THE VIEWS OF PARENTS CORRELATED WITH THE BEHAVIOR OF NURSERY SCHOOL CHILDREN. THE. BEHAVIOR OF NURSERY SCHOOL CHILDREN AS CORRELATED WITH THE VIEWS OF THEIR PARENTS CONCERNING SPECIFIC BEHAVIOR SITUATIONS. Thai; for the Degree of M. A. MICHIGAN STATE COLLEGE Helen Louise Ewing . I 941 b X THESIS THE VIEWS OF PARENTS CORRELATED WITH THE BEHAVIOR OF NURSERY SCHOOL CHILDREN. THE BEHAVIOR OF NURSERY SCHOOL CHILDREN AS CORRELATED WITH THE VIEWS OF THEIR PARENTS CONCERNING SPECIFIC BEHAVIOR SITUATIONS. By Helen Louise Etigg A THESIS submitted to the Graduate School of Michigan State College of Agriculture and Applied Science in partial fulfilment of the requirements for the degree of MASTER OF ARTS Department of Home Management and Child Development. Division of Home Economics. June, 1941." THESIS .ACKNOWLEDGEMENTS I wish to express my sincere appreciation to Dr. Irma. Gross, who acted as adviser throughout this study; to Dr; Marie Dye, Miss Catherine Miller and Miss Ruth Wagner who also gave helpful criti- cisms; and to Mr. M. J. Dresher who acted as adviser for the sta- tistical work{ II. 1388,20 TABLE OF CONTENTS LIST OF TABLES O O O O O O O O O O O O O O O O O O O O O O O O O 0 Chapter I. II. III. IV. INTRODUCTION. A.’ Purpose of Selction B. Statement of the Problem C.' Review of Literature METHOD USED IN THE STUDY A. The Choice of Method B.' Choice of Subjects for the Study C. Formulation of Parents Questionnaire and Nursery School Observation Sheet D. Method of Recording Observations E. Method Used in Obtaining Parents Cooperation F.‘ Devising Method of Scoring Returns THE FINDINGS OF THE STUDY: AI' Statiscal Analysis 1; Method of Analysis (a) Reoranking of Parents' Questionnaires and Nursery School Observation Sheets (b) Rating by Jurors (1) Nursery School Obsortation Sheets - Children's Rating in Relation to Jury Rating (2) Questionnaire for Parents - Rating by Parents in Relation to Jury Rating 2e Findings (a) General Results (b) Intensive Study of Results B.' Case Studies SUMMARY AND CONCLUSIONS; A.’ Restatement of Original Problem and Summary of Findings B. Conclusions C.‘ Recommendations for Further Study Appendices; Appendil I. Bibliography Appendix II. Copies of Questionnaire, Observation Sheet, and letters Appendix III. List of Schools of Jurors Appendix IV. Tables Mean Jury Rating on Observation Sheet and Questionnaire Rating of Children and Parents on Problems IV. Page 11 14 15 1? 19 19 19 15 23 27 27 31 36 43 45 46 48 50 51 52 53 Tab 10. I. II. III.‘ IV. V. VI. VII. V III. II. I. m.” I III. LIST OF TABLES Ages of Children during Investigation . Parents Having College Education . . . Occupation of rarents . . . . . . . . Number of Children in the Families . . Nursery School Training of the Subjects Rating by Jurors of items on Ubservation Sheets for Nursery School Children's Reactions in Situations on Observation 0 Sheet for Nursery School . . . . . . . . . . . . . . Rating by Jurors of Items on Questionnaires for Paren'tfleeeoe.....'.oo..o...... Parents' Rating of Items on Questionnaire for Parents . Rating of Parents' Views and Children's Behavior Correlated o e e e e a e e e e e o e e e e e o e e 0 Range of Scores of Fathers. and Mothers' Views and Children's Behavior Mean Jury Rating of Observation Sheet for Nursery School and Questionnaire for Parents 0... O 0-. C O O O O O O O O O O O 0 Rating of Children and Parents on Problems . . . . .. V. Page. 10 10 ll 21 22 24 27 32 53 THE VIEWS OF PARENTS CORRELNTED WITH THE BEHAVIOR OF NURSERY SCHOOL CHILDREN; CHAPTER I. INTRODUCTION. PURPOSE OF SELECTION .A need has been felt in the Michigan State College Nursery School to discover if a reason can be found in the background of the children - that is, in the home and parental environment - for the children to react the way they do in certain behavior situations;' It is believed quite universally that parents do have a direct general influence on the personalities of their children, but this study has been an attempt to findo'ut if the parents views have specific relationships to their children's actions: Some explanations for certain of the children's actions have come out in conversations with the parents, but it was felt that it would be helpful as well as interesting to know what definite relationship, if any, exists between the parental views and the children's actions in everyday behavior situations. ‘A study of the literature in the field shows a lack of studies done on this subject: In fact, no study exactly similar has been discovered by the writeri‘ There is, of course, mention of behavior situations and the manner in which they should be treated by the parents as well as case studies showing how certain children react in specific behavior situations, but no where in the literature was found an attempt to draw a direct relationship between the two: STATEMENT OF THE PROBLEM When the problem was first discussed, it was thought that a com- . 2 - parison could be made of the parents' actions in the home and their children's actions in the nursery school. In relation to this The Views of Parents Correlated with the Behavior of Nursery School Children was set up as a problem dealing with the way children react in the nursery school in specific behavior situations and their parents' views on the treatment of similar behavior situations. Therefore this investigation deals with parental views rather than the parentsf actions in these behavior situations.” The purpose of the problem is to see if there is any correlation between these two factors - the parents‘ views and their children's actions. REVIEW OF LITERATURE. .As has already beenzatated, there is a definite lack of literature in the field: Berta Hattwick1 believes, ”that any studies comparing home and child in preschool are of value.” She enlarges upon this statement by saying that only too few such studies have been done.‘ Very few of the studies reviewed by the writer were of much value. The following books and articles proved slightly valuable as a study of important behavior situations and the manner in which authorities believe the parents should treat the situations as well as the children in the situations: (a) Blatz and Bott.2 Parents and the Preschool Child; (b) Foster and 3 Anderson;' The Young Child and his parents: l. Hattwick, Berta. ”Interrelations between the Preschool Child's Behavior and certain Factors in the Home.” Child Div. VII: Page 202. Sept. 1936. 2.' Blatz, William E. and Bott, Helen. Parents and the Preschool Child; New York: Wm. Morrow and Co., 1925. 340 pp. 3. Foster, Josephine and Anderson, John E. The Young Child and His Parents. Minneapolis, Min.: Univ. of Minn. Press, Feh. 1927 PP- -3- \ (c) Pruette.1 The Parent and the happy Chili; (d) Langdon,2 Home Guidance for Young Children; (e) Thom.3 Everyday Problems of the Everyday Child; (f) Sayles.4 The Problem Child at Home} (g) filo Master.5 “What Is Good Disciplinef”; (h) Hewlett,6 "Why Parents Punish.“: (i) Endress.7 “Short Cuts to Good Discipline,“ (j) Blatz and Bott.8 The Management of Young Children": (k) Anderson.9 The Young Child in the Home; (e) Richards,1° Behavior Aspects of Child Conduct; and (m) Faegre and Anderson}1 Child Care and Training. l: Pruett, Lorine.‘ The Parent and the Happy Child. New York: Henry Holt & Co., 1932 283’ppi 2. Langdon Graw.‘ Home Guidance for Young Children. New York: The John Day co.,*1931 405 pp. 3. Thom, D. A. Everyday Problems of the Everyday Child. New York: D. Appleton and Co., 1928 349 pp. 4. Sayles, Mary Buell. The Problem Child at Home. New York Commonwealth Fund, 1928. 342 pp. 5. McMasters, Margaret.’ “What Is Good Discipline?” Parents' Magazine, April, 1940, pp. 26, 27, 68, 69. 6. Hewlett, Irma. “Why Parents Punish." Parents Magazine, July, 1937, pp. 18, 19, 36, 55.’ * 7." Endress, hhrie Brits. ”Short Cuts to Good Discipline.” Parents' magazine, December, 1939, pp. 29, 104. 8.' Blatz, Wm. E. and Bott, Helen: The Management of Young Children. New York: Wm. Murrow & Co., 1935 515 pp; ' 9. Anderson, John E. The Young Child in the Home. New York: D. Appleton Century 00., 1936. 415 pp.‘ 10. Richards, Esther L. Behavior Aspects quChild Conduqt. New York: The thmillan Co., 1932. TI' , :;;;n I" ' . 11. Faeger, Marion L. and.Anderson, John E. Child Care and Training. Minneapolis: Univ. of Minn. Press, 1929. S27 pp. - 4 - In many of these same books may be found case studies of children's re- actions in certain behavior situations; a, b, c, d, e, f, j, k, l and m have such case studies incorporated in their volumes. Most of the<:ase studies that have been done, though, deal with certain types of behavior as problems rather than as everyday behavior situations as this study does. Nimkoph in his study, "The Relation of Parental Dominance to Parent - Child Conflic“1 studies, not behavior situations or problems, but rather the conflict between parent and child and parent and parent and how these conflicts affect the child: Saylee' study, The Problem Child at Home? is a study of parent - child relationship through case studies alone and these case studies are drawn mostly from delinquency cases. Watson's book, Children and their Parents,3 deals with case study work on personality problems including emotional disorders and insanity. In the study, "The Effect of Certain Family Relationships upon the Deve10pment of Personality”4 by Goodenough and Leahy, sibling relation- ships and the child's position in the family are emphasized.‘ There is no reference to the treatment of the child by his parents in Ridenour's, is Study of the Backgrounds of Withdrawing Children"5 which analyzes the l. Nimkoph, Meyer F.' "The Relation of Parental Dominance to Parent - Child Conflict.” Social Forces, 9: 559-563, June 1931. 2. Op. Cit. page 2. — __. 3.‘ Watson, Msuds Ethel.g Children and their Parents. New York: . F.‘ 3. Craft and 00;, I§§ZQ 362 pp. 4.' Goodenough, Florence L. and Leahy,.AlinsM. "The Effect of Certain Family Relationships upon the Development of Personality.” The Ped.’ Sam. and Jr. of Gen. Ps c., 34: 45-71, March, 1927. 5.’ Ridenaur,‘Nina‘A. WK Study of the Backgrounds of Withdrawing Children“ ”The Journal of Educational Research, 28: 132-143, Oct. 1934. - 5 - backgrounds of withdrawing children and compares them with a control group. Stotts' “Parental Attitudes of Farm, Town, and City Parents in relation to Certain Personality Adjustments in their Children"1 is a comparison of personality scales measuring three different aspects of self reliance - personal adjustments, ethical judgments, and attitudes toward life - of adolescents in farm, town and city with attitude scores from their parents on the development of self reliance in children: Blatz and Bottz for their book, Parents and the Preschool Child asked the parents to keep a Home Record covering in detail the daily behavior of their children and they also filled in a consultation form for each child covering all the child's developmental history and acquisition of habits.‘ Pruette3 in her book, The Parent and the Happy Child, includes a rating scale for parents as well as a parental inventory of customary attitudes.’ In Ojemqnn's 4 scales are Tests for the Measurement of Attitudes towards Self Reliance constructed for measuring parental attitudes toward self reliance. The above studies offered very little in the‘way of pertinent help:' .1 little more help was found in the four studies which are next reviewed. Hattwick's study, ”Interrelations between Preschool Child's Behavior and certain Factors in the Home"5 includes the following points: 1. Stott, L. H. ”Parental Attitudes of Farm, Town and City Parents in Relation to certain Personality Adjustments in their Children." "Jr. of Sec. Page 11: 325-39, 1940. 2.‘ Op. Cit. Page 2' 3. Pruette, Lorine. The Parent and the Happy Child New York: Henry _ Holt and Co. 1932, 288 pp. 4. Ojemann, Ralph. Tests for the Measurement of Attitudes toward_Self Reliance. Univ. of Iowa, Research in Parent Education III, Vol. 1, Series 285, Oct. 15, 1934, 5. Op. Cit. page 2. - 5 - (a) comparison of behavior under home conditions suggesting over attentive- ness with behavior under home conditions suggesting irresponsibility or negligence: (b) comparison of behavior under conditions suggesting a well adjusted home with behavior under conditions suggesting tension in the home; (c) study of behavior in relation to situations (1) in which children share home responsibilities with their parents and (2) in which children and parents have common play interests.~ As can be seen these are elm entirely different kind of study from the present investigation, but they do havein common a study of a type of children‘s behavior and the effect of certain factors in the home: Foster and.Anderson's book.1 The Young Child and his Parents, was originally planned as a study of the normal young child for the purpose of gaining some insight into the types of reactions which he shows, but the authors found that what theynreally were studying was a.series of home situations in which the parent played a most important part. In their 100 case studies the general environmental situation of the child is described together with the behavior or conduct problems developing in the home bedore thenschool age. Therefore Foster and Anderson's study does bring in the effect of home and parental environment upon the child but the behavior of the child studied is designated as behavior or conduct problems. Each child was studied from a problem standpoint . psychological, physical, or mental.’ Slater's Types,_Ievels, and Irregularities of Regponse to a Nursery School Situation of Forty Children Observed with Specific Reference to the Home Environment2 is the only study included in which observations in the 1‘ Op. Cit. Page. 2 2. Slater, Eleanor. Types, Levels and Irregularities of Response to aw Nursery School Situation of forty children Observed with Reference t6 the Home‘Environment. Wash., D. C.: Seciety for Research is Child HIV. 1939. 148 Pp. - 7 - children are actually carried out in the nursery school.‘ This study was carried on with reference to the home situation and some case studies were used. Fluctuations in behavior in the nursery school situation were found to be associated with some disturbing home situation. In A Review for the measurement of Parent Attitudes and Practices1 Lois Jack‘s purpose is to devise a means of scoring parents' practices and the behavior of ‘ their children as criteria of their efficiency in child rearing. This investigation perhaps comes the closestin purpose, at least, to that of the present study. An interview form is used in Miss Jack's study covering all types of behavior situations, and questions of two types are asked . (a) actual methods used by the mother who has the problem in question and (b) methods the mother would use if she should encounter the problem: A comparison is made before and after a course in parent education is taken and some improvement is shown. Miss Jack used the method of listing possible solutions to each behavior situation for the parents to check in a similar manner to the present study.’ Through a review of the literature cited, it is easy for one to agree with Hattwick that far too little has been done in studies comparing the home and parental environ- ment including the parents' actions and beliefs and views with the happy normal child in the nursery or preschool. The first group 6f literature reviewed served only to reacquaint the writer with the fact that authors are aware of the behavior situations in which children play a part and the place that parents should have in these situations;' The second group of literature served also to renew the writers' faith that there is an interest in such a study. 1. Jack, Lois M. A Device for the Measurement of Parent_Attitude and Practices. Univ.,of Iowa Studies, Researches - Parent Educ. I. Vol. VI, Series 241, Dec. 15, 1932, pp. 135 e 149, 246 . 288. .8. THE VIEWS OF PARENTS CORRELATED WITH THE BEHAVIOR OF NURSERY SCHOOL CHILDREN. CHAPTER II. METHOD USED IN THE STUDY. . THE CHOICE OF METHOD. ~ When this study was first considered, it was hoped that informa- tion might be obtained on the actual methods used by’the parents in the treatment of certain behavior situation. Methods of doing this which were considered were (a) actual observation in the home and (b) inter- viewing each parent personally.‘ Both of these methods were ultimately discarded - the first because an extra person in the home would natural- ly change the situation and the second, because even in a personal inter- view the interviewer wduld be more likely to receive information on beliefs and views than on actual practices.’ Blats and Bott1 make the statement that, "Only parents, could observe the home situation without introducing an alien factor which would change the whole situation to be observed,“ but when the parents' actions are the topic for observation, this too would be impossible. In order to insure finding results which were more truly representa- tive of what they pertained to be, it was decided that the findings should be of the parents' views or beliefs rather than of their actual actions. Therefore, it was decided to submit to each parent a questionnaire which would test the parents' views on how certain behavior situations should be treated;‘ The results from these questionnaires were then to be com- 1. Blatz, Wm. E. and Bott, Helen. Parents and the Preschool Child. New York: William Morrow and 06:, l929,page 2. .9- pared with the child's actual behavior in similar situations in the Nursery School. CHOICE OF SUBJECTS FOR THE STUDY. The children used as the subjects were the 24 children attending the Michigan State College Nursery School during the Iinter term of 1940.’ The parents used were the parents of these same nursery school children. At the beginning of the investigation the youngest child was 2 years, 2 months and the oldest was 4 years, 11 months.' The range of ages can be seen in Table I. Table 1.“ Ages of the Children during Investigation: £593 in Years Number of Children 2 - 2} 2&03 3-3} 3} e 4 4 - 4} 4} - 5 Total %U”OI4GN The majority of the children were from homes where one or both of the parents have a college education as can be seen from Table II. Table 11: Parents Having College Education: Parents Number of Children Father ‘ 20 Mbther 19 Both Parents 17 Many of the families were very comfortably well off: none were in the low income level, the lowest perhaps being that of an instructor at the college.‘ The occupations can be seen in Table III and indicate comfortable levels of living: .10.. Table III. Occupation of Parents. Occupation Number of Families Professions 18 Independent Business 2 Skilled Workers 4 The smallest number of children in any family was, of course, one child and the largest number was three children.‘ Table IV shows the distribution of children in the families of the subjects. Table IV. Number of Children in the Families. Number of Families One Child 10 Two Children 11 Subject with one older child Subject with one younger child Three Children ‘ 3 Subject with two older children Subject with‘two younger ' Total 24 .All but seven of the children used as subjects had had Nursery 003 H» School training previous to the term in which the investigation was carried out. This training ranged from one term in a few instances to almost four years in one instance as is shown by Table‘V. .11. Table V.' Nursery School Training of the Subjects. Terms in School Number of Children lst 71’ 2nd 7’ 3rd 2 4th 1 5th 42 8th 23 11th 14 Total E: The writer agrees with Blots and Bott6 when they say, “The inter- esting thing to note is that it is no longer the child who is to be studied as a thing - in - himself; it is the child in his environment, and more particularly within the environment, the child in relation to his parents;* Therefore, the subjects chosen sure 24 nursery school children.with their parents. In several ways, it will be noticed, the sample was homogeneous and therefore the study can never be indicative of the tendencies of all children and their parents, but it should be an interesting study of this one particular group. FORMULATING PARENTS QUESTIONNAIRE AND NURSERY SG‘IOOL OBSERVATION SHEETS. In order to choose the main behavior problems, the sriter listed the daily occupations of the child that were common to both the home and the nursery school.’ From this list the following were chosen as im- portant behavior situations or problems: 1. One child also had asummer session plus tterme.‘ 2. om I I I I I I I 5 I 3. ' ' ' ' one " ' and one child had two summer , sessions plus 8 terms. 4.’ Child also had a part of a summer session plus 11 terms. 5. Michigan State College has three ”terms” of 3 months each rather than 2 semesters. 6. Blatz, In. E. and Bott, Helen. The Management of Young Children. New York: In. Morrow and Co..-'I9'3'"'__"_--1"r - 12 a (A) Untidiness; (B) Eating; (C) Destructiveness; (D) Crossness and Overtiredness; (E) Parent Leaving Child; (F) Washing; (G) Behavior in Public (when the child is taken out in public); (H) Bedtime (includds both problems occuring at naptime and at night); (I) Quarrels; (J) Dressing: and (K) Cooperativeness.‘ - ll - In drawing up the observation sheets1 for the nursery school each of these behavior problems was illustrated by a situation in nursery school covering that particular type of behavior.’ For example, under Untidiness was the situation of the child being untidy while eating; Under each of these situations were listed the possible responses of the children to that situation. These responses were gathered from observation of the children in these same situations.‘ In drawing up the questionnaire thpeeqn-four situations using imaginary children were drawn up for each behavior problem. For example, under Untidiness again: "Jimmy persists in being untidy about his eating although he is old enough and efficient enough to eat without spilling food on the table cloth, chair, floor, and himself.” Under each situation were listed possible solutions that the parent might make to the situatione'Both the situation and the possible treatment were taken in the greater part from the literature in the field already listed in Chapter One. The various situations for each problem were grouped together in the questionnaire so that the parent might not lose the train of thought, but they were not listed under the name of the problem. After the situations for both the observation sheet and the questionnaire were drawn up, they were checked one against the other, so that similar situations were used under each problem for both the home and the nursery school situation. After the situations were drawn up for both the observation sheets and the questionnaire, they were checked by the staff of the College Nursery School and by the head of the Home Management and Child Develop- ment Department and their suggestions were carried out." After being checked by these trained persons, the questionnaire in its final form was 11‘ Copies of the observation sheet, questionnaire, and letters will be found in Appendix II. - 13 - submitted as a test for clarity to two lay people who were Mothers of children of nursery school age. It was difficult for the experts to see some of the grade didtinctions of thepossible treatmentaof the situations because many of the poor treatments seemed so ridiculous to them. It was found, however, that tofa,lay; person these ridiculous treatments might hand possibilities as accepted forms of treatment according to their views: Therefore, none of these possibilities hard to rate were left out because they might be the ones preferred by some parent. METHOD OF RECORDING OBSERVATIONS. In carrying out the observations in the nursery school it was decided that the writer should do all the observations alone on each child thereby eliminating the difference that might occur in the way different observers would carry on the observations:' Each child'was observed in each situation at three different times as far as it was physically possible;' Because this study was carried on during winter term, there were many absences due to colds and the influenza epidemic: Due to the child's absence, it was impossible, therefore, to complete fully all the observations on some of the children. In some cases, also, a child was never found as a part of the situation. This pant was expecially true of a few of the children in the situations falling under the heading of Destructiveness. There were some outside influences that sometimes affected the possible behavior of the child in the different situations.' This fact sometimes convinced the observor that the observations should be eliminated. At other times, itwas decided that the outside influence might be one that would be met in the home situation also and therefore, could be overlookedi‘ In - 15 - some cases the other children acted as an outside influence; in other cases an adult in authority affected the behavior of the child; and sometimes the special physical and mental condition of the subject himself had a very decided effect on his behavior. A child who does not feel well is often very likely to react in a situation.very differently from the manner in which he would if he were well and happy; METHOD USED IN OBTAINING BaRENTS COOPERATION. Separate questionnaires were given to each father and mother rather than one questionnaire for a joint return, because it was believed by the writer that the views of the father and mother might differ. This suggestion was later found in a large measure to be true: Although the questionnaires were given out personally, a letter was included iith them explaining that a study was being carried out but not revealing the nature of the study: This letter asked for the parents; cooperation by filling in the questionnaires and returning them: Directions for rating the qudstionnaires were also incorporated in the letters: Each situation was to be rated by the parents with the treatment they considered to be the best treatment listed as number one and the treatment considered least desirable with the highest numerical rating. In rating these situations, it was the investigator's idea that the child's actions be rated according to desirability. Desirability was interpreted as that treatment which would best condition the child towards being a valuable member of society in the future and not merely a suitable treatment of the situation for the moment. In connection with thospoint Foster and Anderson" say, " It is obvious that the child is not merely a plaything for the parent, nor a convenient errand boy, but should be thought of as - 35 - a future contributing member of the community.”1 Of the questionnaire sent out to the parents of the 24 children - 24 to mothers and 22 to fathers - there was a questionnaire returned for every child except one. Of the questionnaires returned, 23 were from mothers and 14 were from fathers. The greater return from mothers and the later correlation found in the mothers'favor seem to collaborated Pruette's2 statement that, ”Foreign.visitors to this country often comment on the feminine atmosphere of our homes.“ on the whole the parents were very anxious to cooperate and were interested in the study and its possible results.' They also offered some very constructive criticism.’ Some of the parents asked for copies of the questionnaire - one to be used for discussion in a Home Economics Class for short course girls and another to be used as speech topics.’ All but two of the parents expressed their pleasure in filling out the questionnaire and in discussing the answers among themselves afterwards: Of course, there was adverse criticism too. One mother said too many factors could enter into the situation to change the rating. This same parent also stated that she thought many of the solutions "stupid". The writer agreed with her here, but again felt these so-called "stupid“ answers necessary. She also could see no way to take care of the other factors that might determine a rating such as the age of the child and the mothers'time. In a limited study such as this, these factors could not be isolated. One mother informed the writer that it wasn't necessary forher husband to fill out 1.' Foster, Josephine and Anderson, John_E. The Young Child and His Parents. Minneapolis, Minn.: Univ. of Minn. Pre§§:—F%h. 1927. Page 8. 2. Pruette, Lorine.’ TheParent and the Happy Child.‘ New York. Henry Holt & 00., 1932 288 pp. Page 52. . 193 .. the questionnaire,"because we agree so thoroughly in our ideas on the handling of children that his would be exactly the same as mine.” The writer wondered why that should be true of one pair when there were no sets of questionnaires returned from any other pair of parents which were exactly the same. DEVISING METHOD OF SCORING RETURNS. In scoring the returns the investigator could have rated the questionnaires and observation sheets herself and scored the returns in relation to her own rating, but it was felt that the rating would have more validity if it were in relation to a combined jury rating: .A jury is a group of experts in the field.’ The jury usually includes 10 to 15 such experts and their average response is then used as a basis rating. Therefore a questionnaire, an observation sheet, a copy of the letter sent to the parents, and a letter explaining the project and asking the recipient to act on the jury were sent to 32 nursery school teachers in colleges and private nursery schools throughout the country;‘ There were 31 answers to this request.~ Not all of the recipients acted as jurors, but at least, theywwere willing to respond.’ Those schools to whom the writer is indebted for contributing to act on the jury are listed in Appendix III. The jurors were each asked to rate the questionnaire in a similar manner to the way the parents rated it.‘ The solution they considered most desirable was to be rated as number one and that solution considered least desirable was to be given the highest numerical rating; They were also asked to rate the child's possible behavior under each situation on the ob... BOIVltiQnrflhGQt in the same manner,’ number one being the most desirable - 13 - reaction of the child in the situation and the highest number indicating the least desirable reaction of the child to the situation:' Some valuable criticisms of the study were also offered by different members of the jury.’ About two-thirds of the comments were complimentary to the type of study being done, saying it was an interesting attempt, and asking for the results when the study was finished: Four replied that they did not understand what was expected of them and needed more information and further instructions.’ Three others offered the same criticisms as some of the parents, thought that age would be a factor in some of the situations and also said the desirable answer might depend on the total situation, the history of the child involved, and the background and time of the parent. Two regretted that they did not feel qualified to act on the jury because their nursery school set up'wae so different and two replied that they did not have the time to devote to the study at the time, but were interested in the results.‘ There were 13 jurors who rated the questionnaires and 11 of this number rated the observation sheets also: Therefore the jury rating of the questionnaire is the mean rating of 13 jurors and the jury rating of the observation sheets is the mean rating of 11 jurors: it -19— CHAPTER III. THE FINDINGS OF THE STUDY. This chapter includes both a statistical analysis of the entire investigation as well as a few case studiesi‘ The statistical findings are general for the whole sample while the case studies bring out specific facts about certain of the children and their parents; _In order to analyte the data statistically the parents-i questionnaires and Nursery School Observation Sheets had first to be reranked;‘ Then, a rating by the Jury could be obtained for each item on both the questionnaire and Observation Sheet;' After these values were determined, ratings could be found for both the children and the parents on each behavior problem in relation to these jury ratingsi’ The correlations found were general statistical results, so a more intensive study of the statistical results was also included:' This intensive study along with the case studies brought out more specific details for individual members of the sample. .A.STATISTICAL ANALYSIS 1." METHOD. In preparation for figuring the statistical results, all the data collected from the Observation Sheets for the children, the questionnaries for the parents, and both the questionnaire and Observation Sheets that the Jurors had rated had to be compiled. RERANKING PARENTS QUESTIONNAIRES AND NURSERY SCHOOL OBSERVATION SHEETS. .A preparatory step for the compiling of the data was the rerating of the questionnaires and Observation Sheets of both the jurors and the parents as that they were statistically ranked.' Baten 1 explained this 1. Baton, Wm. D. Elementary Mathmatical Statistics. New York: John Wiley and Sons. Inc. 1938,. page T74. - zo - rerating by saying, "If there are ties in the ranks, make the ranks so that the sum of the ranks is the same as if there had been no ties.‘ For example, suppose 3 tied for fifth place, the ranks would be 5, 6 and 7 had there been no ties. To make the ranks so that the sum of these ranks is the same as if there had been no ties, make 25 8 6, Iegflfi’ 3,7 '. 6. This - 6 would be the average of the three ranks if there had been no ties.’ A very few of the jurors had rated their answers in this manner, but in the majority, the situations had to be rerated. Rating by Jurors. Nursery School Observation Sheets. The first step in compiling the data was the rating of the items on the Nursery School Ubservation Sheets. .A large sheet was set up for the recording of each juror's rating of each situation on the Nursery School Observation Sheet.’ Next another large sheet was set up which gave a total of the ratings on the first sheet and showed for exam;de, how many times .A I a (Untidiness whileeaating) was rated as 1, 2, 3 or 4 by the 11 jurors.‘ From these totals then could be figured the average rating for each possible action of the child by using the mean. For example: .A I a was rated 1 nine times and as 2 twice; the mean of the jury's average rating of.AIa was thus 1.2, See Table VI. Ih this way a Jury rating 1 for each possible form of behaviorunder each situation was found. Table VI is a sample of this rating by the jurors in relation to one problem. Ratings of individual jurors are shown and the last column shows the mean rating of the jury for each possible behavior of the child. l.’ See Appendices IV. Table, for the mean Jury Rating of both the items on the Nursery School Observation Sheet and on the Questionnaire for Parents. - 21 - Table VI. Rating by jurors of Items on Observation Sheets for Nursery a School Problem AI: Untidiness while mating. c4 c4 La L4 L4 =4 L4 as L¢L1¢4 §§§§ 5 W E5235 H, e e I1 e m It H ti+1 e 7' g: 21 r: :2 g: 2: g: 212122 iihiisdeégé . c‘firzr 00000 000(3wa HHHdH HHHHHH P‘ be cs as (n oa-q a)¢o Eiti Possible Behavior of Ghild: , a. Asks to cleanup 2 1 1 1L1 1 1 2 1 l 1 b. Refuses to clean up 3 3 3 g 4 4 4 4 4 4 4 c. Careful when eating: spills only ‘ accidentally and acts guilty 4 4- 4 2 3 F 3 l 3 3 3 d.‘ Cleans up willingly if asked. unobservant otherwise i l 2 2 - 2 2 2 3 2 2 2 SJOInf JO Entifig usen 3.6 3.0 2.0 The next step in analysis was similar to the first except that the children's names replaced the member of the Jury.‘ There was recorded on a second sheet the number of times each child was checked in a certain reaction to a situation.‘ Table VII shows how the children's reactions were checked in the first situation under Untidiness.' After the reactions of the children were recorded, another large sheet was drawn upon which could be shown the child's rating in relation to the Jury rating. This compilation was done by using the number of checksthe child had under a - 23 - certain reaction and the Jury's meat average rating of that reaction. For example T.B. had one check under Possible Behavior a and 2 checks under Possible Behavior d. The average Jury rating for Ala was 1.2 and for.AId was 2.0. 'Checks Jury Rating 1 ' . I 1.2 : 1‘2 2 x- A 2.0 3 4.0 T . 772'. 1.73 = T..B.'s rating on Problem.LI, Untidiness while Eating. 'This rating was figured for each child for each situation under each Behavior Problem. The bottom line on Table VI! shows these ratings for each child in relation to the Jury Rating on this problem, Untideness while Eating. Table VII. Children's Reactions in Situations on Observation Sheet for Nursery School.‘ Problem AI: Untidiness while Eating Number of “Times Children's Reactions are Checked. "apwapUhgmffigUPByzgnthw nip-uzh- P5; t;k;g;£t q E 5 Solutions by Parents: - a. Child given spanking and sent ' ' fromtable '7. 45 58388 584.5686.4 b. mother says she knows he cannot - ' ‘ help it 5 5 4 64- 45 4 46.+644.8 c. Child given cloth to clean up 2 2 2 22 2 2 22 2 232 2.1 (1. Child ridiculed. 6 8+5 57 .5 53 755515 5.4 0. Child told he should be ashamed ' ‘ ~ — and forced to stand in corner 7.5727. 8 6 - 7 7 6 5 8 676.8 f. Child condinually scolded _ ‘ r— ' through meal 4 6 6 45 -64 7 sundown; 3. Child continuously reminded to be ‘ neat 33J3 334333 33132.9 h. Child if not neat, must eat by self amd only with family as ‘ ' rewardforneatness . 1 1111111!111211.1 Next another sheet was drawn up on which were recorded the ratings of all the solutions per situation by all the parents. Then came the problem of determining the parents' ratings in relation to the mean jury rating so that the parents' ratings could be compared with the children's rating. It was finally decided that the mean jury rating should be considered as 100 percent correct. Then the individual parents ratings could be figured as a percentage showing the amount of deviation from the mean jury rating. It did not make any difference whether the parental mud-S..- I.-- eel-smug sun Ins-1-.. 4-h- Tssse' na+§na «in 0-3 mews-3 no 4-h- “awn-“+30. .fi,’ ppm. - 254. of its deviation from the Jury rating. For example the mean Jury rating of Solution a is 6.4 and the rating of this solution by Mps. T.B. is 8.0.“ Therefore EB: : .79 s 79 percent a the rating of Mrs. T.B. in relation to the Jury rating as this particular solution. This rating was figured for each father and for each mother for each solution.‘ Then the mean average of their percentage was figured for each situation for each parent. This procedure gave each parent a mean percentage rating for each theoretical situationfi' These percentageswere then weighted and a mean average was found for each Behavior Problem. For example Mrs T. B. had a rating of .79 on Problem A, Untidiness, under Theoretical Situation 1, Jimmy's'. Untidiness while Eating; she had a rating of .71 on Theoretical Situation II, Jack's Untidiness in caring for shoes and overshoes; and a rating of .76 on Theoretical Situation III,Jim's Untidiness in caring for toys. Situation Rating Possible Solutions II. .71 x 5 a 3.55 III .76 x 3 - 2.28 _ 12 8.55 a .76 a the rating of Mrs. T. B. on the problem of Untidiness in relation to the Jury rating.’ This ratinglis then in a form which can be compared with the rating of the child on Problem.A, Untidiness, which was also found in relation to the Jury rating.’ An average was then taken of the ratings of each father and mother per problem so that a rating was obtained for both parents.‘ Table IX shows how the individual parents rated Theoretical Situation I, Jimmy's Untidiness while eating. 1. .A table showing the rating of the children and parents in relation to the Jurywrating will be found in Appendices IV.’ Table x111. 1.14:! ‘1‘!“ I'll 6’ ' ‘ -Oél‘rld‘s‘ . ‘ - 26 - The bottom line of the table shows the percentage rating of each parent in relation to the Jury rating for their beliefs in Theoretical Situation I. Table IX. Parents' Rating of Items on Questionnaire . ‘ for Parents. flaunts—H -,‘ O ".‘ffo’ ‘ ‘--A ' fl .. .'&gl w 4. T‘soretic4 Situation I: Jimmy's Untidiness while Eating. s: a s: s: g z s: s: a r . .1 - .. H . :- e» 5; E: a z D p s n g . . ' . P U) + p” D m m U) 3 g ‘e rs Li '1 N U in at q) . U o i b F a ' N ‘ he b b P tr) .0) s P(r) s e .U s L131 0 K s f... .9 is .53: P b LO e F (14 2 K w :x: n F1 F" m U m , Ed 8 a N *d l c.. «A ' ' ' ' , ' P ' s .3 :3? 'P’Psnr‘”r'refrwpwidsmermPtFmoer: w w :p I 1 P P O D s e s p p . ‘ E“ ‘ a P“ O o 3 e. Solution of Parents: ,1 ._ . , 5a“ a. Child given spanking and 2 ‘- a 7 7 2 a 4 6 d '7‘ ” 5* r2 6 s '7 s 4 '7 8 *7 6.4 sent from table. ‘ 8 5 ’7 7 5 4L 4 4 t 8 4 5'5 '7 2 4 ° L ‘ ' E i ‘ 1 b. Mother says she knows he - ,~” 9 .. - f . 6 8 6. 4 4 8 8 4 8 5 5 8 4 4 8 _‘ ... . ‘ 4 0. Child given cloth to clean 3‘. ' .3 3 4 2 1 2 2 2 2 1 .. -, _ 7; ‘ . , . 6 6 6 7 6 7 6 d. Child ridiculed. 6 8 5 5 509:6'5 5 7 (- 7 5’ '45 7 5 5 5 n 8 7 7 6oq 7 4 ' '7. 05 8 7 4 . 7 4 8 4 s4 ’r ' u ‘. e. Child told he should be '- i \ ashamed and told to stand ‘1 ' g . . ‘ r - 8 . . 7 5 5.5 5 6 6.5 7 5 6 4 8 3 6- 7 6 5 6 5 7 7 5 6 6 8 in corner 4 6 6 5 5.5. 6.5 6 1 2 21 7 5 ° 4 ' f. Child'contihuslly scolded } ; through meal 7 7 8 6 5. .45. 4 - 4 i 6 7 5 6 5.5 4 6 5 6.5 4.5 6 6 6 '7 6.5 5 7 5 2 5 4 6 6 6 5 5.4 8. Continuously reminded to be ‘ " : neat 2 2 4 4 3! .53; 5 - 5 5. 6 4 2 5.5 5 5 4 2 2 3 6 5 5 4 5 5 1 l 5 2 3 3 3 5 2.9 a - .‘ - -o. h. If not that, must eat by _ 542;; \ a self and only with family ,_';~., 1 1 1 1 1 1 1 1 1 2 2 5 1 3 1 2 1 1 1.1 as reward for neatness 1 1 1 1 13743, 1 1 2 a,‘ 1 .1 1 1 1 l 1 S r»... Parents' Rating in Relation " '14“ - .. ' 81 86 '52 8'! 67 91 78 85 .89 to Jury Rating as PerCentage .779 .79 .75 .80 .$M.$s .8 .79 .75 .85 .74 .86 .91 .76 .77 ‘69 .65 .82 .82 .79 .86 .69 .85 0 .{g I. O O 0 $12.. - . ‘sz r!" W” '4’. ' f... 7v. 7’ VI . ' - 27 - STATISCAL FINDINGS. GENERAL RESULT S.‘ In ascertaining the objective results correlations were found between the childrentl ratings on their actions and (a) the mothers' ratings on {b)'*’h' F¢+h|r6'rd1’nnq$ on +hcir vs’wc their views,Aand (59 the mean of the ratings of both parents on'their views.' Both a weighted and an unweighted average of the correlations of the fathers' and mothers‘ ratings with the children's ratings were also figured for each problem: In finding the correlations the following formula was used: try I P where 3:3, elf? VV E12 J( 133% -§_§_§_;E§lg and ‘xory2f n ( Table I gives the correlations found.’ First the children's ratings on their actions were correlated with the mothers' ratings on their beliefs: Then the children's ratings on their actions were correlated with the - , l 170' .1 90.51 IV! 50‘ - 9I’j st 20' - co? .3 so" .3 u." 1' zt' 1 u . ..(f I 7 ‘ _ L, . .. .1 . :3 . w c . . l. P r N .1» {on J IXAWC. .i n 'o 1' _ .v I A. C v d I a; x - 29 - It will be seen that in all but two problems - E, Parent Leaving Child, and F, Washing, -- there was a positive correlation between the children's and the mothers' ratings. Likewise there was a negative corre- lation in all but two problems -- F, Washing, and I, Quarrels -- between the children's and the fathers' ratings. This majority of positive correlations even though low, for the mothers and negative correlations for the fathers \ should at least show a trend for childrens' actions in Behavior Situations to be more closely correlated with their mothers' views than with their fathers' in most Behavior Situations. None of the correlations found was high but this finding was expected because this was a problem dealing with views and actions rather than actions with actions. It was interesting to note that in only one case did both the father and mother have a negative correlation and in only one case did they both have a positive correlation. The writer believes that the negative correlation between the mother and child in Problem E, Parent Leaving Child, may have some basis in the fact that the child most often adjusts to the leave taking more quickly than the mother and takes the leave taking more matter of faotly. In the case of the negative correlation under F, Washing, the writer believes that there is basis for this correlation in the fact that many of the children learn to wash themselves in Nursery School while they are still being washed at home. They do their washing inNursery School just as a matter of routine while it may be an unpleasant occurrence at home. The highest positive correlation, #»s4l, found was between the child- ren and their fathers in the problem of Washing. This might be explained by the fact that fathers are liable to be more matter of fact about such a routine thing as washing should be. Therefore, their beliefs should com- pare favorably with the matter of fact manner that the children grow to have toward the routine of washing in the Nursery School. .30- The reader will notice that the correlations found between the child- ren's ratings and both parents' ratings were not consistent with the corre- lations found between the children's ratings and mothers' ratings, or child- ren's and fathers: ratings. The writer could find no reason for this incon- sistency until the correlations were tested for significance and were found to be spurious correlations. With such correlations anything may be expected when a harther correlation is taken, using the mean of one group of data. In order to ascertain whether or not the correlations found were sig- nificant, the standard deviations of the correlations were found and from this, the number of times the correlation might occur from chance. The formula used for the standard deviation of the correlation was: ‘1': 1-1‘2 V1131 In the case of the highest correlation between mothers and children, 1L.28, it was found that a correlation that high would occur 10 times out of 100 due to chance. In the case of the highest correlation between the fathers and children, --.46, it was found that a correlation that high would occur 2 times out of 100 due to chance. Therefore, these correlations are not significant and are due merely to chance for statistics say that in order to be significant, a correlation should be due to chance not more than once in 100 and preferably less. Since the other correlations are still lower than the ones cited above, there will be even more probability of their being'duefitd chance. The homogeneity of the sample and the small number of subjects may be direct causes of this lack of significance in the correlations. Even though the correlations did lack statistical significance, it was interesting to note the slight positive trend toward the importance of the mothers' views over the fathers'. 'it should also be recalled here that less significant results were to be expected because parents' views rather than actions were used and there is very likely to be a big difference in what people be- lieve and in what they actually do and its effect on the actions of their children. In looking over the weighted and unweighted averages of the parents' correlations, it is interesting to note the effect the larger number of' mothers over fathers has on the weighted correlation. In every case when the mothers' correlation is positive, the weighted average is more positive than the unweighted average. In the two cases where the mothers' correla- tion was negative, the weighted and unweighted average were about the same in one case and in the other the greater number of mothers had made the average more negative. (less positive). INTENSIVE STUDY OF RESUIES. Many interesting points can be brought out through an intensive study or the findings that may never show up in a general statistical analysis. Therefore it was thought expedient to include a more detailed study of some of the results. 'No parent had a rating less than .50 (50 percent out of a theoretical 100 percent) on any problem.' In fact the lowest rating found was .58: There were a few ratings from .60 to .69 (about 10 percent of the possible 407 ratings of the 37 parents on 11 problems). There were also a few rat- ings from .90 - .99 (about 4 percent), but the majority of the ratings fell between .70 - .89 (about 85 percent - 40 percent between .70 - .79 and 45 percent between .80 - .89). The highest rating recorded for any parent on any problem was .94. The childrens' ratings ranged from a 1.0 which was a perfect rating up to 5.8. It should be remembered here that there was an inverse ratio between the parents' and the children's ratings. The children's ratings were from 1.0 which was perfect up to 8.0 which was -32. the poorest possible rating, while the parents' ratings went from a 1.0 which was perfect down to .00 which was the poorest possible rating. Therefore, the smaller a child's rating down to 1.0, the better it was, and the larger a parent's rating up to 1.0, the better it was. Table XI shows the range of scores that the fathers', mothers' and children re- ceived on each Behavior Problem: Table 21. Range of Scores of Fathers' and Mothers' Views and Children's Behavior Problems Children's Behavior Parents' Views Mbther Father A Untidiness 1.3 - 3.2 .65 - .91 .69 - .91 B Eating 1.0 - 5.6 .69 . .84 .65 - .83 C Destructiveness 1.3 - 4.2 .58 a .84 .72 - .88 D Crossness and g , overtiredness 2.1 . 5.8 .75 - .81 .74 - .86 E Parent Leaving Child 1.2 e 4.0 .71 - .87 .66 . .89 F Hashing 1.0 . 5.4 .64 - .86 .63 - .83 G Behavior in Public 1.0 a 4.0, .76 - .85 .77 . .85 H Bedtime 1.0 . 3.7 .67 e .80 .51 - .76 I Quarrels 2.2 - 4.0 .72 - .84 .56 - .83 J Dressing 1.2 e 4.5 .72 e .88 .68 - .85 K Cooperativeness 2.0- 4.7 .66 - .93 .72 . .93 The mother of the child having the best rating on Problem A, Untidiness, 1.3, also had a rating which was good, .90.’ This was next to the highest on this problem - the highest being .91. received a .79 for this particular problem. The father of this child only The mother of the child having the poorest rating on this same problem,.32, also had the lowest rating on Problem.A, .65. In Problem B, Eating, the poorest rating any child receivedxwas 5.6 and her mother's rating was .74 which was .05 above the lowest rating for a parent and was below average for this group.’ The child with the best rating, 1:0 on this problem however had a mother with a low or poor rating of .74 while -33.. fliflfildnenwtththe next best ratings of 1.2 and 1.3 had mothers with ratings of .80 and .81. These were the best parental ratings for this problem. In Problem C, Destructiveness, them were three children having the poorest rating of 4.2. The ratings of their mothers were .81, .58 and .71.' In each case the father's rating equalled or excelled the mother's rating. The child with the best rating, 1.2 had a mother with a rating of .83 which was above average, .90 being high for the problem. The child of the mother having .90 had a rating of 1.5 which was good for this problem. On Problem D Crossnessness and Uvertiredness, the best rating for a child was 2.1 and the mother of this child had a rating of .81 when .85 was the highest rating given a mother so .81 was well above average. This same child's father had a rating of .86 which.was the highest rating given either parent on this problem. The child with the poorest rating, 5.8, had a mother with a rating of .82 which is not a consistent rating. In Problem 3 Parent Leaving Child there were four children's scores, of 1.2, the lowest rating.’ The mothers' ratings of these four children ranged from .81 - .87 which were well above average.' The mother of the child with the poorest rating, 4.0, had am inconsistent with her child's rating of .87; In Problem F Washing there were six children with the best rating of 1.0 and their mothers' scores ranged from .71 - .86 which was almost the entire range of the methors' scores.’ The childs' score which was poorest was 5.4 but his mothers' was .77 andabove the average. - 34 - In Problem of Behavior in Public 10 children had a perfect rating of 1.0 but again there was a wide range in the mothers' scores,.77 - .80. There were two children with the poorest rating of 4.0 and their mothers' scores were .78 and .82, above average ratings. In Problem H Bedtime two children had a perfect score of 1.0 and their mothers' scores only .68 and .73 which were below average:‘ The poorest child!s rating in this problem was 3.7 and his mother's was .75, above awerage. In Problem I the best rating of 2.2 was obtained by 3 children and their mothers' ratings were .77 and .78 which were only average ratings: The child rating lowest on this, 4.0, was again inconsistent with his mother's rating of .79 which was average. Problem .1" Dressing had five children with the best rating of 1.2 and their mothers' ratings were from .72 - .82 which is the exact range for the whole group.' The mother of the child with the poorest rating, 4.5 has a rating of .73 which is also poor. Problem K Cooperativeness has only one rating of 2.0 which was the best child's rating and the mother of this child had a rating of .85 which was only average in the mothers' ratings. Three children had the poorest rating of 4.7 and their mothers' ratings had a range from .76 - .85 which was about average again.’ Therefore it can be seen that there are great inconsistencies and discrepancies in the ratings of the individual fathers' and mothers' views compared with their children's beliefs." While about a fourth of the poor ratings of children correspond to law parental ratings and good ratings of children to high ratings of parents, in the majority of cases .35. there was a discrepancy. This fact undoubtedly is but another way of stating the lack of significance of the statistical results and should also help to strengthen the belief that there is a big difference between the parents' views and their children's actions. In the range of ratings there was a possible variation of from . 1.0 to 8.0 for the children's ratings on their behavior while for the parents' ratings of their views, there was a possible range of .00 to 1.00. Therefore, the possible range for the children's ratings was much more limited than the possible range of the fathers' and mothers' ratings.’ Even then the ratings of the parents' views which were actually found covered a smaller range of the possible ratings than the actual range of the children's behavior found.‘ The actual range of the parents' ratings on their beliefs covered only .36 points from .58 to .94 while the actual range of the children's ratings on their behavior covered only 4.8 points from 1.0 to 5.8. In order to find how the actual ranges of the ratings in both cases compared, the actual range was divided by the possible range and the percentage of the possible range actually covered was found.’ In the case of the parents‘ ratings, .36 divided by 1.0, gave a prcentage of .36.’ Therefore the parents‘ ratings covered only 36 percent of their possible ratings. In the case of the children's ratings, 4.8 divided by 7.0, gave a percentage of .69. Therefore the children's ratings covered 69 percent of their possible ratings. As Icompared to the parents' ratings on their views, the children's ratings on their behavior covered almost twice (1.9 times) as much of their possible range. - 35 - This smaller range of the parents' ratings again favorably sub- stantiates the beliefs of the writer that the ratings of the parents' views do not correlate significantly with the ratings of the children's behavior because the parents have been rated on views rather than on action.’ The writer cannot say definitely that such a thing would be true, but she believes that if these ratings were a measure of actions of the parents as they are of the children, the ranges of behavior would correspond more closely. B. CASE STUDIES. The writer believes that a case study approach to the problem would undoubtedly bring to light many more interesting disclosures. Therefore a few brief case studies are included.‘ I.' J. 1.. (This case was chosen because it is that of the child and mother who consistently had the poorest ratings.) .Age 2 years, 2 months. Mother not a college graduate. J. L., though sweet and lovable in many ways, had been an unwanted child at home because his young parents were too busy socially to have time for children. Therefore J. L. received no training at home except at the hands of incompetent hired help and was definitely a problem in most behavior situations. His ratings in all Behavior Problems was consistently poor and poorer than most of the other children's; his highest rating was 1.8 in Parent Leaving Child and this was to be expected because he became so accustomed to no affection from his parents and was as happy in school that leave taking was no problem to him. Host of his other scores were in the range from 3.0 . 4.9, ’_the poorest being 4.9 in Crossness and Overtiredness. Again this was -37- to be expected because his life at home was not the restful, happy existence that it should have been for him. . J.L.'s mother's ratings were quite consistently low too.' It was interesting to note that her highest rating .87, cprresponds to J.L.'s best rating in Parent Leaving Child.‘ Her lowest ratings, .65 and .69 were in Untidiness and Eating, and she probably had little or no interest in these problems except to avoid them as problems: . II. R.I.' (This second case was chosen because the child's ratings were poor even though the parents were highly educated.) Age 4 years, 11 months. Mother has Masters‘ Degree and does work in Home Management and Child Development. Father has Doctor's Degree;' Out of 11 problems, R. I. had four ratings which were fairly good.’ These were in Untidiness, Destructiveness, Parent Leaving Child, and Bedtimei‘ His mother's ratings are all above averagei‘ The writer explains his good ratings on the first two through his pride in himself and in his appearance, which has been instilled in him by his mother and his pride is his possessions. He should have a good rating on Parent Leaving Child, because it should be an easy problem for him to face because he always has the promise of a surprise when his mother returns to him: This does not show up in his mother's rating of her views in the problem of .86 though. Bedtimeuvas quite a routine thing for'R. H: and makes the writer think that perhaps his mother's actions mightgssbove her views on this problem for hagpshe only had a rating of .75: R. I. had definitely had his own way at home. This fact is reflected in his poor ratings on Cooperativeness, Quarrels, Behavior in Pu'blic, and Crossness and Overtiredness. -38- III. J. B. (This next case was chosen because it was that of the child having the best ratings consistently.) Age 3 years, 8 months.” J.mH. had better ratings consistently on all problems than any other of the children. Her highest rating, and therefore poorest, was 3.2 in the problem of Eating.. It was her first term in Nursery School and she had been accustomed to much travel and adult companions and probably to what she wanted to eat rather than to what she had to eat." This belief was also strengthened in our minds when we saw that her mother only badra rating of .69 on this same problem, her poorest rating. .As might be expected, J. H.‘s best rating 1.0 was in Behavior in Public. This behavior again reflects her travel and experience. While I. H.'s ratings were consistently good, her mother's were also well above average. Iv: K.S. (This fourth case was chosen because the child's ratings are good even though the parents did not have as high an education as the majority of the rest of the parents.) Age 4 years, 3 months. Neither parent had a college education. Parents were very matter of fact and sensible in treatment of child and she has grown up to be a normal, quite stable child as long as she has sufficient rest. She was a very active child and required a lot of rest. Her ratings were very good in almost all instances except crossness and overtiredness and quarrels. Her fathers; and mother's ratings on most of the problems were lower than the other parents and this was probably from their lack of the study of theory." The writer feels that this is a case where the parents may lack a knowledge of theory, but their common -39- sense bringing up of their child has been.more successful than in other cases when the parents were acquainted with a great deal of the theory of Child Development. K. S. is a sweet, lovable, dependable child and a favorite of everyone who becomes acquainted with the Nursery School children. ‘V. R.8. (This next case was chosen because while both high and low ratings were recorded for the child, she was the only one to have perfect ratings in two different problems.) Age 4 years, 7 months. Neither parent had a college education. R. 8. was the only child studied who had two perfect ratings on problems: Her other ratingswere both high and low.’ Her 1.0 ratings were in lashing, which was as perfectly routine thing to her, and in Behavior in Public.' Her poorest ratings were in Crossness and Overtiredness and in Eating.‘ She was very seldom cross and when she was, she was very ashamed of her behavior afterwards. Eating was for quite a while a great problem to the Nursery School staff with her: Her mother's rating of .80, the writer believes, would be much lower if it were a rating of action in the Eating Situation rather than views on the situation: The support for this statement lies in the belief of the Nursery School staff that this trouble in R.S.‘s case was caused by some factor at home. This belief was also supported by her malnourished condition which was discovered by the Child Nutrition authorities although her meals in Nursery School were well planned for the necessary nutritional content. -40- vx. K.K. (This case was chosen because the child's father was an authority on Child Development.) Age 2 years, 10 months. Father was M. D. and Child Psychologist.' K. K. was a normal, happy, lovable child. Her ratings were neither consistently high her low, but ranged from 1.0 to 4.6. Her best ratings were in Parent Leaving Child and Behavior in Public and she was perfectly at ease in either situation. Her mother and father both had ratings above average on the latter, but in the former her mother had a rating above average and her father a low rating. Her poorest ratings were in Crossness and overtiredness, lashing, and Cooperativeness. Her father's ratings were also quitelow on these problems and her mother's were average*or a little lower.' From what has been said and seen around the Nursery School, the writer feels that these low ratings may be due to the fact that her father is trying so hard to make her no more than a normal child although everyone expects more of the child of a Child Psychologist. ‘VII. D.D. (This next case was chosen because the ratings of the child were consistently low which her parents' ratings do not consistent- ly correspond with hers.) Age 3 years, 5 months. Both parents had a college education, father has Doctor's Degree. D. D. is inclined to stand by and watch while the world goes by and therefore does not get much done herself. Her best ratings were in Destructiveness, 1.2, and Behavior in Public, 1.0. The writer believes that she does not have spirit enough to misbehave in these situations.’ Her mother's rating on Destructiveness is good also, .90, but both her mother's and father's ratings on Behavior in Public are -41.. only fair, .82 and 85. She has very poor ratings on Eating, lashing, Dressing, and Cooperativeness and this was to be expected because she had too much to watch and was so slow that she did not get around to do these routine things on time. As far as Cooperativeness was concerned, she may have been cooperative in her mind and she certainly did not act uncooperative, but it just took her too long to get started. Mbst of Mr. and Mrs. D. D.'s rates were neither high nor low and none of them disclosed any interesting facts to apply to this child's case. VIII. N.B. (This last case was chosen because there seems to be almost an equal number of good and poor ratings.) Age 3 years, 10 months. Both parents college graduates. Father has higher degree. M.B. quite a reserved child in front of adults and impressed most as being a sweet child, but in the absence of adults she was found to be noisy, bossy and mean. She received the best rating on those problems when there was direct supervision most of the time in the Nursery School - Untidiness, Parent Leaving Child, Washing, Behavior in Public, Bedtime and Dressing. Her poor ratings were in Eating, Destructiveness, Crossness and Overtiredness, Quarrels, and Cooperativeness. Eating has always been a definite problem for the Nursery School staff with her. She had very set likes and dislikes in eating and habits of eating before she started school and had the habit of storing anything she didn't care for in her cheeks.' Sometimes she would have a whole dinner stored asay and refuse to swallow it. Her mother's and father's ratings, .74 and .67. on this problem are quite low and may show that their beliefs do correspond somewhat to their actions. The only time the investigator found M. B. in -42- the situations Destructiveness, Crossness and Uvertiredness, and Quarrels were at times when the children had been left unsupervised for awhile. The same was true for Cooperativeness: M. B. was cooperative as long as she was watched. Mrs. M. B.'s ratings were quite consistently higher than him-#28.” on all problems. It will be seen from these case studies that there seem to be observable relationships between the ratings in individual cases even if the group comparisons of ratings do not give statistically significant correlations. -43- THE VIEWS OF PARENTS CORRELKTED WITH THE BEHAVIOR OF NURSERY SCHOOL CHILDREN CHAPTER IV SUMMARY AND CONCLUSIONS RESTATEMENT or ORIGINAL PROBLEM AND SUMMARY OF FINDINGS: This problem was undertaken in order to find out if there was any correlation between the behavior of nursery school children in certain behavior situations and the views of their parents concern- ing the treatment of similar behavior situations. The subjects were ' the 24 children attending The Michigan State College Nursery School and their parents.' Eleven behavior situations were used; namely, Untidi- ness, Eating, Destructiveness, Crossness and Overtiredness, Parent Leaving Child, lashing, Behavior in Public, Bedtime, Quarrels, Dressing and Co- operativenessi' The method used was a combination of questionnaires for the parents and observation for the children. .A jury of 13 Nursery School and Child Development Authorities were used as a basis for rat- ing the parents' views and the children's behavior: Similar situations were covered in the questionnaires for the parents to the ones in which the child was observed in the school: Each child was observed in each situation three times and his reac- tion checked. Then his actions were rated in relation to the Jury rating of that situation so that each child had a rating for each problem ranging from a 1.0 which was perfect to a possible 8.0 vhich was the poorest possible rating. The rating by the parents of the similar situations on the questionnaires were also rated in rela- tion to the Jury rating of these situations so that each parent had a rating for each prdblem ranging from a possible .00 which was the poorest possible rating up to a 1.0 which was the best possible rating. The children's actual ratings ranged from 1.0 to 5.8 and the parents from .58 to .94. As compared to the parents' ratings on their views,, the children's ratings on their behavior covered almost twice (1.9 times) as much of their possible range. After these ratings had been determined, correlations were found between the children's ratings on their actions and (a) the mothers' ratings on their beliefs, (b) the fathers' ratings on their beliefs, and (c) the mean ratings of both parents. There were 23 mothers, 14 fathers and 23 children in the study. A detailed analy- sis was also made of some of the statistical and non-statistical results other than the general correlations and some individual case studies were made. Many parents expressed an interest in the study and the possible results and their pleasure in filling out the questionnaires and dis- cussing them among themselves. Almost everyone of the Nursery School Teachers asked to be on the jury expressed an interest in the type of study. Two or three of the parents and about the same number of in- vited jurors offered the criticism that too many other factors could enter into the situations that were not controlled; such as the age of the child, the mother's time, the total situation of which the special situation included might only be a part, the history of the child in- volved, and the time of the parent. The investigator agreed with these criticisms that it would be well to control these factors but in a limited study such as this, these factors could not be isolated. The writer also believes that other members of the family may have some effect on the results. Another factor which should have been con- trolled for better results is the homogeneity of the sample. The home .45- backgounds, parental education, parental occupations, and nursery school experience were all very similar and made a homogeneous sample rather than a representative sample of the entire population. CONCLUSIONS. 1. ‘The statistical correlations were no more than chance and not statistically significant. 2.' The majority of correlations between the children's ratings on their behavior and their mothers' ratings on their views were posi— tive while the majority of correlations between the children's ratings on their behavior and their fathers' ratings on their views were negative. 3. Through a detailed study of cases, observable relationships were found between the ratings in individual cases even if the group compari- sons of ratings did not give statistically significant results. 4. The range of variations of the parents' ratings on their views was only half as great as the range of variations of the children's ratings on their behavior. The writer believes that (1) is due to the fact that the sample is small and homogeneous and that views were tested rather than actions. The second conclusion is undoubtedly due to the fact that the children spend more time with their mothers than with their fathers. Concerning the last conclusion, the writer believes that if the parents' ratings were on their actions rather than on their views, the range of their ratings would correspond more closely to the range of the children's ratings on their actions. . 46 - RECOMMENDATIONS FOR FURTHER STUDY. The literature and studies in the field show a definite lack of studies done on.this type of investigation. It would indeed be interest- ing and in all probability a great help in Child Development Work if parents' actions could really be studied in relation to their children's actions." The ideal manner of carrying out such an investigation would be to have an investigator live in the homes of the children long enough so that she was no longer a foreign factor in the home and then carry out the observations on the parents' actions or behavior. Sayles', in speaking of such research, says, “strictly speaking, proof that in any instance a father's or mother's behavior is responsible for a child's behavior cannot be furnished, since scientific and fully controlled experiments in this field are obviously impossible. .All that can be done is to bring forward examples typical of the vastly greater number that have convinced those most intimately acquainted with the fact that a causal connection exists.“ 1. Sayles. Mary Buell. The Problem Child at Home N.Y.: Commonwealth Fund, 1928. Page VII. APPENDIX APPENDIX APPENDIX APPENDIX II III - 47 - APPENDICES Bibliography Questionnaire Observation Sheet Letters to Parents and Jury List of Schools for Jurors Tables -48- Appendix I -- Bibliography 1. Anderson, John E. The Young Child in the Home: a Survey of Three Thousand American Families. New York: D. Appleton-Century Co., 1936. 415 pp. White House Conference. 2. Eaten, William Dowell. Elementary Mathematical Statistics., New York: John Wiley and Sons, Inc., 1938. 338pp/ 3.’ Blatz, William E. and Bott, Helen, Parents and the Pro-School Child. New York: Wm. Morrow 8 Co., 1929. 340 pp. 4.' Blatz, Wm. E. and Bott, Helen. The Management of Young Children. New York: Wm. Merrow & 00., 1930. 354 pp/ 5. Endress, Marie Brits. "Short Cuts to Good Discipline." Parents' Magazine, December, 1937, pp 27, 104. 6. Fgegre, Marian L. and Anderson, John E. Child Care and Training Minneapolis: Univ. of Minn. Press, 1929. 327 pp. 7. Foster, Josephine and Anderson, John E. The Young Child and His Parents. Minneapolis, Minn.: Univ. of Minn. Press, Feb., 1927, 8.’ Goodenough, Florence L. and Leahy, Alice ML "The Effect of Certain Family Relationships upon the Development of Personality.” The Pod. Sam. and Jr. Gen. Psyc:,g34; 45-71, March, 1927. 9.‘ Hattwich, Berta W. "Interrelations between the Pro-School Child's Behavior and Certain Factors in the Home.”. ,ghild Development, VII: 2002226, Sept. 1936. 10. Hewlett, Irma. "Why Parents Punish." Parents' Magazine, July, 1939 Pp18-19, 36, 55. 11. Jack, Lois M. A Device for the Measurement of Parent Attitudes and Practices. Univ. of Iowa Studies, Researches in Parent Educ. I, 5283:! 11. 12. 130 14. 15. 16. 17. 18. 19. 20. 21. 22. 33.' - 49 . Vol. VI, Series 241, Dec. 15, 1932, pp.135-149, 246-288. Langdon, Grace. Home Guidance for Young Children: a Parent's Hand- book. New Yerk: The John Day Do., 1931. 405 pp. McMasters, Margaret. “What Is Good Discipline?" Parents' Magazine, April, 1940, pp 26-27, 68-69. Nimkopf, Meyer F."The Relation of Parental Dominance and Parent - Child Conflict." Social Forces, 9: 559-563, June, 1931. Ojemann, Ralph H. Tests for the Measurement of Attitudes toward Self-Reliances. Univ. of Iowa, Researches in Parent Education III, Vol. X, Series 285, Oct. 15, 1934, 102-111, 344-356. Pruette, Lorine. The Parent and the Happy Child. New Yerk: Henry Holt & Co., 1932. 288 pp. Richards, Esther L. Behavior Aspects of Child Conduct. New York: The MacMillan Co., 1932. Ridenour, Nina A. ”A Study of the Backgrounds of Withdrawing Children.” The Journal of Educational Research, 28: 132-143, Oct., 1934. Sayles, Mary Buell. The Problem Child at Home: A Study in Parent- Child Relationships.’ New Yerk: Commonwealth Fund, 1928, 342 pp. Slater, Eleanor. Types, Levels and Irregularities of Response to a Nursery School Situation of Forty Children Observed with Specific Reference to the Home Environment. Wash., D.C.: Society for Re- search in Child Dev., 1939. 148 pp. Stott, L. H. "Parental Attitudes of Farm, Town, and City Parents in Relation to Certain Personality Adjustments in their Children." Journal of Social Psychology, 11: 325-339, 1940. Thom, D..A. Everyday Problems of the Everyday Child. New York: D. Appleton & Co., 1928, 349 pp. Watson, Maude Ethel. Children and their Parents. N.Y.:F.S. Craft's & Co. 1932. 362 pp. _‘_ -50. Appendis II Questionnaire Observation Sheets Letter to Parents Letter to Jury _ 1 - Questionnaire for Parents 'Note: Rate each method of treatment with one (1) as the most desirable method continuing on down so that the largest number indicates the least desirable treatment. Rating 1. Situation: Jimmy persists in being untidy about his eating although he is old enough and efficient enough to eat without spilling food on the table cloth, chair, floor, and himself. 1 to 8. Solutions: ) a. His mother spanks him and sends him away from the table for being untidy. ) b. His mother tells him she knows he can't help it and does nothing further. ) c. After each meal he is given a cloth and must cleanup his spilled food. ) d. He is laughed at and made fun of by the rest of the family when he is untidy. ) e. He is told he should be ashamed of himself and is made to stand with his face in the corner. ) f. His mother continually scolds him throughout the meal whenever he is untidy. .) g. His mother keeps reminding him to be neat throughout the me so he will not spill anything. ) h. His mother tells him that if he isn't neat enough to eat with the family, he must eat at a table by himself. This is carried out and eating with the family is his reward for neatness. 2. Situation: Jack is continually miSplacing his shoes and over— shoes so that he can? not find them. Solutions: ' ) a. His mother looks for the shoes for the child and sympathizes with him for losing them. ) b. His mother has a Spare pair always ready so he will not be dis- turbed over the loss and either finds the lost shoes herself later on or has a servant do it. ) 0. His mother helps to hunt in a very superficial way and if the child cannot find his shoes, he stays inside while the other children go out. ) d. Jack is Spanked and other shoes put on until the original pair is found. ' ) e. Aplace is arranged for Jack to keep his shoes and overshoes and when they are not in that plang,he hunts for them himself even if it entails his staying in while the other children are playing. to 50 ‘ 3. Situation: Jim refuses to pick up his blocks. Solutions: a. His mother tells him she will not love him any more unless he picks them up. ' b. His mother tells him that she is ashamed because he is a big boy and knows better. fiis mother helps him to put the things away. d. His mother tells him that when the blocks are put away, they will be ready to do something else and leaves him alone. vv V v O o ‘ 5. Situations (cont'd) ) 6. His mother tells him he picks blocks up for his Nursery school teacher and if he won't pick them up for her, he doesn't love her as much as he does his teacher. 4. Situation: Every time meal time came around Jane disturbed the whole family by refusing to eat what had been prepared for her. llate l to 7. Solutions: ( ) a. Something else nourishing which the child likes is substituted. ( ) b. The child is allowed to choose the things she does like in the meal and eat only when. ( ) c. Jane is sent from the table and then fed later on in the day. ( ) d. Jane is allowed to eat what is set before her as long as it takes the rest of the family to eat or go without until the next meal. ( ) e. Jane is allowed to help herself to cookies and milk at any time during the day when she is hungry because she didn't eat her dinner. ( ) f. Jane is given her meal alone and if she does not eat it, it is taken from her after a reasonable time has elapsed and no further courses are given her or no other food until the next meal time. ( ) g. Jane is allowed to eat with the rest of the family as long as she doesn't disturb them but if she does, she is moved to someplace there she can eat by herself. Rating 1 to 6. 5. Situation: Jimmy played with his food until it was all cold and everyone else was through eating. Solutions: ( ) , a. His mother takes him out into the kitchen with her after the rest are through and reheats his food and feeds him. b. He is allowed to eat his dessert and be excused with the rest because his dinner is cold. ( ) 0. Jimmy is given a definite time allowance in whiCh to eat his main course and be ready for ”his dissert and is excused if his plate is not cleaned up at the end of that time. ( g d. Someone feeds him at each meal. e. He is excused without eating his cold food and an hour or two later is given a lunch of some food high in energy to tide him over until the next meal time. ( ) f. He is given his dinner alone and only allowed to eat with the family on special occasions. I to 4. 6. Situation: Jane has developed a great liking for meat to the exclusion of other foods. Solutions: ( ) a. Her mother gives her a little of everything to start with but re- plenishes the meet so Jane will be sure to have enough to eat. ( ) b. Her mother gives her only vegetables and salad and no meat in her diet. ( ) c. Her mother gives her a normal serving of each thing and no re— servings or further courses until her plate is empty. d. Jane is given her vegetables as a first course and her meat as a second course after her vegetables are eaten. /\ V A .|, .n . I u I - : . 'l . a I . .l‘ .V “ .- .‘: .q r I . . . I . a I. 1 n ‘0 u n e Rate 1 m 5. 7. Situation: Billy has several foods - mostly vegetables ~ which he refuses to eat. Solutions: - ( ) a. His mother leaves these vegetables out of the family diet because Billy does not like them. ( ) b. On the days when these vegetables are served to the rest of the family, a substitute is prepared for Billy. ( ) 0. Billy is given normal servings of everything and fiancedto eat everything on his plate before he is allowed to leave the table. ( ) d. Billy is given only the vegetables he dislikes first and must finish them before he can have the rest of his 3dinnsr. ( ) e. Billy is given snall servings of the disliked vegetable so that he may learn to enjoy them as the rest of the family do with normal servings of the rest of the main course and told his plate must be cleaned up before the rest of the family is ready for dessert or in a set time; if not he is excused without dessert. 8. Situation: Rate 1 to Jimmy is just a "poor eater" according to his family. 10. Solutions: ’ a. His family ignores him at the table. ( ) b. His family reminds him frequently during the meal to keep on eating. ( ) 0. His mother tells him at the beginning of the meal that he must eat his dinner and doesn't remind him again. ( 3 d. The whole family takes turns urging the child to eat. ( 6. His family keeps reminding him to eat such and such a food telling him he must like it because the whole family likes it -. Daddy likesytnother likes it, Brother likes it, etc. ( ) f. His mother tells him that if he will hurry and eat she has a surprise for him. ( ) g. He is told to watch how nicely his brother clean up his late. ( ) h. He is given dinner alone and allowed ample time to eatl, f he has not finished, he waits till the next meal time to'eet again. ( ) i. He is told to try and finish his dinner before his brother and the Whole family urges on the race. ( ) J. His plate is divided off in bites and after each one, he is told there are only so many left. Rate 1 to 5. 9. Situation: The little girl of the family presists in writing on the malls of her room. ( ) a. She is Spanked. ( ) b. A blackboard is provided. ( ) 0. She is not allowed to have crayons, pencils, etc. ( ) d. The walls are painted with washable paint and the child washes her own marks off. ( ) e. The child's room is decorated suitably-and the child is con- ( ( ( ) J ) milted in the choice of decorations thereby. instilling in her a pride in her room and its upkeep. lO. Situation: A little boy in his play threw stones that broke a Rate 1 to 6. window. Solutions: a. His mother spanks him soundly. b. His mother sends him to bed for the rest of the day. C. he will be punished. His mother tells him to wait until his father comes home and 10. ( ) { ) ( ) ll. Rate 1 to 4. ( ) ( ) ( ) ( ) Rate 12. l to 5. ( ) ( ) ( ) ( ) ( ) 15. {Late 1 to 5. ( ) ( < 3 14. Rate 1 to 4. AA W /\ V -4- (cont'd) Solutions: 6. His mother tells him she knows it was a mistake and he didn't mean to do it and lets him go out again. 9. A system is arranged with him whereby part of his allowance goes toward paying for the window each week. f. Some prized toy of his is broken to show him how it feels. Situation: =13enever Jackie is naughty, he is sent to his room to look at books and has started to get even recently by tearing the pages out of his books. bolutions: a. He is Spanked and put to bed, b. His books are taken from him each time he is destructive with them and kept put easy for a period of days. e. His books are taken away and are only brought out when someone reads to him. d. His mother provides materials and insists that he repair the damaged books and then goes with him to take them to the child- ren of a home, hospital, or poor family who would appreciate them and take proper care of them. Situation: A child in the natural course of a day becomes fatigued and cross. Solutions: a. He is separated from the other children in his play. b. He is told that he is tired and needs rest and is put to bed. c. He is spanked for being cross to the other children. d. He is made to sit in a chair for an hour. 5.0 6. He is separated from the other children in his play and qgiet is played to quiet and rest him. Situation: In a family of three children, it was found that the children often over stimulated one another in their play. Solutions: a. “hen things are too exciting, the mother asks each child to go off and play by himself. It is not intended or understood for punishment. b. Their mother told them they must quiet down or go to bed. 0. Their toys are taken from them. situation: Jean wakes up in the morning still tired from her week end trip. solutions: a. Her mother plans quiet indiVidual play for her. b. She is allowed to go on with her regular schedule and then she is cross and naughty in her play is put to bed. c. Her mother keeps her home from school or away from the neighbor- hood children as the case may be so shranont become overly tirep. d. bhe is kept in bed late playing Quietly with toys appropriate for bed. Rate 1 to 4. ( ) ( ) ( ) ( ) date 1 to 3. Rate 1 to 5. ( (l Rate 1 to 6. () () () () () () () () () () i) 15. Situation: Jimmy is cross and over tired every night before bedtime but his mother does not make him take naps because she says he can't sleep at night then. Solutions: a. b. C. d. 16. Situation: Solutions: a. b. C. 17. Situation: His mother makes him take his nap and then keeps him up late at night and lets him sleep late in the morning. He is kept in bed late in the morning so his day won't be so long without a nap time. He is given a nap and put to bed at his regular bed a time and left just.to lie in bed even if he doesn't go right to sleep. He is put to bed as soon as he becomes cros s and tired at night. Sometimes Hrs. Brown can take Jean with her to the store and sometimes it is impossible. the leaves Jean without even saying good hye. She explains to Jean when she is very young that some- times she can take her with her and that sometimes it is impossible and when she cannot take her, she goes to her, tells her ,héreshe is going, is sorry that She can't take her along, and leaves. She explains to Jean when she is young that sometimes: she cannot take her with her and that when she doesn‘t she will bring her something so that soon Jean would rather stay home and wait for her surprise than go with her mother. A mother hates terribly to leave her child but has to do i t daily 0 Solutions: a. b. c. d. e. f. 18. Situation: She hugs and kisses him and tells him she hates to leave him but she will think of him all day and hope he is having a good time away from her. She slips away when he isn't looking so she will be gone by the time he misses her. She tells him she is going out and kisses him good- bye and leaves. She tells him to stay and be a good hey all day and she will bring him a surprise when she comes after him. She promises faithfully to stay with the child so he will stop crying and clinging to her and then leaves when he is not looking. She stays until he finds something to interest him and then tells him goodbye and leaves. Bobbie hates to bathe- or wash. solutions: a. b. c. d. 99 He is told he must hash at such and such a tine and is taken to the bathroom at exactly the some time each day regardless of what he is doing at the time. If he doesn't wash as he is supposed to, he is not allowed to eat his meal and is put to bed without it. He is told to go and take his bath so he All feel all fresh and peppy and ready for more fun. He is promised a surprise at dinner if he does a good job of washing. Because he hates to wash and takes so long, his mother does it all for him. . . c .~ I 0 l 1 . . .. . u y . C I . In I . .. r .. . a ...4 . .- . . ad .. . n . . n .4 . .. . . v 5 .~ w . v I v , 1. ‘ D ‘ - h. .\ . n ‘ . . v ~ .1 - I . A . . . . . . q . . L I . . y A 1 U u . o a. . h . . A. h . . .- a . . . . n . I n 0 v! I y u I I . x .. . . u i . I ‘ I. I ¢ ~ I I ~ I ' . l I u . I I . . . n . . . e . 0 . . , I . I . . . I . I. i .. s. ,. i I , a ,n . I I a A I I ., . . u I I 9 ~ ‘ I . n . . . I .I la _ I 4 . .. .. .. .o . . \ Q . . . u \ . u I O .. . n \ . . . a v I 4 . . . I I I u \ I . l- . . ~ . I . \- a. I n . ., I . 0 s . . I d . . ‘,I n 0‘ i I . . . I ' u. b v n . . . u r I . < l l l— . o . . fl . i . n . :5 , u Rate 1 to 4. Rate 1 to 4. ( ) ( ) ( ) ( ) Rate 1 to 4. ( ) ( ) ( ) C ) 19. - 6 _ Situation: Bobbie does not refuse to wash but does such a hit and miss job that it is hardly worthwhile. bolutions: a. His mother fefuses to let him wash any more and does it for him. b. He is made to keep returning to the bathroom until he is clean. c. His mother goes along to help him get himself clean and points out the spots he has missed to him and compliments him on his clean and shining appearance, when he has finished. d. A store sheet with stars for successful washing is kept on the mall in the bathroom. but Situation: Jimmie goes to the bathroom when told U5 ‘fippends his time by playing in the water rather than.washing. Solutions: a. He is spanked when caught playing. b. He is not allowed to wash himself or go to the bathroom alone. c. He is given just so long to wash in and if not ready for the next thing on the program is left behind. d. He is given just so long to wash in and if not finished in time is made fun of by the whole family because he is not clean. Situation: ‘ The children when taken on a trip to the store begin quarreling just as they enter a grocery store with their mother. Solutions: . They are sent bask to the car to wait alone. They are left alone to quarrel and given a talking to after the shopping is done. c. They are taken back to the house and their mother explains that their fussing would bother the proprieter so they will have to lunch on what is in the house which turns out to be dry bread and milk. d. They are left alone until their father comes home at night and then they have to tell him what they did and.take his punishment. Situation: Tommy takes his first visit to the store with his mother and at once begins to handle things. Solutions: a. The mother does nothing about it, asking the clerk if he isn't cute the way he is examining the perfume bottle he has picked up. at» O 5. bu Before taking him his mother explains that there willfibe lots of pretty things in the store but that they are just to look at and not to touch them because they do not belong to them. If necessary she reminds him in the store. c. His mother spanks his hands every time he touches anything. d. His mother rushes him out of the store and leaves him in the car "because he doesn't know enough to leave things alone". Rate-l to s ( ) ( ) ( ) Rate 1 to 4 ( ) E 3 ( ) Rate 1 to ( ) ( ) ( ) ( ) Rate 1 to ( ) ( ) Rate 1 to ( ) ( ) ( ) ( ) ' 25. 24. 25. 5. 5. 26. 27. I: U. 28. - 7 _ Situation: Mrs. Jenkins takes Danny to the store to buy him socks. After they were chosen the problem of paying for themarose. Solutions: a. Mrs. Jenkins paid for them herself and when Danny asked what she was doing, she told him he wouldn't understand. b. Danny was given the money and told to give it to the clerk. 0. Mrs. Jenkins explains that the socks belong to the storekeeper and that Danny must pay for them before he can have them and the money is given to him. Situation: When it is nap time Betty always has a temper tantrum and refuses to go to bed. Solutions: a. Her mother quiets her by telling her if she will play quietly for thenext hour, she will be rested and won't have to go to bed b. Her mother spanks her and puts her to bed each time it happens. 0. Her mother quiets her by telling her that instead of a nap, . she may sit on her bed for an hour and look at her favorite book d. Her mother disregards her tantrums and puts her to bed leave ing her alone to cry or scream until she is tired out. Situation: Billy persists on getting out of bed after over being put in. Solutions: a. His mother Spanks him and puts him back. b. His mother ties him in bed. c. After putting him back several times, his mother decides he might as well stay up. d. His motheeruts him back telling him if he doesn't stay, she aid tie him, and proceeds to do so the next time he gets out. e. His mother puts him back in bed and tells him to go to sleep as often as he gets out of bed. Situation: then told to go to bed, Kay says she isn't ready. Solutions: a. Her mother spanks her and.puts her in bed. b. Her mother tells her to finish what she is doing and then go to bed by herself. c. Her mother asks her what she wants to do before going to bed amd explains how it can await till after she gets up and will be already for her then. ”wk. d. Her mother tells her that if she willdgo right to bed, she can't have her newest toy to play with any more. e. Her mother tells her that if she will go right to bed, she may take her dolly with her. Situation:"Jane needs a nap badly each day because she is a very active child but she wears both herself and her mother out every day trying every trick she knows to keep from taking a na; Solutions: a. Her mother reads to her to keep her quiet and resting each day. b. Her mother lets her sit on the bed and look at books for an ' hour each day to take the piece of a nap. 0. Her mother puts her in bed, tying her in if necessary, closes the door and ignores her entirely for the vhole nap time. d. Her mother goes 'up to see what she wants each time she calls but refuses her wishes each time. e. Her mother omits nap time and puts her to bed a little earlier _ ,3 - ' 28. Situation: Mother sees Jimmie and Bobbie fighting over a truck Rate 1 to 5. which Jimmy has been playing with. Solutions: ( ) a. She lets them fight it out. ( ) b. She sends Bobbie to his room for trying to take the truck from Kimmy. ( ) 0. She explains to Bobbie that Jimmy had the truck first but perhaps would take turns since he has had it so long and at once asks Jimmy. ( ) d. bhe tells Bdbbie to leave it alone since Jimmy had it first. ( ) e. She suggests that they use the truck together. Rate 1 to 5. 23. Situation: Billy goes to his mother and tells her that Jack hit Solutions: (him) E ) a. Mother spanks Jack. ) . b. Mother tries to find.out why and who was really the tense of it and makes Jack apologize. ( ) c. Mother tells both children to go to their rooms to play alone until they are ready to play together. .0. Situation: Jane and Kay are playing house and are quarreling about who is to be the mother with no solution in sight. Rate 1 to 5. Solutions: ) a. Mother tells them to play something else. ( ) b. Mother tells them to stop quarreling or go back to bed. ( ) c. Hother brings out a truck load of blocks and sake children who is father and says it is about time for him to start to work building the house while mother is doing the housework. ( d. Mother sake them who else in the family they might be. ) ( ) e. Mother suggests one child be the mother first and the other one second and says she mill keep track of the time allowance 1‘ for each ii they mould like her to. ( ) 51. Situation: Billy is perfectly capable of buttoning his own buttons and Rate 1 to 4. does so when his mother keeps after him but when there is anyone else around he gets them to do it for him. Solutions: ( ) a. His mother tells him to do it but after his first attempts does it for him knowing he will go to his grandmother if she leaves him. ( ) b. His mother overlooks the fact that he asks someone else to doiti and pretends he has done it and compliments him on it. ( ) c. He is put in a room by himself and not allowed to come out un- til the buttons are buttoned. ( ) d. His mother takes a few minutes to do some sexing during his dressing time so she can be in the room to encourage him in his dressing. 52. Situation: Jane can lace her own shoes perfectly well but often- Rate 1 to 5. times would ralther play than do them. Solutions: ( ) a. Her mother allows her so many minutes to lace them and if they are not done puts her back to bed. ( ) b. Her mother allows her so many minutes to lace them and if they are not done does them for her. ( ) c. Her mother spanks her every five minutes that She takes to lggg them warning her each time. ( ) ' d. Jane is told her mother is going to the store or to do some- thing around the house and Jane could help if she is ready. 'hen a reasonable time elapses, her mother goes on without her. l L. .. . a . .a o n . .. s a a l. . o . .0 I o ,. I I I . ~ 9 . . . . . . n. if . \ . . . . n . l . . . Rating 52. ( ) tufts 55- l to 5. ( ) ( ) ( ) 54. Rate 1 to 4. ( ) ( ) ( ) ( ) Rate 1 to 4. 55. ( ) ( ) ( ) ( ) Ra te l to 560 5. ‘ “AAA VVVV Name of Child (continued) - 9 " Solutions: e. Jane is put in a room by herself as devoid of interest to her as possible and told to join the rest of the family when her shoes are laced. Situation: Billy is old enough to dress himself and wants to because his older brother does but some of his clothes are just too difficult for him to manage. Solutions: a. His mother explains that he is much younger than James and isn't expected to do those things for himself. b. His mother is careful to buy self help garments for him and to put large easily handled buttons on what clothes of his she 0. His mother tells him James can help him when (can). there is something that is too hard for him to do for himself. Situation: Billy and Jimmy had very few toys and only one of each. Problems often arose over which tqys each wanted. Solutions: a. Their mother talks to them about playing nicely together and taking turns with the toys. She asks,_them if they would like to take turns each day with a truck which is their favor— ite or each one have it every other day for the whole day. b. Their mother tells them that if they can't play nicely with the the toys they do have, she will take them away. 0. tech timexHxim mother finds them quarreling she spanks the one at fault. d. Their mother tells them she will have to forbid them to play with one another's toys until they are willing tosfihre thbm or 'take turns and each childyis.allowed his own toys. Situation: Jane is growing up to be a very selfish only child. Solutions: a. Her mother is very cross with her whenever another little child comes to visit and Jane is naughty and spanks her when the visitor leaves. b. Her mother warns her before company comes that if she doesnlt let little Bobbie play with her toys, she will he put to bed immediately. c. Her mother arranges for her to visit other children oftenSQ that she may learn to share their toys. d. Her mother arranges for several little children to come in regularly each week and play with Jane under her own close supervision at first. Situation: than play time is over a problem always arises over how Billy's and Jane's toys are to be put away. Solutions: a. Their mother sends them on to their next task and puts the toys away herself. b. A separate play room is used where the tgys can be left out fronx one play time to the next. c. Their mother makes each child put away what he is playing with. d. Their mother helps them put the toys away encouraging each to put any of them away and not just what they had used. 6. Their mother tells them all toys not put away in a certain length of time will be taken away from them. Name of Parent. |\ graaiu: (J (2 () () i) () M f.) () MAAA /\ r\ A’\ A A V VVV VV \JVV V V V NURSERY SCHOOL OBSERVATIONS Qheck_statureasdiffezsni_thues A. Untidiness: " l I. Situation: Child is untidy while eating Possible Procedures a. Child asks to clean up own mess. b. Child refuses to clean up own mess. c. Child is very careful when eating and only spills accidentally and acts very ilt about that. - , algal/tLul-aalalula emuuna1r ¢u~zLdu a4g4VVula.;/, II. Situation: Child is taking off rubbers or boots. Possible Procedures: a. teaves on floor where he takes them off. b. Carries around room and leaves almost any place. 0. Puts one in locker and leaves other out. d. Puts both i1 locker when asked or commanded. e. Takes off and puts both in locker immediately f. III. Situation; Cliff is taking off shoes and putting (Ill ‘_.' 1_. :p’BI‘So Possible Procedures: 3. Takes off shoes and leaves them in middle of floor. b. Takes off shoes and throws them over bannister.. c. Takes off shoes and puts them in locker or other proper place. d. Takes off shoes and puts them in slipper box; IV. Situation: Child is putting on shoes after nap ‘ and taking care of slippers. Possible Procedures: a. Leaves slipper under bed b. Leaves slippers in middle of floor. c. Leaves slippers in bath.room. d. Throws slippers over bannister. e. Puts slippers in slipper box or other proper place. f. V. Situation: It is time for child to put up toys Possible 1’rocedures: a. Child keeps on playing when asked to help pick up toys. ‘ b. Child starts to take care of some toy but becomes fascinated with it. c. Hides'or goes to some other room when asked to help. d. Immediately begins to pick up toys. e. begins to help if teacher helps also. f. Takes care of toys only when reminded each time by teacher watching him constantly. n .so 0'. ....- .\I I O Q t. a n .0 . . 0. .II to . . o . \ .. K t . o I a u .. n . . . . — . . u n . .I g \ u .l ... l . .\ . . .. .. .. . .|t.,~. .. . .. ... . .n . v .. 00.}. . .. - ... .. u . o . v I . n .... .. J . . y . I. f .- .. O .- b c O . y - Q o n. C .. . .(u. r ‘0 I .‘1. . r. . . l» .c ‘0 0.. I... I ... ‘. . ... fun .- .. . t a O a: . . C .. . I I. . \ \ p ... . O . ... \v I ).. .‘ ...IJI II .1 . ~ .. .. ... .. v. . . . v . . N I o t.- .. .. r u i. ., . - .Vo. ... . O . n I ..I n )- Check at three different times --iiaa .1; 2* 7'5 VI. Situation: Child changes his play from one toy to another. Possible Procedures: '3d) a. Leaves out first toy and gets out second (I29 b. Takes care of first toy before getting out out second. {10) c. Takes care of first toy only when reminded. ( ) d. P. Eating Problems I. Situation: Plate tith main course is placed before child. Possible Procedures: (A)) a. Begins at once to eat and doesn't stop till plate is empty. (ayd b. Eats only favorite familiar foods and dallies over the rest. (17) c. Plays with food but does not eat until forced to or fed. (to) d. Asks what unfamiliar food is but starts to eat when told. (945') e. Asks what unfamiliar food is and says,"iuiother doesn't fix it,"hother says I can't eat it", "I don't like it," or some similar thing. (&¥) f. Does not finish main course dinner in allotted time so is not allowed other courses and cries when‘+h/d. (%/) g. Does not finish main course of dinner in allotted time and when refused n+her courses accepts the verdict without argument. (to) h. Plays with food uhtil placed in another room to eat alone. 1. II. situation: LJhild is given plate with a disliked food on it. Possible Procedures (ad) a. hats other things on plate leaving disliked food till last. (AI) b. Eats disliked food along with rest of dinner when reminded that everything must be eaten. {33) c. Beaves disliked food and therefore has no further courses of dinner. {17) d. Regurgitates disliked food and is given more which he eats. V. ,.n.- I. .... . . ... .l"... Inu'o .lu. . .o I \ A .l I. a. . . u s ... I I . . .IJ . - ...! .I. .. o .. . y . .4 .. . o . . A ~ . ~ ~ '1 I... . . . a . lg. I n . a V. I. u a I ."u L o . . . a .u: . c.l . . h u 1 . . ’o- u. I J ..I . r u u I . u . .. I Kl. . . .. . I u: I. .. ... I .l.’ I .I-I.‘J ..Ial. 0...)...- ...l". Oil... .n s 00!.-. C... II-..O‘-.. I‘D.- o.t.ll. (I C Ivu‘ li'c‘ I \,I' 0’ ’4'. I .‘.:0 :0 ‘III to r...- In D. . . .- \ .. .\o .. u. | ... l. 1.. ... I. f I. o ‘. ~ . u. 1.. ... n .. u . ; .- - ...Illp .l. . ¢. ., ' illv. ...:I {.40 .0 I .l‘n’. .. I In... .t’dl ,. . c I... s. . o . I u l . a .... L a . . D .1! A a u v I u . 0.. . L . . . . s . . c. .. . '0. a . l. o... .... .- . . ... . J. .I u I . I. 0--V l u . . ... l . I) ._ . u. ‘ I . c . .. . .II I u; .o . n . I. . J c... n .l m .... .a .' . v ) u . . l . . , e . . 3 o . uni-.3l. '1." p . . .2 . . a ‘II C .l .u ‘ .o l . D s 1 . a n . . . ~ . u . . . . . u u v I «- I, o. n . . n ..e .. , c a r: . 4 .. . i ..v . ..I ... . .. .. 1‘ .I - r . . .ri v o I . . J . L . a A . v .. .. . u... .. Iv. . . . p 1‘. . If v . . . .\ . .... I u n . u . I . c. o n u r. p ‘ c . . . h I olk . .1 . I II I. r n.\. . r) e - Q ' ... I f, .0. A I‘ '4 .. . - . . D. .0 .... n c ).. ... . . . I . . It I. I .. ... .s F“ . .. l . I . C. .5 n . ... .- ..llltn”.olu.f...'1 . . ...... I. ,u.T\. ago! I'll . IO.‘ :1 l...)l:.'-l.l' ‘o-‘l’. ..lr.l. . . n I ’ E. II o i . .l t .. .§ - . .a. .. a . a . n- u. . . .. a . O .. ... i . . u - .J . ...; . 1.. .. I. ‘ cf 6.... I. .t A . ... v . .... O ., . 7.... I. . "0 5411.." u . . l V n n, a O I. ._ I . I n . nu ... . . . . . . . O a , u a l p a an . . .1 .u . uL - . 1.. u . . . . . . . c . u . n . .o, t I ,k n . \ . . .. . . 1. . - . . \ . o p . .I . V. . . I . . . ,. .. I t. . . u . .. . . a. . , . i .5 .. . . . . . u . 1. . . L I I. .. u .1. a . . I. a. . L ... ~ I... . . . .. .l. bl .f r. . ’ . . .. .. vé .. . ... . \ .-‘ I v, .. l . . .ID I.. . n I. .‘100- |.|.-. vo....llli . cl \Ilc. . ...v...‘ ... .. as}! .t. [1(‘ll’.....v n I D .4 . , a e . . . .. L . . r-.. .. u. a. .. . r .. n .l .. . .. l c . ~ .I. ...... .0. a .7. .4: ...- u’. .I-.- In}. a Ii...- 7!. \II' I ill... h ..‘.Il.l . n. .- ..IQ .... D.‘- 1. . ..‘l satind Check at three different times 1 2 5 C. Destructiveness 7 I. bituation: bhild while finger painting or drawing with crayons accidentally colors the table. Possible Procedures: i‘3; a. Asks for cloth to wipe off table (‘7 b. Does not even seem to notice color on table. (30) 0. Notices color and acts proud that he has colored table. C1. II. Situation: In playing breaks or damages a toy. Possible Procedures‘ (if) a. Hides toy (a?) b. Cries (AL) c. Asks teacher to fix it. (3.3’) d. Asks for another (49) e. bays he doesn't care ng) f. khan spoken to, proceeds to further destruction. III. Situation: Child is overly rough in play with books and book is torn. Possible Procedures: (A?) a. Takes book to teacher and asks to have it put away because it is torn. (KLJ b. Takes book to teacher and asks to have it fixed. (129 c. Vhen reprimanded by another child, cries. {3.7) d. bays he doesn't care. 9- D. Crossness and Over-tiredness I. situation: Child is not playing congenially with the other children Possible Procedures: (57) a. Khan reprimanded, childs blames another. (it) b. then reprimanded, cries. (L1) c. When told to go to another room until he can come back and play nicely, child goes willingly and soon comes back to play ,successfully with the others. I gib) ‘ d. then told to go to another room, child cries and kicks and has to be forced. (4.0) e. then told to go to another room, child goes but sulks and does not come bask ' by himself. {41) f. then given a different toy to play with, child starts playing with it. (a?) g. papa given a different toy, child refused to play with it. (I.I-OI.. I.. o .300 r I D t .. I. .. .. . . . .I .. . 0 r . J . . .. . U I . . . l I. . 4, .. .I .. . I. ... p. .. H I ..J. .. (I. .I r. .. OF. .C 4 O . ..x H. E III PI I. I- If if. .K... II. ,KIIOOIII'I II‘IICII‘IEI”, I IO 0.0).}..‘V‘l. .IIOI'..I.. ‘0 ..f it I.‘. -...\|. III‘IIIIII'I ‘.III I. I III-II,I I III. 3 .I\... .I .41.” .‘.i . 90. J It.’el.a . DIIIIII’I.I.I I II. IIIII orb-O II"’I\I‘I‘IIIII. l .I‘I‘.‘i"lt'l‘ ’ liI .1. .... III.... I! (In. .‘ .IiIII I .I III cl III’II.IIII Il-Io..‘.IIIl1.!I. .I. II. -I... Isl s'fi’n 2" .‘ III‘III .I. . . I . . .. I 1. .I 0 I .I. .II I 1 . I I . I I Q ' ‘ . . . I. A I .II . .. . . . a k 0 . . I .. . . . . . .r . . I. . . .I . . I. I II I II V O I It .. n ‘I - I u I . I i . a I l I- . . I. . . a . . . .w .I I . I a .. . I . .. .. .I I .. q 'I. I . I \I a . ‘I I l t1; ... _ p .. . . .\ l . . . . . I . Ir 0 . . I . . a. . . . u I n. . I . I . u. . . a .. . v. . ’ a O . II \. I U . ... . .Iol.o IE I‘ll. III'IOIII . III A‘- -O.II.I II‘I’- I. I.) II 0,...III ...- ..ILO‘).. ...;‘. (..fI.III . O Ill.-. IO'I . a O .. I ..I- O I I p [I . . I . . . . I. ~ .. I . ... A I . ... I v .._. . . . . n. . . . .. I v a I o I . . .. . . . . . . I . . . .. a t I I I v I .II . . . .I . I a . n . y I r l I I .0 I o .. a . . \ a . . . I . I I . . . .I 'l . I x .I . . . . I) ... .IA . . . I u I. p .1 A I” - I . . . I‘.I\II . I. III. I'I.II..II.OIII.’I '0‘.- I .. I‘I." In...“ i.ll... . I I l .. x . . . .. I. .r . .s . III .- ..I. . It: I. 'II... 5". I.\.I . n I I . . . I . u. .I , . . 0.. xi . s . I ~ (I: . J I. I I . I I I, . . . . .. I I I I . o . v . . . I u . a I . . . .f I I . o ,o . .. . c . c . r . I ‘ , .¢.KI III . ..I.I.I....... . I I .. o m . . .. I... . I 9. . .I. I .. u I . .I I _ I u .0 F. () i) () () $57 () () C) () () ( 4% a) <) Check at three differeni Leaving Child I. II. III. Situation: One child is not well and must be left behind when the others go out. It is explained to him why he is to be left and things are suggested for him to do. Possible Procedures: 8. b. 8. Gets wraps and says he is going anyway. Finds something to do and is not concerned after he understands he must stay in. Cries and says he wants to go too. Cheerfully tells other children he is staying in and tells them good bye. Situation: The parent brings the child and proceeds to leave. Possible Procedures. a. b. C. d. e. f. g. Parent kisses child and leaves. Parent stays around the school for a while talking and then leaves. Parent gets child engrossed in something else and then slips out when he doesn't know it without saying goodbye. Parent hugs and kisses child and tells him how much she mill miss him and has herself practically in tears as well as the child. In order to get the child to stop crying and clinging to her, parent promises faithfully to stay and then slips out at the earliest possible moment without saying good bye. Parent stays until the child finds something to interest him and then says goodbye and leave Situation: Parent brings child to school. a. Possible Procedure: Kisses parent, says goodbye, and proceeds to tck owaraps. Asks parent to stay. Cries and clings to parent. 1'eari‘ully bids parent goodbye. beems to forget mother's existence the minute h arrives. l C‘ U. 9 e 2 t times 5 cl 1. .. . . ~ U . s . . o u. I. u . u u b - . I . J o.-.ou .I .I!..l «0.1. I . . ... . 1 . . . D l f v . . {l I . - t .1 . .. o. r c .- a . .Iacl .. . ual‘lils .to. 9 . . . p . . . , . q . I: 3 . . . -.. . .— . . . u. . A I. s. . . S. . . . 1. .. . r; . . d _ . . o . . . i . {.l‘ I'I llncua u'n- .onv. ...! {4.} nll.. - uni - ..ICP .. .vl‘voo . ... |I¢Ot\|.l I . | ... '.. u: . . : n . Ir . i l u . I p I. - o. v I - .Vn.0.. .n.c.\ V... . .llnl qu. I .I. u. . .- I! i , I . . \ v’. \ .u..- W ) (3w) 2"" La) (3.7) (34; (37 (2.0) (H (4.7) (3.1 > (2.1) ( I-O) (3.2.) n: F. G. H. Check at three different times Washing I. Situation: It is time for the child to cash for lunch. Possible Procedures: a. Puts in water, washes, and dries self very systematically without wasting time. Plays with water. Does a very superficial job of washing. Plays in water without really washing but says he has washed. Plays with and bothers other children 1 instead of washing. Climbs around bathroom. Talks instead of washing. Behavior in Public. T .... Bedtime I. II. Situatio :Children are taken in a store Possible rocedures: a. Start running throurh the aisles. b. bhouts, laughs and talks loudly. c. Touches commodities. d. Walks with teacher and looks at commodities without touching them. e. saks fior everything he sees. f. Problems situation: are told to go to the bathroom and get ready for bed. Possible Procedures: a. Refuses to go until he is forced to go. b. Runs and hides. c. Uegs to be allowed to stay up just a little longer. d. Goes and gets ready for bed and goes to bed immediately. e. situation: It is nap time. Possible Procedures: a. Is noisy - talking, laughing and makin noises to disturb others. It is naptime and the children 1 b. Gets up and sits up when teacher leaves the room. 0. Plays in bed with slipper, sock, or other clothing. d. Lies quietly or goes to sleep immediat 1y 9. “iggles and turns and tosses for most of nap time. f. 2 5 v. ..t- I ...-o. .sl‘. . , . . .. . .. n u C. U . . 4. l c“ fl: .I . . . a. on e 3 , \, . .. t. u .o I . d . v . . ... civil.) ......VD. ~ .901‘.“ I..O.-l'ud""uoll . .I . n . «u .s I u p . . .. . . . I. e. v . . o 4 .. u . . l . I 9.. . I t . a in u| .13, ‘t.-- v .Il‘.. ... .l" l. I... 1..le 0|... . . .... I. .' ... . . v. .... . 1 it a . . . I n.o.. ... - u \- . .... -... v . o . . I . . i p O. I. . .0. . n o 8. . a La . .... I. . . .‘17. . ~ .‘ O‘ In..- .l..n....0. II!!! o | . v o . ‘ I Q Q I. u A .H v . n . . . . v . I l . a . . . . Q . . . . . T . . I I01 I u .. . can . . . . . e . . e . . l. . . . l . . n . a n I. I I v v . \I . . .. I . .. . b . n ; o ‘t h o . . . a I q . . . III 1 . . 1 n I 1‘. O :l’ Ir II \ ‘- Ill‘un I l“’1 --.! ... 'f. 1'. I. .r . . .4 u u . l‘\.llrr.- 0| Inn; . I! !.\r i ... . r .I:.. ... . ... . .. . --.! ..\.. (“/1 (43) (*5) ($0) (512,) (*7) (*2) (it) (11) /.o) \%J) (Lo) ($/) (at) ($1) (4.!) I. 1. Children's Quarrels. Situations In playing one child does not get his own way. Possible Procedures: Talks other child into compromise. Hits, bites, pinches or kicks other child. Goes to teaCher with trouble. §ulks and says he won't play with other child and perhaps tells other children not to play with other child either. Cries and says it is his and he wants it. I. Dressing One's self. Situation: Children are putting on their outdoors clothes. Possible Proceduresi I. II. III. a. b. c. d. 8. a. b. Situation: The children were lacing their shoes. Possible Procedures: situation- Possible Procedures: a. b. C. d. e. f. a. b. c. d. e. Check at three diffs 4CL Will allow no help and is very independent in dressing self. Child says he can't do it before he even tries but when teacher refuses help, he manages by himself. Child tries very hard but cannot manage all of it by himself so is helped. Plays or as tches rather than getting dressed and then expects help because he is the last one. bayihg is fwtog little to doifi’a‘ffw bits and plays with his shoes or slippers. hatches the other children or talks or plays them instead of putting on his own shoes. Uhilcren are putting on shoes after nap. With Tries to put on his own shoes but soon gives up. Dits down and puts on his shoes. kaits for help and does not try for himself. * Child sits down and laces his shoes satis— factorily perhaps tying them as well. Sits down and laces shoes anyway to suit his fancy even though he is shown where he is doing it wrong. Dits and plays or watches others instead of lacing shoes. Takes long time to lace shoes working toeard having someone do it for him. Makes no attempt to lace shoes but shows he expects someone to do it for him. rent times 2 . I . . I . . . . k . .. . I. .~ . . . o .. .. . . a 44 . . I In .. . .. I -a. . . \- , . . _ I b. .I . \. a o { . I or. . I. n .uI,JI.II .1‘ I .. alIr o I. CIO§!.D-P1 .' .. . I - II . I. .. .\ I . ... |.. . I h“ I I I. I F ... ... .... .. 4II I .. .. I. . .... .v .o c 1v . . _ I. ... I. I. I . I . .V... _. III- .|r ...).IIII'III ..I.I..O II..IIIOI’II.II. III»! IIOIJ 0". (I I . I . 'Il ' .I. J .. ... ... 'r- I? I .\1.I.I.I ., II #cApI I It. II o 1-3:. "I.-. ’II.lI III-i II. II..I.|’ |.IIIA. In... Il'o‘l..l. l: I- ‘1. II‘ .1.I.l\. . .. I . . It ... V l .- t. .4 . I I . I .. . a. I. ..I . I I I. f. . I. s ‘ I. '|\III .fit} III- -0. I. I I o | . I . 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I. ..-! ...} I. . II..III I.‘I|-..‘II'\IO-III\IT.IJ .v. . ... .‘I'I).!«I ... . .0‘ .-I.’ l..I.I,I... . 3.... l\|.\4..l.n III..III.III:Q.I..X . ....I". I. . . «v ..I . l I . . I I I . . . I I n I I I. .. .0 . II .. .. .. . I o . :I . I _ . I. . "I .. .I. I V I o . . .L .I. .. .. e . I I ... .v fl . \ . o .. A . . I e . u . .. .I s . I . . I.» .4 I... r . . l I . . >.. .. I i . vi . ... - . I § . Q. Il‘ .r: ,. r . ».I. I . .. (Q..0I .! I... I .II I l . 0| IIIO’IJ.I ‘- I . I ... I. .. a .. .- lI I10! .0. II .ln.'.. 1 e .1 I . .I . . . .. I l . II... . I. .I .o \. ... .. . .v. t I! . . I. .v I. . I ain't-a. win I... I. .a.. III. I .II . .. fr . I.I. If I. Q: . I 4 .. .Q. . .. . I. ...}..I. ...: l-‘.., gigggg_ Check at three different times 1 2 5 K. Cooperativeness I. bituation‘ All wagons are in use (or other popular toy) and another child also wants to play with one. Possible Procedures: \53Q) a, Follows another child who has one ‘JithOUt o ...-QH‘m-w-d. saying anything. W?4;~:;h t.LaiJ ~2I7) b. Asks if other child i£~he~éenrplay~w1th him. (41) c. Asks other Child if he can play with him. ‘ (i?) d. Suggests taking turns to other child. . .53) e. Goes to teacher and tells her he wants it. ’da’) r. Tries to take it away from other child. . . {17) g. Finds something else to play with. 3 ' II. Situation: Two children want the same tqy , Possible Procedures: . (4/) s. doth hold on and begin to fight over it. ‘ (457 be One asks other if he may have it. ~ (3.5) C. One sticks up for rights saying he had it first and other gives up. ‘ (2.0) d. One suggests taking turns. ‘ (wv) e. One gives up. (53) f. One or both run to teacher. g. III. Situation: It is time to take care of the toys; Possible Procedures: ' £3.13 a. Child hides. \L7 b. Takes care of what he was playing with. {/3} 0. Works with others taking care of all of toyst {3.) d. Fights with others over who is to put certain toys aWay. e. O ; 1‘ 5 8 n . . _ . . . I o . .L . . . .. 7‘ V. o .D . .0 I . cuN . ~ I l II V... . l c O ..,-1. ..... 3.1-1. ‘ . . . It n’x u. . I . n I: l ..Cl‘ I .u...i.l ....tn... .1 .1... .I' . ..‘I. v t , . I . . -5 n V I. ~ I I .o n ...:l Ill-A. .-.-Iii. . .,Iol. . .tl. .QEEEEE§E~_8. .‘ _ " C. Destructlveu Q; 395*fi4w9fifitidiness :P Cf] DD‘ .04-"- v- \‘1 Hm»'-’HPF\ o 'x? \1 o H H O J) 0 g o .85 .78 7.7 .84 .90 ..8 .86 .85 ..7 .78 .72 ..9 .86 .87 D OOx‘IOOOOOO qmmflm oomooxi-q Omwa‘i qHI—JHLW v . a co co CRDJOQCD fi U1 asparanaoakJF’ \1 C0 co+b78rvru+4»bzo+h :~.o .85 .69 O ..btmkaQLOtOmOmNOJ O O .p;ptuto»azocg~o+48301oa~1 U KOQUIN"‘OOJ> ‘ M~.JJ‘°AC° '.3 .85 .80 ..4 .85 .85 I (13(1) I I oo\7 03:43 HHH®MCANHM®§4 010: UIG>O>OJUIGJADOJUJG>O’ ... noioj' {US-‘03 .3 .90 .79 4 .78 .67 9 .88 .74 0. 00-000 H001 .. on (DOWQ Ob-PN on 0 ¢ v 0 0‘ 9 amount» 0 F U! 0‘ O O Q .fi 0 J'J5 .87 .82 ” ild's Behavior Mother's beliefs Father's beliefs Both parents' beliefs Parent Leav— F. E. ing Child 2 3 .84 .77 .80 .89 .80 .87 .87 .83 .83 .66 .82 .87 .87..86 .84 .89 .87 .83 .76 .89 .81 .79 .81 .81 .84 .81 .90 . .86 .79 .77 .86 .86 .75 .83 .88 ' .86 .83 “-5.- A O ' .81 .85 .85 .75 .85 .87 .87 .80 .80 .81 .88 .82 .81 ’ O O O O O O O C O I O C O C O O O OOOHOOOqq-qmppooy—Ioooommowomooqm ca +4 94 as F4 +4 >4 09 ca 03 ca CH 74 4> ca CA .b-cn (a +4 an an to ca (1) O NHHHHCAHCflfiNNNt-J .83 \1 CD .72 lb .78 .84.81 $ 3 o... u ‘81..”an c ..«Q- OOOOOCD'JNOGEOECDO NHCANwaHmHHHHmp—JHHH U] 9.- C)O>CYFJC) b¢£flr4t0t414 FJOJF‘RJPJF’ ‘ \w. ‘ . \fi zuw. * PROBLEMS Prob- lems m “'1 . .72 .75 .74 .61 .72 .68 .75 .70 .71 .69 .b7 .%7 f" I;'”Childreh' I. Quarre Co:.erativé j‘. DresSing One's Self K. 0‘ C 0.. Unaxxznoco.> d... O O \ImmmOquoq LQOJOJBJ NOrJ'coo-qoomm .QJGIOJNNOJCRDJ C (ANN 0 U 0 D O \IN’NUIQODG) NNNNNNN DO. k4~101m3n3nJhbfi> .mmmpm mqun—Nooo "CD. &' ‘4’. I29. MICHIGAN STATE COLLEGE or Acmcuuunc AND APPLIED sensual IAIT LANsma Fabmary 6. 1941. DIVISION OF HOME ECONOMICS DEPARTMENT OF HOME MANAGEMENT AND CHILD DEVELOPMENT Miss Janet Learned, Yale Psych. Clinic, Nee Haven, Conn. Dear Miss Learned : For.my Master's Degree in Home Management and Child Development I am doing my research in the college nursery school. I am very interested in whether the views of the parents concerning the treatment of certain . behavior situations can be correlated with the behavior of the children of these same parents in nursery school. I am also enclosing a copy of the letter sent to the parents of our children. Rather than make my own rating scale, I am hoping to rate the parents’answers against the concensus of opinion of experienced Nursery School teachers. I hope that you or one of the teachers in your nursery school will act as one of those on my Jury. You can do so by rating the possible solutions in the parents’questionnaire and by rating the possible procedures on the nursery school observation sheet in a.sinilar'nanner. I am enclosing a stamped addressed envelope for you to return the filled out questionnaire at your early convenience. Thank you very much for your help. Sincerely, Helen L. Ewing Grad. Assist. in M. s. 0. Nursery School. RGBM USE mm A - 51 . Appendix III. Jury The writer is indebted to the following schools for having one of their staff act as a member of the jury as well as to the jurors themselves: (a) (b-c) (d) (m) Kansas State College Nursery School. Iowa State College Nursery School. Purdue University Nursery School. University of Chicago Nursery School Cornell University Nursery School University of Nebraska Nursery School Michigan State College Nursery School Tulsa. Oklahoma, Public Schools Nursery School University of Missouri Nursery School University of Michigan Nursery School Pennsylvania State College Nursery School Antioch College Nursery School The following schools also returned the filled in material, but were to late to act on the Jury: (a) (b) (6) University of Iowa Nursery School Mills College Nursery School National Child Research Center .52- Appendix IV Tables XII. Copy ct Observation Sheets and Questionnaire with Mean Jury Rating. XIII. Rating of Children and Parents and Problems. .53- Mean Jury Rating on Ubservation Sheet and Questionnaire. Ira/(44v? -1... Questionnaire for Parents Note: Rate each method of treatment with one (1) as the most desirable method continuing on down so that the largest number indicates the least desirable treatment. Rating 1. Situation: Jimmy persists in being untidy about his eating although he is old enough and efficient enough to eat without spilling food on the table cloth, chair, floor, and himself. Rate 1 to 8. 3F ' Solutions: (4%) a. His mother spanks him and sends him away from the table for being'untidy. (d9? b. His mother tells him she knows he can't help it and does nothing further. (QJ) c. After each meal he is given a cloth and.must clean up his spilled food. (67) d. He is laughed at and made fun of by the rest of the family When he is untidy. (a!) c. He is told he should be ashamed of himself and is made to stand with his face in the corner. (fiy) f. His mother continually scolds him throughout the meal whenever he is untidy. (14) g. His mother keeps reminding him to be neat throughout the meal so he will not spill anything. (A/) h. His mother tells him that if he isn't neat enough to eat with (17) (17) (ea) (t?) ([0) the famiLy, he must eat at a table by himself. This is carried out and eating with the family is his reward for neatness. 2. Situation: Jack is continually misplacing his shoes and over- shoes so that he can not find them. Solutions: a. His mother looks for the shoes for the child and sympathizes with him for losing them. ’ b. His mother has a Spare pair always ready so he will not be dis- turbed over the loss and either finds the lost shoes herself later on or has a servant do it. c. His mother helps to hunt in a very superficial way and if the child cannot find his shoes, he stays inside while the other children go out. d. Jack is spanked and other shoes put on until the original pair is found. e. Aplace is arranged for Jack to keep his shoes and overshoes and when they are not in that plan4,he hunts for them himself even if it entails his staying in while the other children are playing. Rate 1 to 5. (ex) (am) (I?) (A3) 5. Situation: Jim refuses to pick up his blocks. Solutions: a. His mother tells him she will not love him any more unless he picks them up. b. His mother tells him that she is ashamed because he is a big boy and knows better. 0. file mother helps him to put the things away. d. “is mother tells him that when the blocks are put away, they will be ready to do something else and leaves him alone. 3? QaLtfuk£:;%39 ihuaufi »~> 5L“ Lf*-h£~.£ Q44h~w~.J an~z JCL~ 'rnxe»~/ Z “41 XQLU’ Ekvvvxi 5. Situations (cont'd) (so) e. His mother tells him he picks blocks up for his Nursery school teacher and if he won't pick them up for her, he doesn't love her as much as he does his teacher. 4. Situation: Every time meal time came around Jane disturbed the whole family by refusing to eat what had been prepared for her. Rate 1 to 7. Solutions: (#7) a. Something else nourishing which the child likes is substituted. (S2) b. The child is allowed to choose the things she does like in the meal and eat only them. (£1) c. Jane is sent from the table and then fed later on in the day. (ay) d. Jane is allowed to eat what is set‘before her as long as it takes the rest of the family to eat or go without until the next meal. (a!) e. Jane is allowed to help herself to cookies and milk at any time during the day when she is hungry because she didn't eat her dinner. (Ks? ' f. Jane is given her meal alone and if she does not eat it, it is taken from her after a reasonable time has elapsed and no further courses are given her or no other food until the next meal time. ([7) g. Jane is allowed to eat with the rest of the family as long as she doesn't disturb them but if she does, she is moved to someplace there she can eat by herself. Rating 1 to 6. 5. Situation: Jimmy played with his food until it was all cold and everyone else was through eating. Solutions: (fii) , a. His mother takes him out into the kitchen with her after the rest are through and reheats his food and feeds him. (i4) b. He is allowed to eat his dessert and be excused with the rest because his dinner is cold. (IL) 0. Jimmy is given a definite time allowance in which to eat his main course and be ready for "his dissert and is excused if his plate is not cleaned up at the end of that time. 617) d. Someone feeds him at each meal. ($2) e. He is excused without eating his cold food and an hour or the later is given a lunch of some food high in energy to tide him over until the next meal time. ([7) f. He is given his dinner alone and only allowed to eat with the family on Special occasions. Rate -- l to 4. 6. Situation: Jane has developed a great liking for meat to the exclusion of other foods. Solutions: (31) a. Her mother gives her a little of everything to start with but re— plenishes the meet so Jane will be sure to have enough to eat. L1?) b. Her mother gives her only vegetables and salad and no meat in her di Ste (Li) c. Her mother gives her a normal serving of each thing and no re— servings or further courses until her plate is empty. (A7) d. Jane is given her vegetables as a first course and her meat as a second course after her vegetables are eaten. . b. u . . ... t I ‘ I O s s In s . — n . c. Q o . I. l e s . . e . l . . ,- o .- n e .‘ . a . ..s I e l s ... . . . . . at i . A. .. a u. . e . o . l . a . v n n . 7,; . .. — . re. . l 1 . . . . . . .5. . e . . . . o - h n . . In I . s u a .s I _. I . o s o n . c. .- . s. A. .. . a . . . ... u. . .- o e .. n A p. . . o .. 4 e 0 n . e. a o .I L at . e . a n . . is l .. , x l n .I . a a . ...q I l .l . .. o . II I v . . . . .. .n w n .. a . . . e a I v .. . ,o f s. .u .l .. . L e . ..a . .a . .. I Rate 1 to 5. 7. Situation: Billy has several foods - mostly vegetables - which he refuses to eat. Solutions: (1,) a. His mother leaves these vegetables out of the family diet because Billy does not like them. (ea) b. On the days when these vegetables are served to the rest of the family, a substitute is prepared for Billy. (350 0. Billy is given normal servings of everything and fiercedto eat everything on 1115 plate before he is allowed to leave the table. (2J9 d. Billy is given only the vegetables he dislikes first and must finish them before he can h vs the rest of his 3dinnar. ([0) e. Billy is given snall servings of the disliked vegetable so that he may learn to enjoy them as the rest of the family do with normal servings of the rest of the main course and told his plate must be cleaned up before the rest of the family is ready for dessert or in a set time; if not he is excused without dessert. 8. Situation: Rate 1 to . Jimmy is just a "poor eater" according to his family. 10. Solutions: ' (1%) a. dis family ignores him at the table. (47) b. His family reminds him frequentLy during the meal to keep on eating. (1;) 0. His mother tells him at the beginning of the meal that he must eat his dinner and doesn't remind him again. (75; d. The whole family takes turns urging the child to eat. (ti 5. His famiky keeps reminding him to eat such and such a food telling him he must like it because the .hole f:.mily likes it —— Daddy likesétnother likes it, Brother likes it, etc. (If) f. His mother tells him that if he iill hurry and eat she has a surprise for him. (1/) g. He is told to watch how nicely his brother clean up his late. (LL) h. He is given dinner alone and allowed ample time to eat. f he has not finished, he waits till the next meal time to eat again. (14) i. He is told to try and finish his dinner before his brother and the whole family urges on the race. (to) 3. His plate is divided off in bites and after each one, he is told there are only so many left. Rate 1 to 5. 9. Situation: The little girl of the family presists in writing on the halls of her room. (663) a. She is spanked. (M) b. 1 blackboard is provided. (459 0. She is not allowed to have crayons, pencils, etc. (10) d. The walls are painted with washable paint and the child washes her own marks off. (w) e. The child's room is decorated suitably and the child is con- sulted in the choice of decorations thereby. instilling in her a pride in her room and its upkeep. lO. Situation: A little boy in his play threw stones that broke a Rate 1 to 6. ‘--‘-'ind°W~ Solutions: (43) a. His mother spanks him soundly. (fl) b. His mother sends him to bed for the rest of the day. (45) c. His mother tells him to wait until his father comes home and he will be punished. 1 l — . . a o I . . t I Q n \ . . n .l . w I . . o e . . I. a a .. I u r I u ' I o I r r . r u. , c . . . .I v. . . . . . u u u . .. . . . . . l ... v.1. a . c b a | L . . . . . o A .. . . r o .. u ., . . .. l . a . .. . o n . | l . u, r . . u. . ... . . . . t . . . ... . \ . . n . . . . a . . . u . . . . u. . . . . . .v . . . . . on . . a - I I \ V I . . . . . . I. . . . a . o . o . . . . ., . I l. . . . a . . . . a o -\ n . I 4 I . i o . . e . . . . . . . . I v , o . u n . .. u r . o. . t- . .. . . . . . . . a . y . . v .. . v . .r , . ... I . .. . t \ . v . u . . rt. . . . u. , . . . .. . . . l . . . . I _ . . . l . . . I . . . . . . .- . o . a . ... n . . r n . . . u . . . . s . . . . . , . y . . . . . . .; . . . . . n — . . u . I n n . u . a . § v . . . e b ~ I k c ( I . l . . o . I e C. Q. I I . . e . . . . . . . o . .... . . . u w . . . . . e... a. . O . I . l I n I . b d \. ..l.. u . . . e O u . n . . 4 .. . . u . . . o . . . . . . . . A. . , t. n _ . . . . i . . . . e . . . e . ... . . . . u . . J . . . . . .. . . . ., . . t . . . 1 I u w . a . . . . . I o . . ..C . . . .1 c v . u _ . p : ~ I l l . . ‘4 . I I. I t u i. . . . . I o n. . .. o. . .. . a .l .v . u o . a . . . . . \ . . . I . . l . . non . ,t b .i . . u . . . u . .A . ..I .n . u . I. r n. K o . Q n l 4 u n i w . p e . . .. yo . . . . . . . . . . . . . u r . H . . , I . v . . v. e u . . . . . . . . . . . . u o . .. . . . . . . . . . a . . . . . . o . . . . . v . . . . 1. . . ... . . n . n . . . . u I . r . | . . .t a v . I . . . . . . o . . . . . o I . o o l . I. e A . . a. ..I . r ._ I . n . . . n o . . . u . . . u . . o . . x \ . . 1 . ... v . , . . l u . . ... . a . . . , . I . . . . , . . . . . . . . . t . . . . C. 1 . v o . s . c .. o . . n . c . . . . e . . . .. . . a . , . n . . . .. . x. . . ,- . e .. I . . . . . . r o It. . . . . . a . . . I o . . . . o . . . r N c l e v t o h ... t . .. l . . . . . \ . cc . . i . . . . \ . . u . . . . . . . . e . O. . . . . . . . . . . o . . ... o . . c lo. (a!) (M) (37) ll. Hate l to 4. (469 (Le) (2e? (av) Rate 12. l to 5. (M) (#9) (6%) 83’ 3 15. hate 1 to 5. (w ) (123 (2.2 14. Rate 1 to 4. $3.23 W) (1%) (cont'd) Solutions: d. His mother tells him she knows it was a mistake and he didn't mean to do it and lets him go out again. e. A system is arranged with him whereby part of his allowance goes toward paying for the window cash week. f. Some prized toy of his is broken to show him how it feels. Situation: 1jgenever Jackie is naughty, he is sent to his room to look at nooks and has started to get even recently by tearing the pages out of his books. bolutions: a. He is Spanked and put to bed, b. His books are taken from him each time he is destructive with them and kept put away for a period of days. e. His books are taken away and are only brought out when someone reads to him. d. His mother provides materials and insists that he repair the damaged books and then goes with him to take them to the child- ren of a home, hospital, or poor family who would appreciate them and take proper care of them. Situation: A child in the natural course of a day becomes fatigued and cross. Solutions: a. He is separated from the other children in his play. b. He is told that he is tired and needs rest and is put to bed. c. He is spanked for being cross to the other children. d. He is made to sit in a chair for an hour. mus'c 6. He is separated from the other children in his play and qulet is played to quiet and rest him. Situation: In a family of three children, it was found that the children often over stimulated one another in their play. Solutions: a. Vhen things are too exciting, the mother oaks each child to go off and play by himself. It is not intended or understood for punishment. b. Their mother told them they must quiet down or go to bed. c. Their toys are taken from them. Situation: Jean wakes up in the morning still tired from her week and trip. Solutions: a. Her mother plans quiet indiVidual play for her. b. She is allowed to go on with her regular schedule and when she is cross and naughty in her play is put to bed. c. Her mother keeps her home from school or away from the neighbor- hood children as the case may be so shgawont become overly tires. d. She is kept in bed late playing quietly with toys appropriate - 4.. for bed. .\. Rate 1 to 4. (30 (~23) (I-z) (L7) Rate 1 to 5. (at) (1.2 ) (as) Rate 1 to 6. tax) ( 545’) (Is) (3.?) (8’) (1.?) date 1 to 5. (4.1) (to) (At) (3.1) (3.9) 15. Situation: Jimmy is cross and over tired every night before bedtime but his mother does not make him take naps because she says he can't sleep at night then. Solutions: a. b. c. d. 16. Situation: Solutions: a. b. Co 17. Situation: His mother makes him take his nap and then keeps him up late at night and lets him sleep late in the morning. He is kept in bed late in the morning so his day won't be so long without a nap time. He is given a nap and put to bed at his regular bed time and left just to lie in bed even if he doesn’t go right to sleep. He is put to bed as Soon as he becomes cross and tired at night. bometimes Hrs. Brown can take Jean with her to the store and sometimes it is impossible. the leaves Jean without even saying good bye. She explains to Jean when she is very young that some— times she can take her with her and that sometimes it is impossible and when she cannot take her, she goes to her, tells her ,héreshe is going, is sorry that she can't take her along, and leaves. She explains to Jean when she is young that sometimes she cannot take her with her and that when she doesn‘t she will bring her something so that soon Jean would rather stay home and wait for her surprise than go with her mother. A mother hates terribly to leave her child but has to do it daily. Solutions: a. b. C. d. 8. f. 18.- Situation: She hugs and kisses him and tells him she hates to leave him but she will think of him all day and hope he is having a good time away from her. She slips away when he isn't looking so she will be gone by the time he misses her. She tells him she is going out and kisses him good- bye and leaves. She tells him to stay and be a good boy all day and she will bring him a surprise when she comes after him. She promises faithfplly to stay with the child so he will stop crying and clinging to her and then leaves when he is not looking. She stays until he finds something to interest him and then tells him goodbye and leaves. Btbbie hates to bathe- or waSh. Solutions: a. b. f C. He is told he must mash at such and such a time and is taken to the bathroom at exactly the some time each day regardless of what he is doing at the time. If he doesn't wash as he is supposed to, he is not allowed to eat his meal and is put to bed without it. He is told to go and take his bath so he will feel all fresh and peppy and ready for more fun. He is promised a surprise at dinner if he does a good job of washing. Because he hates to mash and takes so long, his mother does it all for him. Rate 1 to 4. (3.7) tzs’) W ) t") (2.4) hate 1 to 4. (2.: 3 (*9 (L0) (2.7) Rate 1 to 4. (H) (4.!) (3.2) (33) Rate 1 to 4. C39) (La) (M) (14’) 19. 20. 21. 22. Situation: Bobbie does not refuse to wash but does such a hit and miss job that it is hardly worthwhile. bolutions: a. . His mother refuses to let him wash any more and does it for him. b. He is made to keep returning to the bathroom until he is clean. c. His mother goes along to help him get himself clean and points out the spots he has missed to him and compliments him on his clean and shining appearance, when he has finished. d. A score sheet with stars for successful washing is kept on the mall in the bathroom. but Situation: Jimmie goes to the bathroom when told a) ‘ippends his time by playing in the water rather than washing. Solutions: ' a. He is spanked when caught playing. b. He is not allowed to wash himself or go to the bathroom alone. 0. He is given just so long to wash in and if not ready for the next thing on the program is left behind. d. He is given just so long to wash in and if not finished in time is made fun of by the whole family because he is not clean. Situation: The children when taken on a trip to the store begin quarreling just as they enter a grocery store with their mother. solutions: a. They are sent back to the car to wait alone. b. They are left alone to quarrel and given a talking to after the shopping is done. c. They are taken back to the house and their mother explains that their fussing would bother the proprieter so they will have to lunch on what is in the house which turns out to be dry bread and milk. d. They are left alone until their father comes home at night and then they have to tell him what they did and take his punishment. Situation: Tommy takes his first visit to the store with his mother and at once begins to handle things. Solutions: a. The mother does nothing about it, asking the clerk if he isn't cute the way he is examining the perfume bottle he has picked up. , b. Before taking him his mother explains that there willfibe lots of pretty things in the store but that they are just to look at and not to touch them because they do not belong to them. If necessary she reminds him in the store. c. His mother spanks his hands every time he touches anything. d. His mother rushes him out of the store and leaves him in the car "because he doesn't know enough to leave things alone". Rate 1 to 5. (3 o) (M) (#70 Rate 1 to 4. (2.2 ) (*0) (2.7) (w) Rate 1 to 5. (*0) (3.0) (4.3) (M) ( 3.0) Rate 1 to 5. 26. (t?; (AS’ (H) (*0) (2.0) 9 25. é4. 25. 27. Rate 1 to 5. (2.57 ( M) (a) (m (3.20 28. - 7 - Situation: firs. Jenkins takes Danny to the store to my him socks. After they were chosen the problem of paying for themarose. Solutions: a. Mrs. Jenkins paid for them herself and when Danny asked what she was doing, she told him he wouldn't understand. b. Danny was given the money and told to give it to the clerk. c. Mrs. Jenkins explains that the socks belong to the storekeeper and that Danny must pay for them before he can have them and the money is given to him. Situation: When it is nap time Betty always has a temper tantrum and refuses to go to bed. Solutions: a. Her mother quiets her by telling her if she will play quietly for thenext hour, she will be rested and won't have to go to bed b. Her mother spanks her and puts her to bed each time it happens. c. Her mother quiets her by telling her that instead of a nap, she may sit on her bed for an hour and look at her favorite book d. Her mother disregards her tantrums and puts her to bed leave ing her alone to cry or scream until she is tired out. Situation: _ Billy persists on getting out of bed after over being put in. Solutions: ' a. His mother spanks him and puts him back. b. His mother ties him in bed. 0. After putting him back several times, his mother decides he might as well stay up. d. His motheeruts him back telling him if he doesn't stay, she hit tie him, and proceeds to do so the next time he gets out. e. His mother puts him back in bed and tells him to go to sleep as often as he gets out of bed. Situation: then told to go to bed, Kay says she isn't ready. Solutions: a. Her mother spanks her and puts her in bed. b. Her mother tells her to finish what she is doing and then go to bed by herself. 0. Her mother asks her what she wants to do before going to bed amd explains how it can wwait till after she gets up and will be already for her then. Twp. (1. Her mother tells her that if she :villago right to bed, she can't have her newest toy to play with any more. e. Her mother tells her that if she will go right to bed, she may take her dolly with her. Situation:"3ane needs a nap badly each day because she is a very active child but she wears both herself and her mother out every day trying every trick she knows to keep from taking a nap Solutions: ~ a. Her mother reads to her to keep her quiet and resting each day. b. Her mother lets her sit on the bed and look at books for an hour each day to take the pIsce of a nap. c. Her mother puts her in bed, tying her in if necessary, closes the door and ignores her entirely for the whole nap time. d. Her mother goes up to see what she wants each time she calls but refuses her wishes each time. 6. Her mother omits nap time and puts her to bed a little earlier instead. m ‘. ¢ 1 c q u - I. .. I ll 28. Rate 1 to 5. (SJ?) ( m (M (33) (A?) Rate 1 to 5. 29. 8.3% (/4) Rate 1 to 5. (a7) (is? (M) 522:3 9+ 51. Rate 1 to 4. (30) (m) (I!) ([3) 52. Rate 1 to 5. (3.17) (36’) (£0) (hf) - ,3 - Situation: Mother sees Jimmie and Bobbie fighting over a truck which Jimmy has been playing with. Solutions:' a. She lets them fight it out. b. She sends Bobbie to his room for trying to take the truck from Kimmy. c. She explains to Bobbie that Jimmy had the truck first but perhaps would take turns since he has had it so long and at once aSks Jimmy. d. bhe tells mebie to leave it alone since Jimmy had it first. e. She suggests that they use the truck together. Situation: Billy goes to his mother and tells her that Jack hit Solutions: (him) a. Mother spanks Jack. b. Mother tries to find out why and who was really the Cause of it and makes Jack apologize. c. Mother tells both children to go to their rooms to play alone until they are ready to play together. situation: Jane and Kay are playing house and are quarreling about who is to be the mother with no solution in sight. Solutions: a. Mother tells them to play something else. b. Mother tells them to stop quarreling or go back to bed. 0. Vother brings out a truck load of blocks and asks children who is father and says it is about time for him to start to work building the house while mother is doing the housework. d. Mother asks them who else in the family they might be. e. Mother suggests one child be the mother first and the other one second and says she will keep track of the time allowance for each if they would like her to. situation: Billy is perfectly capable of buttoning his own buttons and does so when his mother keeps after him but when there is anyone else around he gets them to do it for him. solutions: a. His mother tells him to do it but after his first attempts does it for him knowing he will go to his grandmother if she leaves him. b. His mother overlooks the fact that he asks someone else to doiti and pretends he has done it and compliments him on it. c. He is put in a room by himself and not allowed to come out un- til the buttons are buttoned. d. His mother takes a few minutes to do some sexing during his dressing time so she can be in the room to encourage him in his dressing. Situation: Jane can lace her own shoes perfectly well but often- times would rai'ther play than do them. Solutions: a. Her mother allows her so many minutes to lace them and if they are not done puts her back to bed. b. 'Her mother allows her so many minutes to lace them and if they are not done does them for her. 0. Her mother spanks her every five minutes that She takes to lagg them warning her each time. d. June is told her mother is going to the store or to do some- thing around the house and Jane could help if she is ready. “hen a reasonable time elapses, her mother goes on without her. (4- 7) (z/) ( :2) hate 1 to 4. (a) (M) (+40) (A7) Rate 1 to 4. (a?) (13) (M) (A/) date 1 to 5. (4.6) (as) (W) (A3) (*0) 52. 55. 34. 55. 56. (continued) - 9 - Solutions: e. Jane is put in a room by herself as devoid of interest to her as possible and told to join the rest of the family when her shoes are laced. Situation: Billy is old enough to dress himself and wants to because his older brother does but some of his clothes are just too difficult for him to manage. Solutions: a. His mother explains that he is much younger than James and isn't expected to do those things for himself. b. His mother is careful to buy self help garments for him and to put large easily handled buttons on what clothes of his she 0. His mother tells him James can help him when (can). there is something that is too hard for him to do for himself. Situation: Billy and Jimmy had very few toys and only one of each. Problems often arose over which toys each wanted. Solutions: a. Their mother talks to them about playing nicely together and taking turns with the toys. She asks, them if they would like to take turns each day with a truck which is their favor- ite or each one have it every other day for the whole day. b. Their mother tells them that if they can't play nicely with the the toys they do have, she will take them away. 3. tech timeVJulJ mother finds them quarreling she spanks the one at fault. d. Their mother tells them she will have to forbid them to play with one another's toys until they are willing tosfihre thbm or 'take turns and each child;is.allowed his own toys. Situation: Jane is growing up to be a very selfish only child. Solutions: a. Her mother is very cross with her whenever another little child comes to visit and Jane is naughty and spanks her when the visitor leaves. b. Her mother warns her before company comes that if she doesn't let little Bobbie play with her toys, she will be put to bed immediately. 0. Her mother arranges for her to visit other children oftenSQ 'dflfl: she may learn to share their toys. d. Her mother arranges for several little children to come in regularly each week and play with Jane under her own close supervision at first. Situation: then play time is over a problem always arises over how Billy's and Jane's toys are to be put atay. Solutions: a. Their mother sends them on to their next task and puts the toys away herself. b. A separate play room is used where the tpys can be left out fr0hi one play time to the next. 0. Their mother makes each child put away what he is playing with. d. Their mother helps them put the toys spay encouraging each to put any of them away and not just what they had used. e. Their mother tells them all toys not put away in a certain length of time will be taken away from them. Name of Child Name of Parent. *(A29 (56) (£4 ) (2x!) (4’) (4.7) (:53 (1" (1") ( ) (3.0) (440) (H) (I?) (17) gab) (30 ) 2") L0) ( ) (Lu) (#1) (1%) (s7) 1% wt “ZnAuu' §h-7,’fiazenip NURSERY SCHOOL OBbERVATIONb I. situation: Child is untidy while eating Possible Procedures a. Child asks to clean up own mess. b. Child refuses to clean up own mess. c. Child is very careful when eating and only spills accidentally and acts very ilty about that. oeufia/-&~J'cflkezevia xuumnext“7uqaiy,e» puiia II. Situation: Child is taking off rubbers or boots. Possible Procedures: a. fieaves on floor where he takes them off. b. Carries around room and leaves almost any place. c. Puts one in locker and leaves other out. d. Puts both if lzcker when asked or commanded. e. Takes of: aid guts both in locker immediately f. III. Situation. thiLJ LS taking off shoes and putting on sli} )pers. Possible Procedures: 3. Takes off shoes and leaves them in middle of floor. b. Takes off shoes and throws them over bannister. c. Takes off shoes and puts them in locker or other proper place. d. Takes off shoes and puts them in slipper box. IV. Situation: Child is putting on shoes after nap and taking care of slippers. Possible Procedures: a. Leaves slipper under bed b. Leaves slippers in middle of floor. 0. Leaves slippers in bath room. d. Throws slippers over bannister. e. Puts slippers in slipper box or other proper place. fa V. Situation: It is time for child to put up toys Possible Procedures: a. Child keeps on playing When asked to help pick up toys. b. Child starts to take care of some toy but becomes fascinated with it. c. Hides or goes to some other room when asked to help. d. Immediately begins to pick up toys. e. begins to help if teacher helps also. f. Takes care of toys only when reminded esdh time by teacher watching him constantly. CbildlLNsms W thsmsr. W .A. Untidiness: ' '” l ' 5 :— - I, 0 ‘ TL. A4; L...” (.../HA1.) rl. .r. 1’ o . ll... C. or. .... .k‘ .C. ... .Jis 1' - ,u. 1 Cl.. . . o .m t .. D: .. c o .I. s I {J .. C .. 1‘. ... . n on | . u v r .s. v o . .. v \ . ..D..\ l. . I .I-l .. t. .. .q I s. u. n at u . .- o . I. ,. in t .. o a .. .uu. \I h: n. I. A 1. I -7 1A.. .‘. .o It . . . . u a l . v - . I .1 v . . . \ \ i . ... . . b \ u i . .l ..l‘ .1 .\¢. ..imp :34) (L2) (2.0) ( ) I. II. VI. Check at three different .1; : Situation: Child changes his play from one toy to another. Possible Procedures: a. Leaves out first toy and gets out second b. Takes care of first toy before getting out out second. c. Takes care of first toy only when reminded. d. 3. Eating Problems Situation: Plate tith main course is placed before Child. Possible Procedures: a. b. c. d. e. h. i. Begins at once to eat and doesn't stop till plate is empty. Eats only favorite familiar foods and dallies over the rest. Plays with food but does not eat until forced to or fed. Asks what unfamiliar food is but starts to eat when told. Asks what unfamiliar food is and says,"laiother doesn't fix it,"hother says I can't eat it", "I don't like it," or some similar thing. Does not finish main course dinner in allotted time so is not allowed other courses and cries when‘+b/d. Does not finish main course of dinner in allotted time and when refused other courses accepts the verdict without argument. Plays with food uhtil placed in another room to eat alone. ' situation: L’hild is given plate with a dislfkéd a. b. c. d. 8. food on it. Possible Procedures hats other things on plate leaving disliked food till last. Eats disliked food along with rest of dinner when reminded that everything must be eaten. Eeaves disliked food and therefore has no further courses of dinner. Regu gtates disliked food and is given more which he eats. in times '.'135 Iii-4- J. an. . .cl‘ :0 o A o .1. C ‘8 a. 594-1 I ’ )It . v . I. 1 r ..Ififlo I... (01 D. I. usslt .0. I r. C - I a . o . u u ‘ .II . u . . . a o . to . - ... p Z n 1.35 ‘ .. a .0. . l .pllfy... .‘v. .. . . l . v . r ' ... n 0‘ A! it- . h . . .. ...- 9-. 4 D . 1 .. ... ,o | .7‘ 91.1.1. 15‘. .I 4,. a! t...4.. \ . . . .4 ....an . . O O h I x . v a l . a v . . A» u a .u p. Q! . til V‘. s a c u .. .- ;a Q A a . n . _ J . . . 4 I a . .. . . T . . R . . C ‘- V i ., . ”‘0 I .u . o a ' r... .I.. . r .. . I‘ l V 3.. . . . n o . ll . . J v ,r- . ' 1 .c I n I I . I . ~ r . h . . . . y 1 . . . it .. . .. .i . I . u. .. J. ‘ ... 1 1| . r I . \. . . . . .:... «... r. i. .. ... . t ... ,. .. I a u . fl ,. (I . . .... a I .. m. . l ‘ .. . ..A \vl .. ~s. ... . ... . . . u . .. .n. . '0 u .. .P. 1.. .. . - .J . .x.. . . .. . v r A ,-.. . y ....Au 41‘ \H.., It‘il. ..s no..4\.fi.\ I. \a . ..YI-n a. . ‘13:}: .... . ff 1 til. 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Does not even seem to notice color on table. (3A) c. Notices color and acts proud that he has colored table. d. II. Situation: In playing breaks or damages a toy. Possible Procedures‘ (f!) a. Hides tqy (i?) b. Cries (Li) c. Asks teacher to fix it. (gsj d. Asks for another (45) e. hays he doesn't care Q;¢) f. Khan spoken to, proceeds to further destruction. III. Situation: Child is overly rough in play with books and book is torn. Possible Procedures: (#7) a. Takes book to teacher and asks to have it put away because it is torn. (Ii) b. Takes book to teacher and asks to have it fixed. (12% c. “hen reprimanded by another child, cries. (17) d. hays he doesn't care. 9. D. Crossness and Over-tiredness I. bituation: Child is not playing congenially with the other children Possible Procedures: (57) a. Khan reprimanded, childs blames another. (ta) b. then reprimanded, cries. (L,) c. When told to go to another room until he can come back and play nicely, child goes willingly and soon comes back to play . .successfully with the others. I ‘55) ' d. When told to go to another room, child cries and kicks and has to be forced. ($0) e. then told to go to another room, child goes but sulks and does not come back by himself. (4.x) f. then given a different toy to play carith, child starts playing with it. ($7) g. When given a different toy, child refused to play with it. o . . a . a . .. I . I . I. 1. v tuII-dl. .... o ...: ...... v~\. . II.‘:.0 so ..\ . .0 o.¢. . . ... . a .. In . I II..I? .v o . L. .-I - ~ . v I c C a . . . b I a O n . .- a .. . . . . . o a . . . . a . . . a ... . v . . I. . . O n O u ( . Q A . u 1 D O C l .0 . .0 .o ..r n . .. . . . . . . . o. . ,h . . Ia . r . . o . . p. t . . . . . . 0 . . .- .. i . . a . i . a . . ..I. o .~I . . . . . u: p . . . . .. . . . . I . ... . n ._ I .u . m ... e . . n . J . a u n g. . u . . a . 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I‘I..l'll..|. 16.1,. 00"- II .. .l .-1. I - D. . u 9.. . y . .. |.. a; . c, . . I .... . l.~ . I. \ .r ... I I . .. . o s .‘ o f~ I I ...h . a I . . I . I‘V It 0-C. «'II \ , . . u C I . a a . ... . . . ,- J . .~ 0 s I... . u . .1 O I . . . u 1 a. \a I r! . I § . I I n . I .. .. U — . . ... I . , .- P v o . 1 I .. . . .\ O. U .o I Q . 1.11 I:I..... - .I....|,o:u.... ...I“. .5 flaiins. ’\ £38. (£57 (37’) (L7) (AZ/‘- (37 3 (%/) (f?) (5?) (m) (42,) (3J3 (53 (37) (L?) F. I Check at three differenw Leaving Child I. II. Situation: behind when the others go out. One child is not well and must be left It is explained to him why he is to be left and things are suggested for him to do. Possible Procedures: a. b. e. Gets wraps and says he is going anyway. Finds something to do and is not concerned after he understands he must stay in. Cries and says he wants to go too. Cheerfully tells other children he is staying in and tells them good bye. Situation: The parent brings the child and proceeds to leave. Possible Procedures. a. Parent kisses child and leaves. b. Parent stays around the school for a while talking and then leaves. 0. Parent gets child engrossed in something else and then slips out when he doesn't know it without saying goodbye. d. Parent hugs and kisses child and tells him how much she mill miss him and has herself practically in tears as well as the child. e. In order to get the child to stop crying and clinging to her, parent promises faithfully to stay and then slips out at the earliest possible moment without saying good bye. f. Parent stays until the child finds something to interest him and then says goodbye and leave g. Situation: Parent brings child to school. a. Possible Procedure: Kisses parent, says goodbye, and proceeds to take offwraps. Asks parent to stay. Cries and clings to parent. 1'earfully bids parent goodbye. beems to forget mother's existence the minute he arrives. l S. 2 t times 5 .~ . . . . . .. . ... I. s . a x . u \.. n . s c . . ..a o .- ! ..., .- .l‘ ... I u )3 . o I-I ..I . . n f. . .10 .l V . . u . n n > . . I l .- . I. u . v. . u . . u . \ t ... v. ‘ .4 ii $0.\l| .|‘|.‘ (u. v. .II\ .t. l..."\.u If l\‘l . . n u u n I. . . . . ._ . . u. u .. - . . u . 4 a I . . . ,2. c u .i v I. J g .I .- .I -. ‘. . \ .u ..4. m . . ..H ... . . . . ‘ . .. . ‘. . .. . . ~ . . : . .n . . . . . . u .. O f A . . . . . . . a .. .. . . .‘..\|\.u‘..l. ||\x"al-lv a -.o 0-. . .l-l-.Iln ..“|.\o..|)l‘ cs. viii: .uA.¢,ll I . ., l . . l. .. L .. . . .q n» . n . ‘ lvn.l -. I. in col- l!..-. lv.‘ rig-I.‘ . .1..o| lu...u. . . . I ~ v‘. w \ I u .. 0. .ul . .I.. v..- gating_ Check at three different times 1 2 5 F. Cashing I. Situation: It is time for the child to wash for lunch. 4”%‘ Possible Procedures: (A4) a. Puts in water, washes, and dries self I very systematically without wasting time. (is) b. Plays with water. {2J) c. Does a very superficial job of washing. (41) d. Plays in water without really washing but says he has washed. (‘0) e. Plays with and bothers other children 2 instead of washing. (57) f. Climbs around bathroom. (x?) g. Talks instead of washing. h. C. Behavior in Public. I. Situatio ':Children are taken in a store Possible rocedures: («7) a. Start running through the aisles. (310 b. bhouts, laughs and talks loudly. E$9) c. Touches commodities. L0) d. Walks with teacher and looks at commodities without touching them. (a?) e. Asks for everything he sees. f. H. Bedtime Problems I. situation: It is naptime and the children are told to go to the bathroom and get ready for bed. (343 Possible Procedures: (37 a. Refuses to go until he is forced to go (L0) b. Runs and hides. ‘ c. Uegs to be allowed to stay up just a L little longer. (fl/b d. Goes and gets ready for bed and goes ta bed immediately. e. II. bituation: It is nap time. Possible Procedures: (*7) a. Is noisy - talking, laughing and makin noises to disturb others. (a?) b. Gets up and sits up when teacher leaves the room. (11) c. Plays in bed with slipper, sock, or other clothing. _ (L0) d. Lies quietly or goes to sleep immediately (a2) 9. “iggles and turns and tosses for most of nap time. f. '2 ... l‘c,‘| I, t- I\II.I«I191 :- . . , a. l i g . *- ~ ; . x I i . I. . D \.'....I.\ol.| it... cult]; I 80.0. . 1'!!\ ’f.; o. u . .- u .. t ..’C so (an. . 1.. .. ‘1 \ fan-\I.~ 0.! ‘A-f‘ Iv in. . Check at three different times saline. ‘1 2 I. Uhildren's Quarrels. I. Situation: In playing one child does not get his own way. Possible Procedures: ([0) a. Talks other child into compromise. (3g) b. Hits, bites, pinches or kicks other child. 'l’) c. Goes to teadher with trouble. k¥19 d. §ulks and says he won't play with other child and perhaps tells other children _ not to play with other child either. (343 e. Cries and says it is his and he wants it. I. Dressing One's self. I. Situation: Children are putting on their outdoors clothes. V l’ossible Proceduresi (fly) a. Will allow no help and is very independent in dressing self. (43) b. Uhild says he can’t do it before he even tries but when teacher refuses help, he manages by himself. (Lb) c. Child tries very hard but cannot manage all of it by himself so is helped. (5”) d. Plays or watches rather than getting dressed a d then expects help because he is the last one. (.12.) e. Days-£12 is too little to do it. 1 f. w Chap OLA-09W I (*7) II. situation: Children are putting on shoes after nap. Possible Procedures: (*1) a. bits and plays with his shoes or slippers. f (ab) b. Yatches the other children or talks or plays With them instead of putting on his own shoes. (I!) c. Tries to put on his own shoes but soon gives up. $10) d. Dits down and puts on his shoes. \%0) e. haits for help and does not try for himself. f. III. Situation: The children were lacing their shoes. Possible Procedures: (Lo) a. Child sits down and laces his shoes satis- . factorily perhaps tying them as well. 11’) b. Sits down and laces shoes anyway to suit his fancy even though he is shown where he is ‘ doing it wrong. 13:) c. Dits and plays or hatches others instead of . . lacing Shoes. (344 d. Takes long time to lace shoes working toward having someone do it for him. 6%!) e. Makes no attempt to lace shoes but shows he expects someone to do it for him. f. I I l fl.- .1 L. iiiiha Check at three different Cooperativeness I. III. Situation: (or All wagons are in use other popular toy) and another child also wants to play with one. Poss a. b. Co d. e. f. g. Situation: ible Procedures: Follows another child who has one without saying anything. .Aighau ' £1~t AQLJ Asks if other child ithewéZ;:elay~With him. make other child if he can play with him. Suggests taking turns to other child. Goes to teacher and tells her he wants it. Tries to take it away from other child. Finds something else to play with. Two children want the same toy Possible Procedures: .11 . be A C. Si Po a. b. c. d. 8. doth hold on and begin to fight over it. One asks other if he may have it. One sticks up for rights saying he had it first and other gives up. One suggests taking turns. One gives up. One or both run to teacher. tuation: ssible Procedures: Child hides. Takes care of what he was playing with. It is time to take care of the toys.- l o Qh-Cnfio‘m nan-o forks with others taking care of all of toys'. Fights with others over who is to put certs toys aWay. in 2 times . t . u u o . . . ,v r - I . I . r. I .l .... . . . 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