS - Wallace: Cries and tries to snatch one of the cards from Betty.
Betty : Lries to keep cards away from Wellace's reach.

56 - fiallace:”Slow poke" meaning Eddy.
Eddy: Does not say a word.

57 - sallace: "Where '5 that fish, it goes here" to Benny
Benny: Looks at him and then searches for the card and find
it. "This is it, this is it".

 

 

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55

58 - fiallace: Sits by Barbara, hugs her and shakes her head to and
fro.
Barbara: Smiles back and accepts Nallace's action.

10:30 - Nay 2h, 195h

C9 — kgllaoe: "I'm an indian,haw" and raises hand up. (addresing
all children).
Besnonse: None.

60 - Wallace; "I have a two door, I have a four door".
Carol:"Wallace does not" and says "I have doors on both
sides".

61 _ Jallace: "Ilm in Carol's place" addresing children
Response: None.

62 - wallacel "Tod is John's brother"
Tod : "No, he isn't"
Wallace: "Yes, he is".

lO:h5 - May 25, l95h

63 - Nallace: Playing in doll corner with Carol he says "It's
six o'clock, let us go."
Heeponse: They follow him quietly.

6h - Wallace: Goes to Lou's who colors, and says "What are you
. H
d01ng, you?
Lou: Looks up at wallgce in a wondering look.

65 - Wallace: "I‘m in the bathroom" to the kids in general. He
was trying to say that he was the first to wash.
neSponse: None, as they don't listen to him.

66 - Wallace: "Don't come in the bathroom, because I'm here".
Response: None, as they don't hear him.

67 - Wallace: "I got a blue wash cloth, I got a blue wash cloth"
waning the wash cloth to the kids.
Response: None, they don't look at him but continue to work.

O.

.c

68 - Wallace: "I was the first one to wash" addressing Carol.

Carol: Just looks at Wallace but says nothing.

6? - Nallace: Plays with peg bOde by himself and when he hears

7O

71

72

73

7h

Carol . say "I already washed" he answers: "I was
the first one to wash".
Carol : Doesnot say anything but continues playing.

10:15 — June 1, l95h

fallaoe: Stands up from chair and triesto play with Betty's

hair, giggling while doing this.
Betty: "StOp that" in angry tone.

Jallace:Sits,by Cherry and looks at her once in while.

Cherryzlbes not seem to see Wallace as she listen to story
attentively.

- Wallace: As Betty and Lou start to dance he looks and then he

joins them.

Beeponse: None, as they don't notice him.

- Wallace: Goes on top of a plataform and addressing the kids

says "I dance like this" and performs.

ReSponse: None, as nobody look at him.

- Wallace: Imitates Carol who goes on tOp of a window sill.

Carol: Accepts Wallace's company but does not talk to him.

..)

v.“

ORIGINAL DAILCN 'APERCILCHES AND RESPIESESJ

 

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9:30 .. Kay 11, last

1 - Johnz " Pull that" as Wallace tries to take off his apron.
Wallace: " I know" (not liking the idea of being taught).

2 - John: Smiles and leaves wallace. He walks around the room
and watches dallace once in a while.
Wallace: Heads in a corner.

3 - John: Follows George as the latter tries to hide behind the
stairs from the teacher and the other children.Later,
when George goes over to the book rack to see some
pictures, John joins him but does not talk to him.

George: He seems to take John's company for granted.

John: Both are quiet but seem to enjoy each other‘s company
a lot.

George: The same.

9:30 - may 13, 19%

h - John: Stands near Bill and looks at him as if trying to boss
Bill.He stands with hands on hips.
Bill: He kicks John.

S - John: Bits Bill on chest.
Bill: hits John back.
John: Leaves without getting what he wants - to be boss.

6 - John: Goes over to sandbok where Benny, Barbara, and Cherry
are. He stands nearby and joins them in walking on
wooden rails around the box and helps Benny put sand
on his pail.

Response: They accept John.

7 - John: Joins George over at the garden area and sits by him
quietly as they often do.
George: Knows John is there and accepts.

8 - John: After a while he starts to push Wallace who runs aw_y
'rom him. John does the same to Carol.
Wallace: Does not like to be pushed but enjoys being pursued.

Carol: she enjoys it tOO.

67

9 - John: Goes to garden area and goes besides George who looks
at the plants. He talks to George ( I could not hear).
aeorge: Answers John and points out some plants which he
sees.

l0 - John: gs Tod comes near him, he pushes Tod playfully.
Tod: Flayfully pushes John back and they do this for one
minute.

John: lhen leaves.

1(7th - lay 13, 19314

ll - John: Goes over to Wallace who is on a swing and says:
"Can I have this?" meaning the other swing.
fallace: " ho", but says "yes" the next moment.
John: Swings with Nallace.

I
12 - John: " Theres a Jet; I can hear it but I don't see it".
3e does not talk for a while.
Jallace: Ho answer.

13 - John: " I can see my shadow".
fiallace: " So do I”.
John: he then goes into the building with the rest of the
children and wanders from puzzles to books. Nobody
talks to him nor does he talk to anybody.

10:35 - Kay 17, last

1h - John: Leans on Tod's lap as they listen to a story.
Tod: Pats John's head once in a while.
John and the rest then go to build a fence for a bunny.

lS - John: "I'm gonna be the first bunny” shouting for everyone
to hear.
George: " I am”.

16 - John: After a while, John follows George over to a swing.
They swing together and talk once in a while.
George: It seems that George's reSponses are always on the
positive side except when John takes leadership.

17 - John: " Eddy, go get it" as he kicks the ball.
Eddy: Does not answer, justs looks at John and continues
to listen to a story being read by the teacher.

llzlS - hay l7, l9fh

1O 1'- ‘0 _ v: 1- 1 t
io: Jonn: LOiters around the Children and watch wnat they are
all doing. he looks with Benny at a book; he stand; <3
'0
l

oy w_ere fienny is sitting with a book.
1
n e

19 - John: Goes to Tod , locks, and then says: " What's that?”
Tod: ” ky car”.

20 - John: helps Tod with tying a string on to a stick.
Tod: Let‘s John do the work for him.

21 - John: During storytime, he sits by Cherry and puts his
hands over her face.
Cherry: Laughs at John and seems to enjoy his company.

22 - John: hepeats these for two more times.
Cherry: The third time, she says: " 5t0p1”
John: JtOps.

12:15 - Lay 17, lQSh

es Lou, smiles at her and mumbles something to her.

23 - John: ac
hats with him, looking quite happy.

(‘3 "Jl

2h - John: Turns to the other table and smiles at Carol.
Carol: Smiles back at him.

25 - John: ” Bonny”, ”Benny" as Benny passes by John.
Benny: Looks at John and smiles.

2s - John: As Carol passes by he tries to keep her from passing
by, and laughs. ,
Carol: Does not resentit. She rather enjoys it.

27 — John: Grabs Barbara by the hand as she passes by.
Barbara: Does not resent John's action but enjoys it insteai .

29 - John:
Barbara:
30 - John:

Barbara:
John:

31 - John:
Tod:

Join]:
Tod:

32

3? - John:
Eddy:

3h - John:

\J)

S - John:

Lou:

36 " JUhn:

Benny :

37 - John:

George:

69

8 he sees

( ‘
l

"Tod crack corn ans I don't care", singing
Tod.

was not even bothered by it, just keeps on dishing his
dessert.

11:00 - May 2h, 195h

Goes to story group and starts to tickle Barbara who
is nearby.
Tickles John too and seems to like it as she laughs.

"I can't see, Barbara" and pushes her out of the way.
Grumbles and looks at John angrily.
Did not push again.

hits Ted at back play-fully.
Hits back smiling at John.

After a while goes near Tod and blows his ears.
Smiles and tries to avoid.

Grabs sorething from Eddy
Starts to hit John.

is Lou and Cherry play the piano he goes over and
says: "That's hot the way”.
Ston playing.

Shows them how he plays and smiles proudly. The he
leaves.
looks at him admiringly.

lO:h5 — Kay 18, l9Sh

Tries or attemps to hit Benny with a block, but does not
really do it.
Evades and smiles.

"I wanna paint too" ashe hears that George is going to

pair! I; .
Does not say anything, but wh le they paint he talks to

John.

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Cterry:

hl - John:
'Tod
1&2 - Jr‘smz
100:
h} "' Jain“:
Tod:
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145

- John;

hé - Jfihn:
I '1L«lj.c3 Ce. .

vhn: Goes near George

: Goes over to b

70

and looks at George' painting,

wflgohn isn't that beautiful?"

W llle EM and

' v :- 3 ,
10k area ani stznzs by

Tom play. He walks over their blocks.

"1* I10".

mm ”M ,. n nrfl
LJR“) -' flat-(J /. 0’ l 7 i/ I;

10:

Fretends to hit on the face ~s latter Sits by

him.
Smiles

1- A '.v
C: 181“: d7

at John hit does not say a word.

ht

y, _.

Tod comes near John; he -y on lap an
smiles.

Smiles bank at John.

Goes to t b”e ahen Toi is and fretends to make motion
with hgnus as if finger gain1tin~3 Hits Tod's hand once

in a while.
Joins JOhI’l 1T1 *Iesz‘llfll-j
is hit

to finger {aint Does not say

on hwnJ.

anything when he

Joins Tod who is glayirg wit b 02%,.

Accents John's company as tfley p72: togetlop

he stoys pl~finr and hits Tod planful'y, but later hits
harfier r} hurtler.

Smiles aé first but says "ouch" when he ge+ shurt.
Leaves Tod ani joins J l“ ce.

"Vello weoam" to W llnoe.

Tooks at John anl ;B. ere t‘e 5159.

'-

bk

71

V 1

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Q7 - .gulz "Hon M Hlfn't eJ;n N;re" as znllice 8%;S *€'s éoyr; to
I ‘ I O
. ,Hn With a miece of wood.

7

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Na- 909: Ie~Ves ever. as 1
,
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LL. - 7:":1: "I want 6:19" am". t'v‘nes (:ne of M e toss rugs aux-Jay fl‘vin

U 1
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2‘1J: ""c" in "0195t°

Lo - John: "You r3Ve to put this thiru ri¢,; there" and Lnts the
t- 31' f_ r.

U
E‘ririy: Acce. t3 t1e 6‘13. tsti on ‘gcie’uy a} u 33’s wean D l 1“
LI the g: e.
Fl" - T'y‘ 7 I ’F n” (‘L liq ’Jh.: S +8 9'37““:7 ' “ 9" _,e n
)U bk 1. do UJ131 {.MEL _.L j n he tdL:Eb a 11“; j
flfiiffihis to hit her with It“
Caro : Etiw: the ring qnl smiles.

Tahfi: Inen he hits he er on L} e sncul Jer.
Carol: "Cfich" but nof in a hurt tbre gnu says; "John, you
thirk you're so sm3rt".

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9ih5- “”‘ j7L, 199L

\."1

2 - Join: Plays ball wiih a teacher. Comes to the slide, where
975

or nloLs, look 8 at lim 9nd smiles. No a proaches
are m;:de in ten min tes.

1v

Nelson: no reSfonse. He does no seen to notiCe him at all.

53 - John: "Hi Toddgr crark corn".
Tod: No resgonse, just looks at John.

5h - John: ””P , Tod, come on" when Tod does not throw the ball to
”flu:

.L—L

Tod: Does not pay any attention to John. No answer.

55 - John: Goes tc Tcd and grabs ball fro m 11m.
Tod: "John" (Protesting),

TI

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John:

:eorge

John:

.arbera

7“...
Lli'rlri:

Barbara:

60 - JOhIl:

63

6h

65

Farbara:

J 0 ill“. 3
Betty

John:
Tod:

John:

Jill:

John:
Jill:

John:

72

Joins story group and sits by George.
: No reSponse. Does not notice John is there as he i
bussy listening to story.

U)
(D
0

looks at Hellace and smiles at him.

. r 1: "\ ~ C
11.00 - may 5’4, 1,021"
Plays with Barbara and hits her with his tnnmy.
: Hits him with her tummy and he falls, then they Laugh.

is he listens to a story and Barbara comes close to
him and says: "I cannot see" he pushes her away and
imitates what she said.

No respcrse, as if John did nothing to her.

looks and smiles at Barbara and plays with her foot.
Plays with him too but I did not hear what she said.

Sits by Betty who looks at a book .
: Does not notice John's presence.

Helps Tod nails some boards.
Accepts John's help . They work together.

Watches Jill as she plgys with peg board. "30 ahead,
Jill; I'll help you".
"lb" and refuses, but talks to him.

Helps after Jill talks with him.
They work together.

"You are no" (ordering tone) as Hallace says he is
going to bring reg board home. John grabs board from
#72111? C6? .

Hallacel "I am".

 

\ I

66 - John:
dallace:

67 - John:

'Jill:

TO - John:

71 - Jhon:
Lou:

72 - John:

73 - John:
Ngllace:

John:

Edi}. d7 :

7h -

7S - John:
George:

76 - John:

Response:

77 - John:
Response:

the jungle gym

75

Teuecs Wallsce es the latter acts like a holy.

Cries to get Te:cher's attention.

l95h

listens to story and as Jill comes too close , he hits

her.

Hits back and goes away.

Tits Barbara who sits by him.

Hit bank and this goes for quite a while.

During rest, he hits Tod who is resting besides him.

Hits back bit 9 EEfU11y°

.0 rea h Cherry with his fork and smi
.0 do the sane and have fun.

*3

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"Lou, Lou"l talks to her.
Answer John.

"Hi Tod” and smiles at Tod.

10 3o — May 2%, 19:

Goes over to Hal nd asks:”Wanh3 play cowboy?"
C;

"YE? a H and 301 I]

1 31)
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(D

2.1)

Goes to Eddy and saya:"Wanna play cowboyifl
No answer; continues playing.

"George", "T'Jarl‘ra p132; COWbOy?"
" Sure " .

"We want some more men in; we have only three men",
talking loudly.

Childrel( three girls) running out of building answer
" .Je I‘Ianna pl :13! " .

Everybody pliys for about eight minutes.
and walk along the board.

The climb

“Hey, giant , come here"
'l'hDE-le boys (Eddy, L‘Jallace and Tod) come.

74

1;:00 - Nay s7, 195k

78 - John: Goes to the office and joins story group. "I like
honey" and faces Benny.
Benny : "I like it too".

79 - John: As Eddy talks during story he says: "You be quiet".
Eddy: No answer.

80 - John: "I see a donkey" to children.

Response: None, excep from Benny who looks at the donkey in the bdk.

81 - John: "Quiet" and looks at Benny in angry way as Benry makes
noise.
Penny: Smiles, but says nothig.

O.

"here's a cow" pointing to one in the book.

82 - John
“ e: Eddy and Benny look at it.

nespons

10:03 - June 1, l9Sh

83 - John: Looks at book and when he is trough, he sits by George.
George: Accepts John and lets him watch.

8h - John: ”Shop up" as the children start to sing during the story.
Response: None, as they continue to sing.

85 - John: Gets in the way of dansers by crawling on the floor and
smiles at himself.
Response: None, as they continue dancing.

ORIGMLDATA ON APPROACHES AND RESPCESES

 

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l - Bermy:

John:

2 - Benny:
John

3-Ekmw:

Wa] 1 3C8:

h - Benny:
Bett’:

5 - Benny:
Betty :

6 - Benny:

John:

7 - Bennw:

John:

8 - Benny:

Response:

9 - Benny:

Tod:

76

10:39 - May 6, 195h

As John runs along boards, Benny follows him and does
the same thing. he would laugh at something once in a
while.

Does not seem to notice him.

"Okay..." to John and George.

and George: No answer.

Joining the group he finds Mallace; he runs after Walla&
ce laughing once in while.
Accepts Benny's company.

"Betty" .
No answer, tries to move a big box.

Comes over to help Betty.
Accepts help offered.

9:h5 & May 11, 195h

Tickles John ans John andGeorge look at pictures in
a book.

Tickles Benny too and smiles at him.

Leaves for a while and comes back with a drum stick and
hits John on his head slightly. He smiles as he does
these things.

Smiles again but no comments.

Hé looks at books with George, John and Eddy but does not
say a word. Then he goes over to where Cherry, Betty ani
Wallace are coloring and watches them in a sort of
lingering.

No apgarent reSponse from children but he is accepted. Be
is allowed to look at the books.

He tries to untie Tod's apron as Tod turn his back to
Benny.
Does not seem to notice Benny.

 

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4.

10 - Benny: Hits Toddy Slightly and he begins to play with Toddy
as if struggling with him.
Toddy: "How old are you?"
Benny: "I'm four". '

ll - Benny: As he probably sees that he can go along with Toddy,
he takes a crayon(wet) and coiors Tod's face. All
this time Benny is smiling.

Toddy: "Hey" without being angry. He seems to know that
Benny is just playing.

l2 - Benny: As children start a parade he stands nearby and pats
every one at back. He does this for quite a while.
Re5p0nse: None, but no resentment is shown.

9:h5 - May 12, l95h

13 - Benny: Plays in doll corner , then he goes near block area
and trows a block to hit thode blocks which John,
George and Eddy are building.
George: "HEY: Benny" in an angry tone.

lb - BennyzGoes aver with a chair onlfis back and moves arownd the
children.
Eldy; " :v'at ch out "
John: "Get out”, in angry tone.

lS - Benny: Pretends to hit Eddy in playful way.
Eddy: Hits back and laughs.

16 - Benny: Gets a toy car and hits blocks out of their places
with it.
John: "Hey, Benny”, protesting.
Benny: As children do not talk to him he plays with the blocks
nearby and sings once in a while.

10:00 - May 13, 1951:

17 - Benny: Goes to swing where Hohn is; gives John a push.
John: Does not say anything.

 

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18 - Benny:

Toddy:

l9 - Benny:

John:

20 - Benny:

John:

21 - Beniy:
Joe:

22»- Benny:
Joe:
23 - Benny:

Response :

2h - Benny:

78

Talks to Toddy, talks to Toddy again.
Did‘ not answer nor did he notice Benny

Goes over to John and puts his hands over John's fa-
ce and mouth.
Goes away from Benny and hides behind teacher.

He goes to toher kids and after a while sits besides
Hohn quietly.
Accepts him.

10:00 - Kay 17, lQSh

Plays with Joe in §.ide. Khmbles something to Joe.
No answer but realizes Benny's rresenee.

"Joe, let's go to the jungle gym”.
Goes with Benny.

He goes from one group of children to another with
Joe following him. He watches children watering plants
and mnlees somethig.

None.

”Get more water they're all out" to the children.

Response: to response except from teacher.

25 - Benny:

Carol:

26 - Benny:
Carol:

27- 'Benny:

John:

He then goes to the big boxes where Carol is. Carol
asks John to find her, Benny puts a ball inside the
box.

Trowa back the ball heavily (angry)

"Hey, have you seen my new shirt?” (to Carol).
"No". Who is not interested to see it.

He eoesto story group, finds John and pulls his (John'S)

chair and throws it away.
Did not say anything. Only smiled and gets his'bhair"

back.

”\o

A .,,.

 

28

29

30

31

32

33

3h

35

36

37

79

- Benny: Benny hits John on head laughing while doing this. Thai
he sits on teacher's lap.
John: Tries to eVadé strike and smiles.

- Benny: Goes to a tree and shows Eddy the musical instruments
"It is right there" pointing to instruments,
Eddy: Follows Benny to the tree and looks at them.

- Benny: He goes around and tries to get John so he could hit
him.
John: Sides near teacher for protection.

- Benny: "Toddy, make way" as he tries to make a stone fall
from slide, Benny only laughs.
Toddy: "No, I won't”.

11:15 - May 17, l95h

- Benny: Takes his coat ari hits it on John.
John : Evades Benny and.smiles.

- Benny: Ihen he takes John's sweater and throws it in the passa-
ge—way.
John: Only smiles again.

- Benny: Joins the story group, laughs once in a while and looks
especially at John who is across him.
John: Does not seem to notice Benny at all.

- Bennfi - "Careful, Cherry" as Cherry goes to sit on book rack.

Cherry: Does not pay attention to Benny.

- Benny: Puts a block on Eddy 's neck and smiles to himself.
Eddy: Laughs and looks at Benny when he finds the block.
Throws block to Benny but in a nice way.

9:30 — m 18, 195A

- Benny: Playing on see- saw with Toddy. They have a lot of
fun as they laugh most of the time. As Toddy goes off
and comes near Benny, Benny hits Todfiy on the back.

Toddy: Hits back playfully.

‘
l

‘N - . V... _ ‘ .- . .

;8 - Benny: hits Leno»? and mduAieo someLljlt.
H“ 1 1‘ ‘ V... . _, _ _ ‘ ‘ . ‘ .
Lonay- Gets Ldlt and starts tn cry.

39 - Ferny: "Y‘u Can't titier - totter xith us" to Toddy,
Teddy: Did not say anything; he left the area.

h0 - Be by: "Teddy..." teasing Teddy grain.
oddy: Kc response hut left area.

hl - Benny: is he seems to be worn out he lies on titter - totter
aid he calls Joe.
Joe: Joins Benny and lies down.

Ix)

you're not {laying with

— Benny: "You're not goin¢ in there,
,8 Denny and Joe.

us”. As wellace approache
{Gig-1 ] 9-09 0 l'vi‘vfl." l; ? !'
Benny: ”Because"
Wallace: Leaves tien.

L3 - Beury- PM goes to the board area and says "Come on Joe".
Joe: Follows Benny (willingly),

Lh - Benny: "John", calling out loud.
John: As John is quite far he does not hear Penny.

Goes over tr a box where Todfiy is and gives him somethhag
(toy), then he starts to play with Todoy and joins him

in bOX.

Toddy: Accepts ”gift" willingly ad aceepts Benny's company.

h

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l
'3 i
{D

10:00 — Kay 18, 17§h '

. - Benny: During story tire. he sits q'-~.iel'._!.y for a while then he
says; "Betty lSH't here. iodav" tn, 3 group of children.

U

Response: None, nohody paid any attention to him.

pr
3\

L7 — Benny: Goes near the rest of the kids wlo are busy with the
b ocks. Benny gets something (milk bottle) fn>m Eddy
and puts it in between the blocks.
Response: No response (a‘pareut one at least) but he is accepted.

81

LB - Benny: Goes to doll cornes, takes a Let+le and so'e more
bottles and puts them inside the ho‘se of blocks
which Teddy is busy tildggiillg.

’: "Don't" screening. "I don't like that in here".

T itid

1

‘ y ' ‘. ‘I
o? - Benny: Fe stofs but Sits ne rby To «y, John an“ George.
Once in a while he would hold John's hand or put his
arms sround John's waist.
John: No agparent resgoose but accepts Renny.

9:30 - 1‘79} PO,199’LI

SO - Benny: Goes near Melvin and yours a pail of sand over him.
Iklvir: "Don't"lnfl;rm¢.in angry way.

51 - Benny: Leaves Melvin ard goes over to John end Nelson. helps
John 'ut sand on path. Stops Nelson's hike by putting
his foot on the way.

Response: They accept him but they don't include him in Teir play.

:2 - Benny: Takes Nelson's hike when latter leaves to get something.
Nelson: Protests by pushing Benny.
Benny: LeaVes smilinfl.

U

53 - Benry: Later he comes back to get the bike of Nelson which
the latter leaves again.
Nelson: Looks at Benny and saya nothing.

Sh - Benny: Gets agpgon from JOtn'S W380“ and says to Joe and Nelson
"Here is a spoon" and gives the Spoon boCk.
John: "N0, that's mine".

9:30 - Fay 2h, ISSh

SS - Benny: Playing on top of box with Karen, Petty and wallace.
"Hello, Faren” and takes her seat away.
Karen: "Put that back here" (ordering).

56 - Berny: "I'll put it on too of there".
Karen: "Okay".

57 - Benny: As Todiy cones toward their group he hits Toddy
playfully.
Teddy: Jmiles and hits back playfully.

.v.

82

SB — Benry: Sits by Joe and Melvin who sit in a row.
Response: None, they don't notice him.

59 - penny: Later as Joe and Melvin go over to sand box, Benny
follows them. He throws sand on Melvin .
Kelvin: " StOp that" (ordering).
Benny: He stOps as teacher comes alorg. They all play quietly
for a while.

60 - Ben y: Throws sand again on Melvin.
lvin: He throws sand back and big pieces of ground, this is
done without any comnets.

61 - Benny: Later as melvin fills and trunk with sand Benny helps
him.
kelvin: "Hey, we'oe gonna fill the truck, huh?"

62 - Benny: Sitting near Melvin he puts his foot on Nelvin's way.
Melvin: "Hey, put your foot out of there" (pleading). Ielvin
puts it away after some distractions which come.

10:30 - May 2h, 195h

63 - Benny: "Look at my mustgche” to Toddy.
Toddy:"I'll hit your mustache" and tries to hit it playfully.

6h - Benny: Goes to Teddy and hits him on back , Benny smiles at
TOdfly.
Toddy:"3top" (angrily).

65 - Benny: Comes to table where Toddy is and sits there and looks
Tod v: Does not notice Benny's presenceo

66 - Benny: Gets Castanets, plays with them and looks at Toddy.
Today: No response.

67 - BenMy: Hits Toddy on head with a drum stick and smiles.
Today: Does not bother about Benny's actions and continues wifii

his<work.

It.

F.‘

68

69

70

71

72

73

7h

75

76

77

- Benny:
Tod c ly :

- Benny:
Toddy:

- Benny:
:d (1y :

- Bern 1y :
Eddy:

- Baum:
Jill:
Penny:

- Bemly:

Toddy:

- Benny:

Tod dy :

- Benny:

Jill:

- Benny:

Betty:

Benny:

- Benny:

John:

83

Helps Toddy to do some painting.
Accepts Benny's help quietly and smiles.

Bits'Toddy again with a drum stick.
"Bey", angrily.

10:L§ - Nay 2h, 195h

Plays on table with Eddy, takes Eddy's cards away and
smiles.

"That's mine" protesting.

"I'll look for a tiger" asking Eddy's approval.
Io answer but continues with his work.

Goesrrqr Jill, smiles at her.
Triestn hold Benny's hand
Avoids it and tries to get away playfully.

Hits Toddy's back
"Bey, Benry" in angry tone.

Goes to Toddy and helps him make anong nose" on their
wagon.

Accepts Benny's heln without a word. They work together
for quite a while.

"I'm not gonna help you Jill" and goes to wallace's sideo
"It's almost time, Jill".
Looks at him and does not.say a word.

Throws a board over Betty's head.
Throws board back at him
He goes away.

10:15 - ray 25, 1951;

looks at book near the book rack. Then he joins John in
music group; looks at him once in a while.

Does not take notice of Benny, as he does not look nor
talk to Benny.

79

80

’3?)
5.1

8h

85

86

87

88

Benny: After going to another {lace he goes to John a; in
3

an1 tells to John over John's shoulder.
John: 3milesb»t d3es not 3L~w9?.

1)

Bu” y: Eloy 913318 by Benny and the latter tries to get hold
of fifibrsxw smiles.
Tuly: Smiles 3ck blt did not W3nt to be toucred.

fl .1!“ .

Ben1n1': : U'~ a
back p13" ally, thm -t we pla 31 t<tg her.

Tomb": II t

)d U:
on

Ben my: Gets a car, 3ushes itt war rds Toddy.
Tod‘y: Gets the car and pushe s it ba ml They cwnt7nue this
for a while.

1 .
10:45 - Ray 27, 19§h

Benny: Goes to whe: ele=kids are coloring. He colors Teddy's
pictures and laii.Vhs.
Twit”: "Benny" in ant—.1“! tone.

;-kes JO; m‘s pféingr‘ 1.31.1;‘013 15 to see it.
Tiis is mine", takes paper away.

3"]

Benny: Takes crayons nearby John.
John: "Benny" in angry tone.

Benny: Comes to Cherry, watches her coloring.
Cherry: Does not notice Benny.

Benny: Goes to John again and bothers him by pretending to
color John's paper.
John: "Hey, Benny, quit it" in tired tine.

Benny: Pretends to be something (lion) opens his mouth and
"growls” at JOlflln.
John: Moves away from Benny.

Benny: Puts paper on ton of Tohn's head, smiling.
John: Takes it off but does not 81y anything.

9:h5 - June 1, l95h

89 - Benny: Plays with Toddy and Bill with a ladder. Be trings it
to another area~and says; "Tod" and giggles (showing
his Job),

Toddy: He looks at Benny and smiles.

9O - Benny: After a while he gets off his bike and rides on Joe's
wagon.
Joe: "Benny", shouting and angry (could not say much)

01 - Benny: Throws sani at Bill and Dotty.
Response: They throw Sand at him too and call him names.

92 --Benny: Goeson.top of board and waits for Melvin to come up
and when Kelvin is there Benny tries to push him.
Melvin: Pushes Benny too and they push each other.

93 - Benny: Jumps of the board and says; "bang, bang, bang."
Melvin: Just looks at Benny silently.

9h - Benny: He finds Melvin struggling with a board; he comes over
to help lift the board and a few other things.
Melvin: Accepts help silently.

\O
01

- Benny: Goes to where Dotty and Melvin are, watches them, and
moves around.
Response: None, as they go on with their play.

96 - Benny: Rides on Joe's wagon and 3333; "I wanna ride".
Joe: "Benny" in angry tone.

nny: Benny repeats this action for about two times.
Joe: "No".
J e: "Benny" in angry tone but could not say more.

97-Be

10:30 - June 1, l95h

93 - Benny: Site by Betty who is looking at a book.
Betty: Accepts Benny and addresses him once in a while.

86

99

Benny: Follows John and talks to him "qu really don't like
that (screaming of kids) do you, John?".
Jo answer, he.continues to walk towards a corner.

C
9:
:3
ad

100 - Benny: Follows John and hits John's head lightly while smiling.
John: Avoids Benny's hands quietly.

lOl - Benny: Gets a chalk for John and giVes it to him.
John: Accepts chalk from Benny.

1C2 - Ben:y:Looks at Lou's work and comments on it, "That's a ding
dong house", laughing.
Lou: Laughs with Ben y and enjoy his company

103 Benny: he sits by John and colors with a chalk on John's

paper.
John: Neuld not let Benny color on his paper.
10h - Benny: Helps Lou color her paper while smiling.

Lou: Accepts Benny's helpzuuilaugh with him.

105 - Benny: "Color it right on the middle‘ and makes some other
instructions for loo. Laughs as he helps Lou color.
Lou: Follows the instructions and giggles and says; "We're
being so silly".

 

 

(I

 

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fir *' ....

.I. .Lilk-

88

10=h5 - Nay 6, 195M

1 - Betty: "Let's go in back of that" pointing to shed.
wallace: He goes with her. They run over to shed and go on top
of it laughing together. Later they are made to sit
on stairs. Betty leaves Wallace.

2 - Betty: "Let's go there" (to Lou) pointing to a swing. when
they reach there she asks:'"flhich one dd you like?".
Lou: Takes swing first befsre she answers "This one” (on

left), then they swing without any contents for a while.

3 - Betty} "You know what dandelion mean?"
~Lou: "What?"
Betty: " It means..."
A

10:15 - way 11, 195h

h - Betty: She is left near book rack as children have their juice.
She looks for a while then she calls: "Jill, Jill"
Jill: "What?"

5 - Betty: "Yofi wanna dance?"
Hill: Ko answer and she Opens something.

6 - Betty: "Can I have some?”.
Jill: "No".
Betty: As Jill does not like to give her she leaves Jill and
ignores Jill.

7 - Betty: She starts dancing and then calls "Barbara".

Barbara: No answer (keeps playing in porch).
Bettvz Goes back to dance.

9:30 - Kay 13, 195A

8 - Betty: Pushes Teddy trying to get his bike.
lkmhhf: "Don't".
Betty: Leaves him without being bothered.

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89

9 - Betty: is John tries to catch the kids going up 1 e gym
Betty says: "Come on J llace, come on".

Carol:

1? - Betty:

Res onse
BC.) L til}: .

13 - Betty:

Batty:

Eddy :

-—_a

Erins her hot does not say anything.

She mQ es so uds as is llhihter, lides in box as if
Ii:'7~"'i.;'tf:'_. tr!“ ‘9‘].1‘38 L207 “4"“. 3‘! ,.
CCflj-ES over to .' 416119 Reizt'u’? is, IJLLtIS PFUS 8.1"", U {“1 }Jer i‘nd

runs after Betty when latter runs.

c
(
(z’

Goes besides Barbara who is watching a man out the
bushes. She v:isper something to Barhzra and laughs.
Lamghs too and is In eased with Betty Bommets. They
laugh together and out each other's arms around each
other.

3
1

foe" to v n and clims she says: "Ah - ah 100k

,
)
U Uu

As she -3
at me". Adiressing the kids.

'obdy notices her.

30 she leaves the area. r1111 5098 ‘50 SW13

4 e s in; and gets a swing when one
.hen sie says:"Hey, we're gm rg torwethar"

10:00 - May 17, l?§h

D093 S“me Carpentry WOTk with Eddy and W0" Does
not but looks at the other kiis once in a w:il_e, t.hen
she 4 Vs: "here‘s the other nails" as she f eds Toddl
searc ing for nail_s.

No ruswer ar-d does not b: )ther to get Bett :5 nails.

_A‘

"I don't wanna move tie tahle" as table moves because
Fdoy does some sawing. "I'll pound you" (holding hammer).

n10 "Bett 1","

16 - Betty:

Eddy:

l7 - Betty}

wallace:

Bafibara:

l9 -

C)
It}:
"3
I)
1...:

2O -

T" -
:f Git-3' 2

GF‘OT‘EP:

I
".1
TD
£33"
0

Tries to evade BPa

"I'm gOPLH get a table
‘ n -
ears; legs".

o +no(whi=4:~“p1”5 on mm

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l

u.)
0)
m4
5

_y Crime? S 110 11‘1"! 1" .

‘ r" v n
92H} - P33 17, 1:54
"Come or: £1

Russ and to

ue're gonna run eney".

H l...
i‘r)fl '13. °
‘ U

"Je're gonna rwn away" to Barbara as she starts to climb
the fence .

She follows her. Then they all run out of the fence.

V Carol and Chats with her.

V

She goes in and she sits b
ts or rnhs feathers on ker face.

"I got tietles" as
"I got tickles tee".

n ,. .A r... , 1,. Jr . 1o.- ‘1 . . V.-.
klpt'l'ea l.) r4' :1 )‘xflfl‘nnffi .ILS bJOCkS aYJQJ.

t

Goes over to wfiere

T a --. -L ‘.A.,
LO' )1". k‘ a U I 1,...‘.

Does the Sire \nj} luughs and enjoys
Carol's reactioo.

"Don't Fettj" and hits

’ ." -.—. .‘~ , - '1 T" ‘~--: ~ ", 1,.

‘10“ LMHW shat Slells ho ?" walov~ urlkwcpo
~—d

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lwron story t.ne one 'OU“S at C‘TU¢ ~.! 5.03: "He Hen't
'1.- Fl- ‘v ~_ " ‘1 1‘ ’

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26 - Betty:

‘A’
{\J

‘4‘.)
\JJ

3h

JC'J’ITJ 2

Bebty:

Cherry;
Ret:':
U

Petty:
T031131 :

Betty:
Teddy:

Betty:

lou :

91

GOQS ncar Shpd ahfl s¢ys: "You know vhpre I'm
hidn it?" to Jchn.
H reaganG, jusf lomfis at her,

0 ,~ ‘-
Elan-1T; kl(_‘)

‘

Runs after Ginnie (teaging Ginxie) ann touches her by
shoulders.
Looks at Betty in angry look 3rd fus‘es Patty's hané (ff.

{1

x095 V-nside buildi 115’ into 10d“)? ’FOHIN 8,:(1 filufls TOCWy
T’1'6'3."F35 she hits Li" Wifih ‘9’ Svfiaterg sm53jn5.

loops at “Pftf encri7y av" €Va7es the swnater. "Dcn't
PPttJ".

She Inaves deiy as t89CPer c0 93 in.

As Carol comcs to sit with hpr to drink their juice
8?? says: "It's pifieagple".
"39313;?" and +ustes

*\ 14 _.,. L ' .' , _.. ,.. ‘..
net‘y. 7“1x2 Luev ‘})1; 51cm“. Cromn

I .
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1

ufc?, "Vefifi';nui shp 1 vans wltlx

'1 , .1 ‘r’1
¢O.30 - Lay 20, 1994
is éhe is Gone Mith her fivger paint’ng, she takcs off

her agron ard ivcs if to Cherry saying "Here you are

(--
U

0
Comes to Betty atd gets afrcn sqilivg.

_-Jo

Comes year Tofidy and oins him in making figures with
"molecules".

Accepts Setby's h91p and talks to her once in a wLile.

D

"I'm makirg a hcrse, see", tu Toddy.
looks and continues with his work.

"You know what's this?" tn Today.
"It's a spider".

V
f

IMen she goes to IOU, w‘
599?".

.1 a .
"("Kczb’".

. - "a 'o r"\ l‘ . 'L . A I V"
10 18 Flnbe? Lglfiulhg. "Lay I

1’3-

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35 - Letty:
11.-)le

/ T3
3’-) - LE‘Li'I:
Zesyo.xw*:

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Ll .. gettyg

h ' V?
- fiet’ L'J :

George:

Pn?x Her ”Fy'w r" 'Ng*e~hc'ICVPi on #03 of P3i1iin3
n-‘ wvg. W's A,— + :1 n
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arranu.
Tone, an tk;, Flfin't «0 r.
"You war“: tvirl aronrd?" to IOU.
"‘. ~.' ~ . .-" . ~. {‘5‘ - -.. ,- fi —. .','..
die bM.]P: aha tdLEB 0'; KC? sVoeb apd JUlub bnr.
1, or y_, \ nr’I
5-“: !j - I‘ ,-’ 211, 1734

no; _ V," (‘3' '_' 1° 5‘ _ 14, ,7.
0‘“9 b; SI‘IJ ~F0”, gnu .1»S to c llUFPL: "I oeo 304
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‘ Y‘ “‘ I ‘ - I" ‘. r ' 7 f 1" » “ fl 1"
Cut: .,9? (nu pcufts Gets 4‘ of iAsLP 1«m CLGYZ;
Y”: 1“ |_'1."}5‘. &q"nw j

"3:, ha, ha, lOfik at wlat I did" to all ckildren on
tab 19 .

Yonc, the; do not evcm 700%, but confinue with their

why did vou take mine?" She said in a nice

" u
-r‘~1

‘N: f.

\r “

no 9,713,492;

11:30 - Nay ?L, 1;-

"I'm gonna choose GQOTEB to wash next"
Yo answer and kengs listenig to story.

After washing she ye.. "George, it's your turn to

wcsh".

IOUkS at fetty but not a word from him.

6 kids.
but some listen

,—

"I'm gonna be five" to all to
Some say "I'm gonna be five tDLo"

n J-
:L S 013'.

.1.

L0

M7

h8

h?

51

52

an

I

W

- tetty:
mitt, .

L‘J ‘~V .

- Betty:
George:
Wallace:

95

"Hey, keep your hands off Barbara" addressing John.
No response, he continues hitting Barbara.

Grabs story book from Eddy and she goes away with the
book (triumphantly).

Cr'i es .

12:00 - I-Lay 214, 19:14
"I'm gonna sleep by George, ha, ha"

No resgonse.
Joins in and says "I am".

Pulls George '5 rats and tickles his feet.
Pulls his rug and goes from Betty.

"Toddy is the giant and Jehn is the giant" (to children).

Fesponse: Sons.

- Betty:
Eezmy :

- Betty:

?uts somethig under Benny's foot and goes away.
Leaks at Betty and does not say a word.

"You can't make a hole out of a board" to Eddy.

Eddy: No r€sponse.

- Betty:
Melvin:
- Betty:

. EJx‘Js' :
Betty:

- Betty:
Iou:

"Hi, Kelvin" and goes over to hit Melvin with her
fork. (playfully)
Sm les but not a word from him.

Takes toasts frflm Eéiy hflNdS and sndles playfully.
"Betty" protesting.
She gives toasts back,

"Fi,'Peei'" to Inn and pats her on shoulder.
"Hi" and smiles.

55 - Betty:

wallace:

56 - Betsy:

Todiy:

57 - Betty:

58 — Betty:

10:03 - ray 25, 195k

Looking at picture with John and Wallcce. When Tallace
gets a book and talks, Betty says: r"Iou shut up".

Looks at Betty quietly and steps talking and goes to
another corner.

"Get out of my way", pushing angrily as Toddy sits
by her foot.

Looks at Betty silently'but does not try to get out
of Betty's way.

is teacher read: a story she (Betty) addresses the kids
and says; "There" pointing to picture.

10:30 - May'27, l95h

"Look at what I made" shows paper to Benny raising it up.

Benny: Does not even look at her paper.

59 - Betty:

Goes to Cherry's table and colors a paper she finds
there and giggles looking at Cherry.

Cherry: Smiles but says nothing.

60 - Betty:

Reaponse:

61 - Bett :
ReSponse:
Betty:

62 - Betty!

Response:

"See mine, rain, rain" holding paper up for kids to
see.
Nobody looks up, but continue to work.

9:h5 - June 1, l95h

Look at garden with John and Wallace. Jumps over the
plants and says: "watch this, watch this"

None.

She stoves jumping.

Gets bucket of hot water inside and washes the wagon
with John and wallace and says: "I'll squeeze it
(Sponge) in here ha, 113.".

None, as if they did not even hear her; they continue
with their work.

 

‘ . _

63 — Betty: Goes to Lou and errinkles water 0V». H: r face and

U L
V J les.
LOU: LOGnS at Bettv silentlj and See: fiy-T.
U

laluer over here" to Wallace.

6h - Betty: "YOU Orin: trl
Wt; n35 does not move.

wellace: looks at

'._:J(

10:h5 - June 1, lQSh

CS - weft": ".fe're i=1 ‘3": :J’ Ci? _er‘é'4779" to Carol.
Carol: Looks at 3Mt does not say a word.

“1r

66 - Betty on De ti 0 wi-tc}" to Wallace.
1 ace: "Yes" and fellows Betty.

67 - Betty: "You know what we fo hd there?" to Carol.
Carol: Looks at her quietly.

68 - Betty: "You shut Up" as Carol Ialks after a while.
Carol: ""ou shut up, you" in angry tone.

69 - Betty: "Bi stinky" to Cherry.
Cherry: "Hi stink" and giggles.

10:30 - June 3, 19§h

7O - Betty: "30 you have a home?" to John,
John: "Yes" and no more comments.

71 - Betty: "Do you really?"
John: No answer but continues getting off coat.

72 - Betty: Touches Jill's hair, then after glwhile she handles
her (Betty's) hair.
Jill: Does not notice Betty, she continres with her playing.
Betty: Listened to music by John for ~oout ei 3ht minutes
Silentiy,

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SELECTED REFERENCES

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9.

10.

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15.

14.

SELECTJO RorEREL.

Anderson, 3.3., "»o41n tion and Integration in the social Behavior
of :oung Childrcn in an Exocrimental Play Situation", Genetic

Austin, M and G. Thompson, "Children's Friendships: A Study of
the Bases on which Hhildren Select and ncject Their xest Friends",
Journal of Educatianal Psychology, 39, lol - 114 (19'

Beaver, Alma, "The Initiation of Social Contacts by Preschool
Children: A Study of iech.iq1es in Recording Social Behavior",
New York City: Columbia University (1932).

Bossard d.C., James 9, '1he Sociolog I of Child Develoy ment, Ne my 10 rk:
J‘arper and Bros. 19 Lo.

Bonney, Lerl, "Personality Traits of Socially Successful and So-
cielly Un.ncces:ffl Children“, Journal of :ducational Psychology,

22:, 14249 " 4(1(*/ 3).

Bonney, Lerl, "Pepular and UnpOpular Children, A Sociometric study",
Sociometric honographs, No. 9, l - 77 (19L7).

Brctsch, Howard, "Social Skills and Activities of Socially Accepted
and Unaccepted Adolescents", Journal of Educati nal Ps chology,

L3, LL9- Liu (1952)

Challman, Robert, ’Factors Influencing Friendships Among Preschool
Children”, Child BevelOpment, 3, 1L6 - 155 (1938).

Frankel, Esther, "The Social Relationships of Nursery ochool
Children", Sociometry, 9, 210 - 22h (lQLO).

Cooder1ough, Florence, "Inter-relationships in the Behavior of Young
hildren”, Child DeveIOpment, l, 29 - L7 (1930).

Green, Elise, "Friendships and Qwarrels Among Preschool Children",
Child DevelOpment, L, 237 - 251 (1933)

Hardy, Eartha,"fiocial Recognition At :he Elementary school Age",
Journal of Social Psychology, §, 305 - 38h (1937)

Horowitz, E. and R. Smith "Social Relation and Personality

Patternin: in Preschool Children", Journal of Genetic Psychology,

2., 337 - 352 (1939).

Leuba, Clarence, "An Evperimental Study of Rivalry in Young Chil-

T . -.- .,., , ”‘._ 6'7" / f‘fi
dren” , uC-l 1L-.'...L Of 'u'Jv '.J C”"..I 11b hive T SJ. Cll’glxfic - , _Lk), 3»? - ,1 L \l)’,‘,‘).

1.ortE1way, Ia:;,I, ”social Relationships Among Preschool Children:
Abstracts and Interfirotation of Three ,tu:.ies”, Seciometry,

6 L29 - L32 (19L31.

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(3
0 K

16.

17.

18.

19.

20.

21.

22.

25.

98

horthway, h., E. Frankel and R. Potashin, "Personality and $0010-

. T‘ . "v Ir ‘ 1 r- \ ' —'-.\ ”"1:
metric status”, 142! :Off, new: n gou1., 1;L7.

Pint-nor, R, L}. Forlatzc add U. F1:.:-m‘-;.Lfan, ”Personality and Attitudinal
digiiirity Among Classroom Friends", Journal of Apglied Psychology,
21, L8 -,65 (1937).

Potashin, Reva, ”A Socionetric Study of Children's Friendships",

Sociometry, 2, 48 - 70 (1946)

Taylor, Edward, "Some Factors Relating to Social Acceptance in
Eight-Grade Classrooms", Journal of Educational rsychology, Q3,
ab? - 471 (l9;2).

Tuddenham, Rea , "Studies in Reputation 111. Correlates of Popular-
ity Among Elementary Cgildren", Journal of fiducational Psychology,
L2, 257 - 270 (1951).

Tuddenham, ‘ead, "Studies in Reputation: Sex and Grade Difference
in School Children's Evaluation of Their Peers“, Psychological
Monographs, 06, 1 - 58 (1952).

sellman, Beth, "The School Child's Choice of Companions", Journal
of Educational desearch, lb, 126 — 132 (1926).

White, Far; and Harold Tilliams, "The Approach-Jithdrawal Pattern
in the Social Behavior of Young Children”, Journal of Genetic
Psychology, EL, 73 - 8L (1939).

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14.3. 1954

Lazatin, 1dummies“. ‘

A study of types of social
approaches to peers initiated
by nursery school children.and
bypes of responses they elicited

 

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MICHIGAN STATE UNIVERSITY LIBRA

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