AN ASSESSMENT C‘F‘ T'EA'TEMIAL
ATTITUDES TOWARD {EQUILPEARING

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Researcher: . Key JudeenOHIm-oel

Adviser: Dr. Bernice I) Be: rmn: professor in Child Dovel meant. Richie an Stc’e U27:Zve:::::’-"t'
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Title: Assessment of later Attitudes Toward Child-Rearing

Purpose: The nuroose of this study wfis toOessers the attitudes toward child~chrity

exnreesed bv mothers having preschool children who were living in ‘ ouwwr“
State University married students' housing. The attitudes of‘t'roc flrouos o: no ctr:nie
were compared to learn if mothers particioeting in n coonerative nurcery school
ornressed attitudes that were more socially desirable. according to the exorceecd
attitudes of a Krone of soecialiets in child derelooment. than mothers not on rtic i333: :
in e cooneretive nursery school. '

Suhfiogtrg: The subjects drawn at random included: 20 mothore who had a child (xv-‘0’"
in Spartan Cooncrative llurco rv So 001 and 31d rerti ci'mt ed in the urea Jr?"-

for at least three terms: 17 mothers who had not nor- ticicnt e.d in a Cooperative 1

school but had mde apolication to enroll their child in the Smrtnn Coooeretive

Rumery School and were on the waiting list, 20 mothers who had not norticioatcd it:

a cooperative nursery school and had not mole notlicati on to have their children

enrolled in a coonerative nursery school. The gro arms were similar in ezr’ cent of

education. ago and number of children oer family.

Procedugjg: The Parental Attitude Research l’nctinment (PARI) mes used to measure 13-. 33
mothers” attitudes toward child-arenrim;. The PARI contained 23 attitude

scales with five items in each scale. The analysis of variance technique was used

to determine. whether differences in attitude mean scale scores existed among; the erotic...

For the attitude scales which showed "ta-“difference at the 5% significance level,

Duncan’s multiple range test was apolied to learn between which groune the diffel once

existed.

Results: Significant differenc es were found boteeen the mean scale scores of the

-- mcieliste and those of one or more of the warrant groune on eight of the
23 attitude scales. These scales were: Breakir" the Will. Strictnoss, Exclu ding;
Outside Influences. Deification» Annroval of Activity.» Ascendancy of the Mothers
Intmeivenese. and Lack of Comdeship and Sharing. in all of the attitude scales“
found to be significantly different except the scale for lack of Comrades-hie and
Sharing. the enecialists had the love at average attitude scale score. Low scores .
indicated the mom socially desirable attitudes. These attitudes meetosted the area;
inwhich parents may need help in develoning heel thy attitudes toward childurearir »‘§.

In general. the mean scale scores of the three mmnt gramme were not significant: ~r
different on the 23 attitude scales. However 9. trend did emoar which seemed to shoe
the effectiveness of the narent education program in the cooperative nursery school:
The mothers having children in the cooperative nursery school and particimit ng in
the nrogmm for at least three terms amassed attitudes that were most similar
to the expressed attitudes of the specialists. The mothers interested in nartieipeti
in the cooperative nursery school and having their children on the waiting list were
next in similarity to the specialists. The mothers the had not made annlication to
lave their preschool child enrolled in the cooperative nurseiy school and had no
connection with a cooperative nursery school were farthest away from the attitudes o:
the specialists.

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all those who had a part ami aiésd in the can: leL an of thL
study:
armic: Ehrgzang Ezafaaser.2 Zufhe Management and
Guild Bev5lrgment9 far ha: infisragty emaqu “a“ antg and guid-
.fice 35 the majar «avignr f0: fihis Siua"a

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ment and Child E55510535nt, hiss Dexofihy Ruasell. lag tractor

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To Dr. Jag Kg K2233, for his advice amd assistance in
the stati5 ical azalV5f.s 05 the dazuo

To tha Speciali$ts 1r ChilJ Development who formed

To all the 5? mmfiher” {gr thair time anfi cosperaticn

in filling eat the quastianndirasu ad in this studyo

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C {LIFTER I
IYTTTITH‘JM INN

many research findings in child devalOpnant seem to
SUpport the theory that parental attitudes toward childrearing
influence the personality development of children. For example:
Radkel found a relationship between the unfavorable conduct of
preschool chilfiren. as rated by their teachers. and parental
attitudes favoring autocratic. restrictive. and severe discip-
line. Shoben2 in a study of parental attitudes and the adjust-
ment of older children, administered an inventory of attitudes
toward child-rearing to 50 mothers of children in mental hygiene
clinics and juvenile courts and 50 nothers of normal children.
Ha found significant positive correlations between the parent‘
attitude acalaa of dominance. possessivanooa, and ignoring
children and the children‘slgatisfactory adjustment to society.

3 ran rted a study completed by miles in which it was

Anderson
found that parants' attitudes were related to the leadership

status and social acceptance of the child by the school group.

 

. lfiarian J. Radka, "Relation of Parental Authority to
Children's Behavior and Attitudes,” Universit of flinnnoota
Igotitutn of Child welfare Honooraoh, No. a; you .

 
  
 

23. J. Shoban, Jr.. "The Assessment of Parental Attitudes
in Relation to Child chuatmont," Conotic Psycholgfy Honozragh,
XXXIX (1949) lCl-lfi8.

33. E. Anderson, 'Farants' Attituéas on Child Behavior:
A Report of Threa Studies," Chili Dtvqlognont, XVII (1946)
91-97.

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He reported that subscales measuring overprotection, dominance
by the parent. and encouragement of social development were
related to the child's social adjustment.

- These studies are illustrative of many others in the
field which indicate a relationship between parental attitudes
and the personality developnent of childreno Hence. it is
important that the childoroaring attitudes hole by parents be
those believed to foster healthy personalities in children.
When parents do not possess such attitudes it presents a chall-
enge to parent educators to try to modify or change those
attitudes that may be harmful to children iota-attitudes that
tend to foster children's healthy personality development.

dif cation of fittgtudos Fostcred by Coogorstivs horsery‘Schcols

It is the belief of many individuals in the field of

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parent education, that the cooperative nursery school proVides
a unique method of helping parents to gain insights and under-
standing concerning their children and thus aids them in I
develOping healthy attitudes toward child-rearing. The method
of naront education in a cooperative which differs from other
nursery schools is that most of the parents in a coonorative
are actively participating in the teaching and guidance of their
own child and other children under the leadership of a trained
teacher. For success in this aspect of he program, it is
essential that a comnlete program of parent education he
carried on. Thus there are numerous Opportunities for modifif_l
cation of attitudes concerning child-rearing.

$.An attitude has been defined as "a relatively enduring.
hut nodigigglg, tendency or readiness on the part of a person

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3
to behave in particular ways toward some object. person or
issue."4 Tyler states four different ways in which attitudes
commonly develop in people. The couperativo nursery school
appears to offer exoerioncos in three of these four ways.

The first method described by Tyler. “is through
assimilation from the environment. The things that are taken
for granted by the people around about us. the points of view
that are commonly held by our friends and acquaintances are
illustrations of environmental attitudes which sro frequent ly
assimilated without our having been conscious of them."5 The
cooperative nursery school provides to a great extent the
possibility for environmental assimilation of attitudes because
of the high interdependence of the mothers and teachers in
their teaching and administrative roles.

A second method of acquiring attitudes arises from
the “emotional effects of certain kinds of experiences. In
general. if one has had satisfying experiences in a particular
connection, he develOps an attitude favorable to some content
or sapect of that experience, while if he has had an unsatisfyu
ing effect from the experience. his attitude may become antagon-
istic.'$ The positive satisfactions derived by the parent in
successful teaching of his own and other children, under guid-
ance and direction. is another method provided by the coOpera-

tivo nursery school for likely acquisition of desirable attitudes.

 

4Raymond G. Kuhlen, Th-e Psychol-Jfly of M.0195cnnt L’lnavagon-
nnfiu,(Ne: York: Harper and wrotners. 1702} p. 4V.

halph W; Tyler, Basic P incinals of Curriculum an;
(Chicago: Thfliulferaiuf 0f Cuicago 91.853. IJL2’3) p. 490

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4

A third method of deveIOping attitudes ”is through
direct intellectual processes. In some cases when we see the
implications of a particular object or process, we are led to
develoo an attitude favorable or unfavorable to it from the.
knowledge which we gain from this intellectual anaiyaia.'7
The cooperative nursery school provides many Opportunities for
attitude change through direct intellectual processes. Such
Opportunities are inherent in observing a trained teacher work-
ing with children. in parent conferences. aod in workshops and
group meetings.

The fourth method of developing attitudes mentioned
by Tyler. "is through traumatic experiences, that is, expers
iences which have had a deep emotional effect.“3 Experiences

of this type are usually not found in the cooperative nursery

school.

Bflwfiu33 of the Study

Because attitudes re considered to be modifiable, it
was the concern of this study to learn if the experience of
mothers participating in a cooperative nursery school had a
beneficial effect Upon their developing socially desirable

attitudes toward child-rearing.

Problem

The problem was to assess the expressed attitudes to-
ward child—rearing of three groUps of mothers having preschool

children in order to compare the expressed attitudes of mothers

 

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5
who have had experience in a parent cooperative nursery
school with those of mothers who had not such experience but
had indicated an interest in it and those of mothers who had

had neither the erperionco nor had indicated interest in it.

I-ypot has i g
The following null hypothesis guided the study: mothers

participating in and having children in a parent coOperativo
nursery school will 53;,report attitudes that are more socially
dosirablo than mothers who have not participated in a coopera-
tive nursery school but have expressed an interest in it, nor
of mothers who have not participated in a coooarativo nursery

school and have not expressed an interest in it.

Ass-notions

     

It was assumed that the comparison of attitudes of
mothers who had participated in a parent cooperativonurssry
school udth those who had not would be one means of assassing
the effectiveness of the parent education program of the CGOpora-
tivo nursery school in helping mothers to doveloo healthy
attitudes toward childwrearing. Also, the assessment of atti-
tudes expressed by mothers who had not participated in a coop-
eratlvc nursery program might suggest areas in which parents
need help in developing healthy attitudes toward child-roaring
and could load to the dechOpmant of a parent education pragram

which would be more effective in achieving this goal.

Dagcriotion of the Spartan Nursary School

The Spartan nursery School, a parent cooperative nursery

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6
school. offered a program of parent education that was con-
sidered to have potential for fostering healthy parental
attitudes toward childurooring. mothers participating in this
coooerativo nursery school were ono group of subjocts included
in this study.

The Spartan Nursery School is located on the campus
of flichlgoo State University. It is a paront cooperative
nursery school administered jointly by teachers who are mem-
bers of tho staff of the College of Home Economics of Mich»
igan State University and by parents who are students attend~
ing Michigan State University, the majority of whom are living
in university housing for married studentoo

Spartan Norsory School differs from many cooperatives
in that it is supported by the university and renders services
in training student teachers in child doveloomont from the
College of Home Economics. Students in child psychology and
child doveIOpment also have the privilege of observing and
testing the children attending the school.

The entire staff is professionally trained. It consists
of a director-teacher and three adfiitional teachers, each with
a wide range of experience which qualifies her not only for
guiding the activities of children but in working cooperatively
with parents. The director and two of the teachers havo
master's degrees in child dovelopmont. The other toaczor is
a graduate assistant who is a candidate for that degree.

At the time of this study there were 105 children
enrolled in the school, ranging in age from approximately two

years and six months to five years. Tho children were divided

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into seven grenps of 15 chi dren, These groups met for half-
day sessions two a: three days a weex. Each group wag under
the directlun o;f a 3teff tea::3:, assisted by two parents and

sometimes a at dent *64'3rr who we me 3‘3 M133 in child develnp-

0'.

meat,

3"” 4" - .- . . e f . g_ _. ‘-
gescripuion of arcnfi Educatic3 at ~*"*'~n «ur3e: ' Mgmct l
mh'mfi w“ uw- IM*-I~rhm~§v --o- “Map-m'” Clu- u I‘fi. II- “—4 5“” ..M 5 ‘- - mu t .. o.l0~--—I~ v ..n in.» 0-» um- :-

The parent education 3 ocram efs parten Nursery School
is similar to the parent education r3crra~n of m :y coopera-
tive nursery schools» However, no two programs of parent
education are exactly alike beca: se of the different allevu:r.
and teachers administrating the programs. Since t5: method:
used in a parent education progtam are impertant in determin-
ing the program's effectiveness, the natnnds used in the

Spartan Nursery School will be desnrlbed.

Parent Participation in T33;3i33

Ferhaps the most impsrtent means 3f parent educatlcn
in the cooperative nuzsezy 593001 is a 33:33: participating
under he SupQIV.Si)fl of a traingd teacher in the guidenae 0:
children and observing his own chiLi in :3laticn te otter
children. This enablea a parent to learn turough psrsenel ex-
perience and 0: servecion lnulvlflzal dif .romaes in children,

wéll as effectual ways of relating 33 33313293 333 guijing

th (in 0

Each family in Spartan Mergery School is required to

t&8Cu a 539- :ifled number at days per term, usually three to

 

*9!“ 3.! a ‘ (1 . 1 p '- b _
he schoal year at hlchlgan state univers£.t y is dle’lCZEd
into oale.rxdar qlarf.ers or ”Terms" 0: tan or twelve weeks.

8

0

five days... This? 3:0 monorail. ..‘i' ma " be; $3.55.} :8” CL] either the
mother or tho fatheru depending Upbn >ha convenience and choice
of tho family. However. oniy a £2: fathers participate as

teachorso

briontation

There is no formal training in the orientation which
a parent must go through before enrolling his child in Spartan
nursery School. Each parent must have an initial conference
with the teacher of the group his child is entering and before
beginning his teaching days, he is required to observe the
group for one day under the guidance of a trained teacher.
At this time the participating paror t learns v.hat the respon-
sibilities of "teaching mothers" ara9 as wall as what to look
for in children's behavior and why a teacher handles particular
situations as she does. Each family is given a booklet that
describes the routine of Spartan Nursery School and contains
helpful hints to mothers for guiding the children in music.
stories, and creative art activities while thayanataaching.9
The parents are also given a booklet concerning the organiza-
tion of the nursery school. explaining such things as grouo
meetings, general meetings. and the organization and function

of the Parent Council.

Informal Conferences

At the close of each teaching session the teacher and

 

9Elizabeth Pane, and Watt? Garlick, Gui “o:“§_ rT “gt; 3
in oo»ar tlvo ”7r,nzv 3 h? I cast Lansing, gi-ziga
:icnigan bta ca Lnivarsity, -,oo).

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th3 warents wLa are agsisting for tfiat day have a short ififormal
conferencc ta discuss impartant or iataresting happening: 0!

the éay and any queafiioaa that the warents or teachers-may have.
This is a valuable sharing experience far thc parents and.

teachars wha 3are learning, as wall as ur adcrstanding. is reinforced.

General and Group meetings

. A general meeting for all the parents cf the nfirsery
school and the teachers is hcld each texm. The-Parents'
Ccuncil has charge of planning and canducting these meetings.
The programs are varied, and are planned to be of interest to
all of the parents.

Group meetings for the parents and teachers in each

individual graup are alga held cnce a term; At these smaller
meetings topics of int.orest ani cc . cern to the specific group

are discussed.

Parents” Ccuncii

Each group of parents elecfis its own officers and senfls
I rcprcssntaiiv& ta t§,1e Fen 9,.3' C3Q113ilo Thc Csunczl cansisti
of a council chairman,a aviceuc Hairmanu a acczctarv, a t
a social coozéinatcr, a "w3:k~party” *ceczdinata:, a library
ccardi‘ nator for tua c.ilqcan a lihvaryg and three delegaEEQ
ta the flich gan Cosmcil of Commerativc flur3 arias.

Ewe Pa:ant3‘ Cauncil u3u311y mcztc twice a tarm 93 mars

*A ”mark-part ” is a wasting f3? 91 the: mothers or fathers
when ihay refurhish aid equip, ant, plan and make new equipment.
and do other Jobs which imgrove the pnws ical cetaap of the nur»
sexy schcal.

 

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16
often if svecial needs £21396 It is resrénsible far setting
up the caleniar far tha term, including ”mark garty" dataga
social e?ents and events of sgecial interest ta parents. The
Council alse plans neceasaxv manaymralsing prcjéfitfi and acts
as a gavernlng board within the scape Qf the power allawed by
the University. A representative of the Parent Council helps

to organize “work partlés" fa: fathers and far mathers.

Library

Spartan fiursery Schoal also provides a library can-
talnlng materials. pamphlets and books cf ch11 deveIOpmeat,
child study and child guléance which parents may check out

for an unspecified lime, acaardlng t9 their need.

C&her matuods

Additional mathods of parent educatian are used in
Spartan fiursery School which are similar to other nursery
scfiools. lhese include tha lflformal camvergatlans batween the
taachers and parents, parentmteacher cgnferances, heme vialts,
and bullatin baardao

Informal canvaraatla:a between the patant and taaahnr
during the taacfilng fiay and as the pareat brings his child t9
nuracry schoal and pick$ him up is a valuable way for the
teasher and parent t9 obtain a better understanfilng of each
othar and the parent's childe

?ha teachers are also available for conferences with
parent3 1f the parenta or teachers wish ta talk in mare detail
and privacy concerning the child.

Home visita are made occasionally by the teachers, 1f

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PARTS??? EDLCATI’JEE is? 32) TEX:
1""3""'-"" :“T'Yfith on r) "3’3"" nr-a- [Hy/W."
",.f‘x.'. . ... y. \ ., ..‘_ I. I." 3' ;'.' ‘- _...,p‘ L‘ b... §~IF1~ " ,9”...

... l 4'.- a
“an. mmn‘mn ...-53.- m-“n’n

333; for Porcn‘ ’4"r*"31

We 1 lvo izfi a ”astwcc"'nq, fcctmchanging world. Fania
lios are caught in the tioo of now sciontific reooarch find-
ings and breakdounc of tradition; How knowledge yesterday
is old k'.owlrm 3c tonoyz ncw p::oc cti Jc 3 today are outdated
tomorrow.

ficny carontc are searching for direction in bringing
uc their children bonansc new knowl°d e in the area of child»
rearing is accumulating raoidly and families’ traditional
quidealincs seem to be lost or wavering in the current social

scene. The status of won? on is choc 31mg to word incrocacd auto.

com? in both their famil3r and nonmfamily rcloo. Mnly married

(2'

couples are establiohing residence apar from their parental
homes causing a declino in the frequen y of intermgcnoraticnal
family interactiono There is increased contact through immi~
oration and social mobility between members of different

ethnic backgrounds and social classes who have contrasting
cultural traditions of child care. All of those things have
contributed either to the isolation of the no w parent from hio
coo cultural traditions of child training, or to his exposure
to different ways of roaring children whicfi present a challenge

to him.
12

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13

:he conse<xuent hroaxcowu in traiitizn Ewor 2% the mod my:
parent into greater conE cinusness of his child-rearing
prasticos an.i fiemahint . the devoiao r22; arrest a of
his roles as a parent do:3 have, either fro n his own
razourcea or with the as oz:f1LP& of persons outside his
family group.i

The impact on parents of the barrage of new knowledge
in the area of child development should not be underestimated.
This knowledge has shown that the 2 ma; exist tier ways of

7. . ,. . . . .. ‘2 a .
.Jilu:en than the oe preacribei by traditiJn. ”Increased

H-
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o ‘ ‘, 3 . -. u - -.- ...;D-Ilt vi" ~39 ‘_' . 6‘ t u on ‘ n r. . !
Eion nae given porch.» a 2222? nose 2: understanding

or .‘ to rs. ' lb, 1 ' ’- -‘ - '1 !‘ 3‘ .' ‘\.~~-:-‘ - ' ‘.? ' ? -‘ “ -‘-v
on wxich to groaaed in their day a; no; lining with cniiirenu

.. 0.1.2,
have quwd aom2 Lonruaion in

. * ”1:3,, 4"...&. ., .:. , ... ”I. “a" 2?.
be... 62.25.2322 a: 2. :; .::2rr2 2.2.1-222

i

applying ihia knoml25;e.- An 2222912 of this confusion is
seen in p.22ntal attit 2523 21-2d oistiplino. As parents
revoltei agaiha? ihe m733 Vic. :ian, a2.so itarian attitudes
of paren’c a1 domln are in the family. and 33 clinical evidence
of the rtsulta of re;are ssinn on cfa‘l :Eran reinforced their
concern, mar y parents bee Esme more aware of a child’s need for

freedom and experiment tion and became "permissive" in regard

to their children. This pm2rn:. leaiveheas creatai new problems

'1

in many homes: the children’s heha io often $22293 to get

out of bounds, and the children th22931vae die not appear

always to be as happy with their freeuum as the parents had
hoped. Today. educators believe that children need guidance

and control as well as appropriate freejum ani independence.

 

-~“"‘ “IOrville a, 331;: 32., éiggrzi.x f22_§“ilf Eraring
(”aw York‘ 31153311 34‘3"“ {.:.}. .‘T‘i «:3 .J L)” i?) pg .590

  

2Alina B. Auerbach Tge ends an§_ Trch i Jea 12 Pa ant ;
Fdizgafl . gig 5“ (:r1 3 ital“ ?"§u a: ‘4Vui'75; it: w) What trddl~bhd uJo‘C’Ii, ;‘?:’:.:3

pa ’1.

 

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rasents fire sameglmaa in manger u: mlalntelp“atlmg

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certain $F6Cifiu lqauISh in the“: v-1:39u ta ualll a the mud?

» ’. g 8 R: A. 34 'I q- ‘ ‘ I.

new scléntlrlc "fihelfflh finalng3 -lg.rdw;g chllJ mavelaprcn.
a . . ,. 9.9 e. v. a ‘ .9. s. .. 1 v..
anu ghlldnrearlngg A: fine dfipllCB’Li on cf taasrx flamings coaa

not seem to we: E<, parents may tend t0 veer aw-ay fxum trust in
the “experts“ and in the valldi t3 cf :clantiflc knowlei ge.
Thay may swing back toward the idea tb at ”parenm know beat.”
They may feel that by instinct, or me.r aly by virtue of balm-5
parents, they will do ”the right thing” on their own. There~
fore.

Pgrent educationg it would seem, has q responsibility
help arents earn to use the can: scler::tlticg
professional k9 owledge in a creative, independent way,
testing as they go, and carefully cheating a specific

approach that they feel i; valid in the light tcf all tM
lnfora g-tlcn they can gat-

Aims of Parent EduQatigg

Aims in a parent educ 3 tion program are varloé aces:
lng to the needs of fihe partiaular parents involved in tha
prugr m. I\ 115 Auerb Jacfx }M&118 as ”at tha aim cf par exit
educatiun p20"“dha should be :9 help pl.,n.3 befiome mara
effecfi“va as narentaa She std: -es ‘chat garvzts ”neefi t0 gala
unceratanding nafi Q31? of thalz childxeng tfiai: needs and motle
vatlvms at flash Staga of their dgvvl‘wuwu,, but alan of thém»
selvas a5 paremtg, their own attitmfies, fealincs and expacta-

tlons, an: he r319 they play £3 +53 Dara‘hgtkefid rfllq&13nghkge"4

 

31b .63. pp. 9»l-3 .

‘Allna 8.. Auerba-c h, fifirggggglggg' ivugglvn an§ IQaggga

shfip4Tgnifing (Raw l’orlzz CSAA Fu‘ilcm.lJag p. l.

 

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chQrQ far rQ Qnynmauu solutionQ,
LawrQnEQ Trafik Leliavafi tuat atfiifiufiflfi uf paranta

thard chllQ~rearing are QQ er . Q1Q 5:;332 M tthQn knowlecge

cf childmxearlng. fi-gvic' might be {fivrful thx it IGSUAtfi

in confusion de diQtquanaea HQ fQle that "infiivlduals fiaad

time and the sappert 0f otfiars to alter thni: thinking and ta

revlss their relatiansa" ”Q also sta tias, ”in orer to foster

the belles, 8Xpéu-dti'%" and methofia af parents must bQ rem
vised and in certain case very largaly sua.*flnd‘ by a an
orientatlan. But this means a genuina al matlan in our
cultureo rife min.q cur traditional idea” so that tfie" aQQ
consonant with our an knawl.fira of child grLuth and dQvalQpn

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from traditional and hati tual attit'ée 5 toward childwrear~ng

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n line with new sc is atlilc fiadln.gfi be

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to attitudes moxe
presented ta pater; t5?

According to 3Qrom9 Fra .k there are two ways in whigh

 

5Jeromo D. Prafix. ";?low do :arents Learn?”
>XX (1933) p. in.

 

6Law;renca K¢,Frann, “I arQnt ~”*ca“on Nu-9533r"°"
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reinfnrcing haQ3+wQ 1 s+titzu~3 Q? uQansciQQQIQ sorting out

from experience only thQQQ 9’“Qtf\ r“t** Q+QQ3135oQ an QVQQQ

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looking aQchtQ which contradict. Thq ghggfifi way is by infliw
viduals failing to ant on the basis 3f a: w aninsnce evea'

after !.t has 3'): ken through tn QQQrQQQQSQ BQQQQQQ of fihQse

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change and it must create conditions wh ch will help to bring
about the change and make it habitualo Jerome Frank statm
that far a learning situatinn to be QEfQQtive in changing
...3t should bQ p9 ueived by thQ lQQrQQQ a; relevant to
his QQQQQ~QQ Qo fb ' . Q*QQQ JJLJQi in ita It
should 181163"fi h old ideas b;t finfimnr+ him emotion»
all! while doing 503 It should supply incefif ive: to
anaiy w. hat he IQQQQQ by giving h‘xn cppcr+zni iQQ ta
teat th his 01 d and n3: attituias ax'xd ingrain th
batter ones throuqh wra*+4r9nmaa4 thg mjrg 1Q :95 gablfi
the rest of his 13f: the ththo

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A laarning situatlQng as Q"‘1i:-d QthQ, Qay be fDMTfl
within the frameQQk of the coopeQQ tin nQr Q.;ry Qchoalo Such
schoals have as their aima net only tn provide tr aln ng and
a happy life for chilt’rena Qt “ts providQ tra .‘Qi ng and ex»
perience for the methazs that will 91VQ them help and greater

pleasure in rearing their childreno"8 It 15 in the structure

7JQQQQQ Frank. 33;,Qigg, p. 19.

defiances Unshfi’ "In" gooneratlve H I?
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nglp ‘favng Families, n linen-n04 ands I1"! tha (”hi p33 EXKV

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17
of the :33; er tive nursarys ahccl that parent sducatian has

integral place and an extremely importrnt functions Thea»

W
3

beliefs concerning the casperative nursery schaol hava been
expreased by many prafessianally trainad nursery and parent
edugators but because the canaefiativn nursery 3c hool maven :
meat £3 relatively recent, they 33» flat always abla to support
thair findings with scientific research. Hawaver, the beliefs
they exv, res 5 seem to be snund within the limita 3f the informa~
tian avail abm tat hem.

Olive McVickar writesg ”‘ée belie eve that a comparativa
containa within its siructura all the elements of the best
peseibla educatimn f3? v: mg Children; What a ma? her learns
to do at school she finds sha can also do with success at
hame4~tha same sort of discipiinsg tha same creative eacoux-
aqefiant, the same solutinns to all the erfiinary situations
of life with children, Fa: the cnlYW“m.a it means the tran
mandaus advafitage of canaiatant valuaga the same at hnme and
at schaal.“9 I

Anna Wolf stafies, ”A good nursary schoala theng to same

fins

dagreem Jst alw.av3 be an E“t““912fl of +h3 A339. Though it
éffers experieficas which tha homey by 1&3 very n3ture, cafiaot
efor, it should n3t tr eak sharply with all that has g one
hafore 1n the child's experience. Thera shanld be a continw
unus intarchange cf expariarce and counsel between parénts
and teachers. Teachers must recognize the parentuchild

relat 1onships as the carncrstons on w*~*n tha child’s life 13

9011w a. : mac-kc. mummy: mi Child," ...?- Ygra: 31mg
P“" sing (August 13, 1930} p. 36. Z

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consimucted and must 3343331333 the part the? can play 13

All this may b3 3333m911333d thrnngh the parent Gdflw

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s33m3 tn have 33 many 30133113111133 fur aignificafit parental

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23333131133 of Coaparagiye Kurfiary_333331§

T0 Lhue1o~u31 the fun: tlon Cf parent education wit him
the oounwat v3 nu: €ery $ch3ifl it may by 131,331 to descri b3
what is m 331 by this tarm. The 1333 “cocnerative nursery
schaols" primarily means neighborhood schacls formed through
the initiative of ten *3 1w31v3 familie 339 w5.1h the parents”
Casperation fist 3317 in the 033331331133 and business and bat
also in the 31333110331 proceeses cf 9313139 the children.
Thesa schoalaL 3333117 u; @310 on a halfauay b33133 five days
a week. They are ganerally housed in unused schonlrooms,
ch'rches. re_333110n 33nt3rsa p31~M3h33333, and; afew have
bu111331e1: 3ww buildings computatzte ; W 3313 3 lyg a qualified
teacher 13 in fall 333333 every day0 Each 3w ther gives one
msrning a week, or the amou31 of time scheduled, to assist
the téache: in 633333” or take care cf certain administrative

du1ies. 33rson andb ou»»aaas in a 1951 survey of nursery

 

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independents n>1~prof13 033 3313331333 with 33 13333 333 paid
dir3ctar 3r 3331:;ner Tm other 033m331r3 3333 3531113333

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the salary 3f the dire3t3 3: 3335 tracuer.‘2

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33331 33333 33 benefit parents.
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the Sense 03 sicniiiaanca 333 re*~ondib31;tr mu 3333 9313

through 3333133 and participating in tha cc3yerati 33 pragnam,

as 3311 as the training in child guizance they 3333ive frcm

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23
herself often becomes semi-professional in her handling of
grave situations. By doing various administrative gobs in
connection with the running of the school and serving on
committees she applies her energies and talents to something
beneficial outside of the family. But the key factor, accord-
ing to Waldroo, seems to be, "that the jobs mothers do and
the roles they play strengthen their competence, give them
real status and increase their sense of significance.”14
' The outlet which parent c00perative nursery schools afford
for young mothers seem to be of inestimable value. Young
mothers who have had careers, or who have participated
actively in community affairs, with the coming of children
find themselves cut off from outlets for their Special
abilities and interests. flany mothers report that their
absorption in the service possibilities which exist with-
in a cosperative has given them a sense of significant
contributions to a worthwhile community venture while
permitting them to continue to carry satisfactorily 1%
"their responsibilities to their own children and families. “
Frances Upson states that, "among the means of reliev-
ing the young mother's conflicts none offer more definite.
Specific help then a good c00perative nursery school...here
the young mother is given food for thought; here she has social
contacts that make life pleasanter; here is a place where she
can nee many of her skills: hero her child is safe and happy,
so she can have relaxed time for shooping, visiting, etc.“15

Dorothy Kaufman17 conducted a descriptive study of the

 

141bid.. P0 15.

u“15K. D. Wann, "Some Values and Needs of Cooperative
Nursery Schools," Understanding the Chilg, XXV (1956) p. 46.

: 16Upson. on, cit.. p. 10.
17Dorothy Erennan Kaufmani "A fiescrintive Study of the
c

'Coooeretive Nursery Movement in H higan,‘ Sissertet on Abstracts,
XVIII (1953) p. 2077.

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21
coOperativs nursery schools in Michigan and found that the
advantage parents most often cited for belonging to a cooperan
tive nursery was that of selfofulfillment. Both parents and»
teachers cited more gains occuring for parents from the coopera-
tive nursery school experience than for children. These gains
were “the ability to relax tensions in the family situation
and a better understanding of children."18

Another reason why the parent education program within
the cooperative nursery school is important, is because it
give: parents information and reassurance they need concerning
their children. Children at three and four years of age are
showing definite signs of having a will of their own that often
goes counter to wishes of peers, parents and other adults.

Many parents feel inadequate and not happy with their work as
parents. This point in the family life cycle is clearly a
'teachable moment." a time when parents need information and
reassurance.

Increasing opportunity is also given both parents and
children to gain in confidence. Such confidence can and often
does start through learning to appreciate each child as a
human personality worthy of respect.

Elizabeth Nearly Ross has said that we gain in confidence
as we can relinquish the need to “get the answers." Learn-
ing to recognize that a number of different solutions to

a problem may all be correct is not an easy process for
many, but when parents and teachers are trying honestl

to find all possible causes of frustration and conflic

and of mutual reapect, growth is a natural result. As
parents gain in their feeling of acceptance by other

parents and the staff they are better able to relax, and
to enjoy their own children as well as other children and

 

18;b1g.. p. 2877.

'41

\

22
adults. In this atmosohara growth can take place. Such
parents, who fool good about themselves and truly enjoy
and roaoect their children, are ready and able to take
on reoponsibilitias for associations beyond themselves.

and we; take an active part in the next school experience
of the r child.171

gigggds of rarono Education#gso1win thouoooooratlve Nurggrz
There are many different methods of parent education
utilized in the cooperative nursery school. All of these
methods may in some way help parents to develop healthy
attitudes toward child-rearing. A discussion of these diff-

erent methods will follow.

Orientation

As a mother begins her experience with a cooperative
nursery school there is usually some type of orientation
program. In some cooperative nursery schools a thorough»
going coursefihursory school education is required of parents
before they may enroll their children in the cooperative,
unless tho mother has already had such training. This couraa
is followed by workshops, consisting of demonstrations of
techniques and procedures, and some opportunity for practice
in a demonstration center. In some cities this basic course
has been expanded to about fifteen tWOohour lecturaudiscussion
meetings; required reading in child development. child guidance.
and nursery education: and a similar amount of recorded
observation on children’s grouo interactions in nursery school.

C 19Norma Perrya "Personal Growth of Parent Participants
in Cocoarative Nursery Schools." Endorstanggng the Chi , XXV
(1956) p. 12. *

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It is concluded by a written examinatien. These completing
the wcrk receive certificatea.23 Some cecperativea have been
forced ta cffer an “on the job" training program for teachers
and parents of the cooperative nursery school because of the
shortage of qualified teachers. This is accompanied by con-
tinued in-service training.21 In some groups a special
groun conference for new mothers is arranged at the beginning
of each term, or more often if as many as four or five parents
are in the process of entering at one time. This gives the
mothers a chance to meet each other and gain security from
realizing there are cthcrs at the same beginning stage, and
to ask Questions about what has been ecan and what is to come.22
Other conneratives may have a ver snort orientation period
where the parent has an individual confereJce with the teacher
before her first partic-pation day and learns abaut the school
and what in required cf her. Then a day of observation will
be arranged when the mother can obs.rve the teacher, the -
parent assistants, and the children, without participating
herself. If she has any questicna a teacher will be available

to discuss these with her.

Observation

Observing a trained nursery school teacher work with

an.
WKatharine w. Taylor, Parent ch;crative “n
(‘. a -. . a ‘ p)‘ t I IIII;:T+ .' ‘41: .-"*;:qu "T2; “ a )09' 1‘ ’I . a.

.‘ .‘EQW YOI‘X‘ BurEdU ”f k J ‘.Li' duzvu‘ug li?d‘~..u::...‘:a bUfiLuge.
coiumbia University, 1934) pp. 61w

 

  

Zlflenry Brandt, ”Training Teachers and Parents for
tive Nursery Schools." Unficrctendinq thg_3ai;g, XXV
Po 6.

J}

ZZTaylor» *nrent Ccnpcratggg fivrsery Schoo s, pp. 87-89.

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24
the childron is a valuable form of parent education. Through
observing the teacher, the mother loar:c about tho philosophy
of tho nor; ry school and how the trained teacher react! to
individual problems. administers discipline and encourages
the individual child, etc.

In a cooperative there is also tna npportc nity to
profit from observing one°s own child with other children.
"Parent'o are not so throatonod by their own child's behavior,
or 'misbohavior' when they have tho chance to see othors'wi

behaving in a like nannor."¢

Participation
Parii cip not ion, as well as observation, in the nursery

school formo a very important pa t of the program to the
parent. Without being much aware of the process. the mother
is learning about individual differences and similaritioo in
children in their physical and emotional development, languagc
dovolopment. amount of help and supervision necessary. atten-
tion span, equipment used. and approaches to children.24

Through participation under skilled teachers. a mother

has an o~pwptanity fo:v obnx“va+isn and 1r*11~ undorm

standing not only of her own child but of oung children

in nor“ “lolo.aown b‘ruz 3 swzzar :m.J wore rELé :od Ln nor
- attitudes as she learns what children are really like

at various coca.,.onuailivdries 8216 in>1,h.l olo bzsrn
often now attitudes taken on, wn1c§7_ are valu ohm to the

mother both at; h no and at sonool.

Participation in the cooncra ivc nur ccry school program

 

“ 23Porry, loo, cigi
24Eranfit, oc cl

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25
was felt to be so important by the parents studied by Dorothy
Kaufman, that they did not favor a connection with public
education because thay foarad they would loao tho opportunity

I).
to participate in tho school program.“5

Interaction of Parents

Interaction of parents with each other is another
important part of the program. Through sharing experiences
with other parents, they become better able to accept their
own children, themselves, and other childron and their parents.
They gain an increasing appreciation of the very important
truth that, until you truly like and reopect yourself. your
ability to enjoy and appreciate others is very limited.
Another way in which parents interact within the cOOperative
nursery school is in obtaining and maintaining equipment.
Many cooperatives have a practice of enrolling the wholo
family in a coOperativo instead of just the child. The father
is often expected to take part in “work parties“ where Dads
get together and refurbish old oquipmant and make new equip-
ment. Work parties where the mothers got together and mend
doll clothes, maka curtains, and work at other things to make
the nursery school more attractive are also common. These
work portion are valuable as social experiencoo for parents
who perhaps rarely have a chance to got out of their home: and
meet others with children of the same age who are coping with
coma of the same problems in child-roaring.

Other activitias which require tho interaction of

 

Zéxaufman, loo, cits

 

.—

M.

25
parents may be: recruiting new participants: arranging the
schedule for assistants to the teacher; collecting fees; tak-
ing care of raray reports; child health examinations; enroll»
moot agreements; keeping a library: keeping the premises
clean and orderly; planning evening meetings, as well as

Ofih9r3027

fieetinga

Another method of parent education is through planned
meetings. These meetings may be in the form of in-servico
training. held weakly, biamonthly, or monthly according to
the needs of the parents. They may be of a discussion type
where the parents study and prepare to discuss relevant tepics.
Professional peeple in fields related to child develooment
may be invited to speak or appear on a discussion panel. A
film or a play may he presented to stimulate discussions.

Some of the meetings may be of a general nature when all par-
ents having children in the connerativo nursery school are
invited, while others may be of a more Specific nature when
only mothers in a certain group would meet to discuss tepics
of particular interest to that group.

Another type of meeting which is a valuable method of
parent education is the workshop meeting. when the presentation
and use of certain types of materials and equipment are demon-
strated by the teacher and/or groUps of mothers. ”Often the
mothers themselves take the place of the children in finger-

paintlng, music and rhythm, clay, block-building, housekeeping

zvfirandt. 52. £230. p. 8e

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JUPafi?a 1.1? Bizkmax, W Sthdiw “f I‘fUrmdl Parent
Education in t3% Unnpeva iv» Nurse?” Scuu1133 (U'TUhlishcd

Master‘s thesis, Michigaa Séaié University, lc“v).

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(.:.)

child's acfiivities and 1n3333333 for cue 33y, a w-~3k 33 even
O month. A190, i3 a3peared thafi parenis were frawuez'fitly
concernefl with the tr arzsitia; frfim 3333 t3 333031 333 with the

health and pratecfiian cf 3h3 chiléa The teas Whlr mare often

took the cue from the parenfi for purfiuxrn th 613333313n, this
indicated £3 .3 parent’s interest in 33 mg msra about the

development 3f her child.

It is the p3333333 of some evaperative nurs3ry schools
to have a short discm on period w’:h th WP eats who were
assisting that day immcdi at M; after each nursery schcsl
session. In this way the para shave a chanc3 t3 ask the
teacher quea" tions canc31 nine 393612-13 incidents of behavior
they observed thafi day, 33 we 11 33 333331333 cancerning their
own chi13. This 33 3130 a v3ry h3ip£ul may for par3nfis and

teacher a to g3t t0 R3303 and und33s tand 333h ether.

ParontoTeafi mar Conferences

A related form of this phase of p333? t education 13
the private conference cf parents and teacuers regarding th3
parent‘s child. If a teacher feelst that razents ShDL 1d b3
hotified cancerning the behavior of th3ir child, or if the
teacher is interested in finding out more about a particular
child in 3 der t0 und3r3tam§ him, 333 may arrange the me3tingo
Likewise parenfis wanting help in understanding th3ir child or

is 93033333 in schoal may 3333 un33 the canference.3l
Katharine Whiteaid3~Tayior sugges Ht at an individual

conference between the teacher and parent regarding each child

..___.._

318:333t.

 

 

 

 

 

 

 

   

 

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is such an immort‘s napect 3 p3rant 333331133 tfiat ona
shauld he held at 133 33 on33 33:3 term 3333331333 31 whether

any "prab13133”haV3 3313333 333 13313 it 153 wily sin»

portant t3 3133333 p331t131 33 negative 3". p r335. Cs ma3rning

33 1331 cm 3333 child

"3

reparts $h3 533333139 “3 {ulcer 333313

9

6331313133 written obs 333311333 333 333333133 33331 him made
by bath t3acher 33d C3333r3t1r33 morheua, and any pictures he
has mad3 that hRV3 n 1 313333 3 been 13133 ”3331.13 1311333
summary of the majar; 31313 in 333k cHzilc’s develupment

sh uld be pr0'133d 3313313 bv the 1333333 every term.'

A33ther impartant 333331 3f par3nfi 333331133 15

ifitormd‘iOG gained tfrough 1333133 1:30 33 and 333 31319 méda
available to the par3nt 3 at tne COOperative nurse y schools.
Many 5333315 have .331: own library, which 13 a valuable

asset t3 the MOiherBa ether schaols that 333 not 53 fertunate

I"

as to have 3 lib13ry mag 31 OV1de recom'cr 33 r3ading lists

I.

of books whi ch may be obt aimed at the public library.

 

3333913 ring the1r héfid 3: cant1nuing eJ~fi* 1m ma
for help in ather areas of trw it 33-19 same 31313 3f 3313‘ it
coaperatives have for33 33 councils or £3331 atian3. The 9333
poses of a council may be to exshanga 13format13 n 333 services
thraugh its newsletter, to held regular meetings 31 del3gates

from each school and to arrange panel discussions far compare

 

H. -. Y“: .-
3llaylorg $33331 333331311331?Lr*3~r °*.:3139 02. £13..

30

able cfficers £33m earh $33031 who meet to try to solve their
comman prabiems 01, 3t 1:333c, to 61350333 tha a» kindred spixits
are sizu J3 Jng wita tb:m, toa.‘ Cauncils 333 3330 able .3
prsvid3 as? wiic 433 that 333 5032333 cannct 33313 igdivldually.
such as a child 93idan¢3 ulinia whare 1333:1s3pcdi atricisns.
psychiatrists, clinical psycholsgista, educatar3 anfi council
rep res mat tives may be available far can3ultation.'

manthly 0‘13-3 13 3: 33331333333 put out by cuuncil3
and/3r 13;: lvidual schoals, carrying news of activities and
113 in33 3f eNHcatiofial Opparzm nifiies and services, can be
of genu1n3 value. Some 3f thesec ontain commen3 s by tuachars
afid committ 33 chairmen: quatatio n9 from books or articles;
summaries of talk3 er fiiscussions given for various graupss
Specifi c 1n9 true ions , such as for mrkiw fififin.yaints or
63333; or notes on new .:hildm abm WJ, records, songs, 3:3034

The prenaration of a manna 11 by 3 3pc ecifia groin in a
ccuncil azay be of vaiue in cry vsfiallizL :3 {1331333. focusing‘
thnua ht. evaluzi “1 g procedures, ra aisi th Eton! :ds 9, and £333»
Icpina a philosaphy. “fll**ru“5 33:3133 .ucx retriba‘isrt has
undéuh? 3:5 edvun.10u va? U3 aaafiven r2013 interfiti.3 FIACuuiflh

. 3'
comes to txcse who 6 3“=13 and write 33¢? a manual."3

1‘

'9. '94»
& 5335329331 -.,‘. b‘Jd

fur:
'

*f’

C‘-

-A r... +~ -&’§
9 LdfluabLQl

(D

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33 a- hatawds in

AT

ea

H

Although there are numerous 3‘3 a"s in which parent

fl l 3 J “a ~.- . V
3VRargaret 333333, ”.33 b33333~333 Countg Council cf
Cancer ativa fiurser Schxcis."jrfisrstaniina the L3i13,;xxv

 

(1956) P. 100
34T3v133, .arent_ Conga wative Nursery Sgfi_91§, op, gito.

nut-mu v

p» 1029
351b§d., P0 103.

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of chi. M

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in kfio1ledga ,racticea 815 11111315 cf parantg taward child

d1ve1w1man1 nd child rearing.

Change 1n Knowledge

31211 Schausz? made a $iudy in 1934 11 campare and
datarmine experimentally the resulta of taachimg the same
parent education subject material to tm g1“ 0111 b? d1fferent
methodgoniecture and stufiy 51161511131 17:11 = :9 given Enfore
instruation bagan and again at the and. It was femnd thafi
both had raised their scores on the information tests. but the
tests on changes of practicas did not indicata impartanfi

differences.

35? C3ara Tuckar "A Study 0f 31thc ‘ Pra: £1391 aad

 

Children' s Activitiea in a Coopwrative Nursery Schaoig"
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38
mothers' child-roaring attitudes were related to nursery
school contact. The Parental Attitudo Rosoarch Instrument
(PAR!) was given to three groups of mothers: 1) a control
group of mothers attending a library story hour, 2) a group
of mothers having their eloost c ilJ aLLL min" a private
nursery school and 3) a group of mothers having their eldest

child attending a cooperativo nursery schoolo At the end

‘ the six moot: pr>riod tILfi FRRI was again ad: mi istorod to
these mothers and th- dogm cf Chang? was measured. The
findings indicated that l) ovor a six nont1 period, there
were not many significa Mn ch es in nothors' attitudes regards

ing childoroaring practices“ 2) a chango in attitude was found
only in the school groups, 3) the coon ative so nools' expor-
ience we 5 t'o most of? active in Changing attituieo ana 4) the
scales t}.ot {QCLo ed on attit odes of child-rearing found in

the fiatoonal Overprotoction syndraome cnongod "o t often in
attitude ro.<s. onso. The chango of attitudes vi fiain tn
couperative nursery school gr mp 22L 3 contribLtod to tho uniqoo
structure of the small group of mothers in the cooperative.
the intorfioponéence of the mothers. tho Opportunity to know
and teach young child:-on other than their own, and the horzou
school relationships which nurtured better understandings and

knowledgo of cfilo crov.th an! oLvelooront.

SW mar

This review of literature includes the Opinions of
professional peeple in child development and pa aront education
and the few scientific research findings in this area. It

seems to indicate that pa r ont education is a valuable part of

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39
the cOOperative nursery school program. The results of
this program may be soon in changes in the attitudes, prac-
tices, and knowledga of the parents participating in pro-
grams of parent education toward bettar understanding of child

deveIOpment and child-rearing.

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C Fifi-PT ER III

 

 

The Parental Attitude Research Instrument
The Parental Attitude Research Instrument. the PARI,

Final Form IV, was chosen as the instrument to obtain the data
on the mothers‘ attitudes toward childorearing. See Appendix B.
An attitude scale, the PARI, was selected for the survey of
verbaiized attitudes. Other methods often used to measure
parental attitudes, such as direct observations, interviews.
case studies or controlled laboratory methods did not seem
feasitle for use in this study and so were rejected. The
PARI scale was selected because of the reliability of the items
as tested by internal consistency and test-retests and because
of noting the wide acceptance of this instrument among resear»
chars in child development as a measure of parental attitudes
toward child-rearing.

. The PARI was deveIOpsd around 955 by Earl S. Schaefar
and Richard Q. Ball1 at the National Institute cf Mental Health.
Bethesda, Maryland, Theories of parental influence Upon

deveIOpment of children and a review of previnus research had

 

1Earl S. Schaefer, and Richard Q. 3e11, "FeveIOpment
of a Parental Attitude Research Instrument." Ctild Development,
XXIX (less) pp. 339-361.

43

’n ;

41

indicated to them the need for the develOpment of a set of
homogeneous measures of parental attitudes. They selected a
set of 32 concepts or categories from item groupings which
had shown high discriminating power in the studies of Marg2
and Shobenos Categories which were most discriminating were
-thoso of unhealthy or pathogenic attitudes. A test composeao
entirely of pathogenic scales left many mothers diSSEtiSfiedofi‘
Therefore, to improve the psychological satisfacti n of res~
pondents,‘so-called "Rapport" scales of Equalitarianism, Com-
radsship and Sharing, and Encouraging Verbalization were
included in the PAR! in Spite of their relatively low reli-
ability and poor discrimination. Attitude scales of five to
ten items were deveIOped to measure the original 32 categories
and the three "Rapport” scales.

Forms 1, II, and III were trial forms for testing
the reliability of the items. Internal consistency reliability
coefficients were calculated for the fivecitem scales as well
as testaretest reliabilities. In general. the reliabilities
in both methods were considered to be satisfactory. The five
most reliable items for 23 scales were selected for the Final
Form Iv. The items within a scale are cyclically arranged so
that the first subscalo includes items 1. 24, 4‘78 70, and 93,
the second subscals tens 2, 25, 43, 71, and 94, etc. Factor

analysis of the PARI scales plus the internal consistency and

 

‘ 2J. 0. mark, "The Attitudes of the mothers of Male
Schizophrenics Toward Child fiehavier," Journal of noncrngl
end Social Psycholoey, XLVIII (1953) pp?“loo-Iso.

3Shoben, 0p, cit.

,J

42
testaretost reliabilities gave evidence that the scales moa~
sure discrete attitudes.

Schaefor and Roll administered their test to student
nurses, primiparao and multiparao mothers with tho some apoca
ific set of directions.' The forms required circling 'A'_for
strong agreement. “a" for mild agreement, "d“ for mild dis-
agreement, “9' for strong disagreement. Weights were then
assigned to the response categorias. 4.3.2.1. reapectively.

A scale score was the sum of the item weights.

As yet the validity of this test as a measurement of
parental attitudes has not been established. A number of
studies using the instrument have been completed, but no
predictive validity studies have been carried out. However,
Schaefar and Rail cite a number of studios4 as evidence to
sUpport the probable validity of this general approach to tho

tudy of parent~child relationships. The authors also state
that ”tho content validity or the adoquocy of the concepts of
parental attitudes toward childgrearing can be determined by
attempting to add concepts which would add new variance to
measurament of this domain. Adequate ev dance of the construct
validity of these scales must be based upon research on various

correlates of these measures."5

Explanation of the Attitude Scales On the PAR
There are 23 attitude scales included in the PAR!

questionnaire. Twenty of these attitude scales are expressed

m “—4—.—

4Schaefer and Bell. gp, 913., pp. 341-344.
Ezbédo. P. 3530

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t

the more socially acceptaole is the score on the attitude
scale. in order to facilitate the iitcrpre ation of scores
on the attitude scales in this study ths writer in her
description of scales rrversed the name of the three “Rapport”
scales from Encouraging Verbaliz atiorz, [Qualitaiiinisfio and
Comradaship and Sharinga to Disconrag .g Verbalizatian, Un-

equalitaxianism, and Lack cf or*aflcahip and Sharing. Th9

’

number values assigned to the reagenSés were alsr reversed.
Thus, all low scares consistently indicate a sinwilar agree
of social acceptability.

The 23 attitude scales on the PARI questionfiaire are
as follows:

1. Discourag zinq Verbalization Scales Items 1, 24, 47,
and 70 are concerned with the mother’s feeling in regard to
permitting her child the zi3tm to exp>rasa his iieas ano opin-
ions and to res gaect him} for these Opinions even if they era
in conflict with he .r own. Item §3 is concerned with whether
a child can depend on his parent's love when he is in trouble.
Even though this item has a slightly different context it
still measures the trend of discouraging verbalization, since
a child, fearing he might lose his mother's love because of
the trouble he is in, may not tell he: of this trouble.

2. Fostering Dependency Scale: Items 2, 25, 48, 71.

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an& 94 moaouro a wothorfls attitude towaxd fiXpfiSing her child
to things that may prove to ho difficult or discouraging for
him.

3. Soclosion of the fiothor Scalcs tono 3, 25. 4?,
?2, and 95 doal with the fooling that the mother is and should
be tied to her home and children and this should be her only
source of satisfaction and happineoo.

4. Breaking tho H111 Scale: toms 4. 2?. 50, 73, and
96 measure the opinion of mothers that children must be taught
early that the parent is “the boss."

5. Martyrdom Scales Items 5, 28. 51. 74, and 97
reflect the attitude that the mother gives up everything.
including hot own happineso, for hor chlléron. This scalo
seems to be related to tho Seclusion of tho Mother Scale:

6. Fear of Harming the Baby Scale: Items 6. 29. 52,
75, and 93 ooal oopocially with insecur ty of mothers in their
role as 6 mother. This applies more to mothers of infants
than of preschool chiidren but in the lottor coso it may re»
float a mother’o continuing insecurity carried over from whoa
tho child was younger.

7. Marital Conflict Scale: items 7“ 30, 539 76. and
99 are Concerned with the conflict between the huoband anfi
wifo, and would not necessarily bo subject to change through
participation or interest in a cooperative nursery school
except indirectly. as for example by allowing the mother iome
froe tzno when her child is not demanding her attention.
giving her a sense of responsibility outside of the home.

or merely through association with other families interested

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45
in the cospe; tiva nurse: y 5550515
8. Strictness Scale: liens 39 31, 54, ??, and 13'
measure the attitude that a strict moth5r is a kinfi moihax
who prepares her child ior tutu: 5 hann-re5so

W \

9. IL‘l‘ltdlwil.‘ y !‘ 03.31.43 : Itfil‘ds {)9 323 539 i339 and 1V ‘1

.p
U

measure the mother95 attituc; that rai5i53 childr5n is 55:55
wracking and that moth5r5 hava 5 rinht to 55 irritablea

10. ExciUuing Ou'r 5iue Infiuengé $3358! 158mg 13,
33, 56, ":9, and 132 measu :55 £55 feeling of mether5 that cLiidren
must 190k to their parenfis and no one else for the direction
of their behavior and for their thsmghtsa

11. Déificatiar 80515: Items 11, 359 57. ED, and
153 measure the depth of a mnthur’a feeling that res pest far
parents is a c Hild 5 sacred ddtVO This 565 la is closely re»
lated to the Excln ding C'tside In 55:55 Scales

12. Suppresaien of Aggre5sion Scale: Items 129 350

53, 315, and 154 measure ihe cogree cf 615501 art tm a mother
feels regarding the physicela aggm wsion - Mr 3555 in her child’s
bahuvior.

135 Reje iizn of the Humemaking 3015 855153 Itema 13,

36, 59, 82 , and 135 are cancerned with the fee 115g that the
mother is 515d 50 the home and cannafi do anything far her own
pleasura. This 55519 is 515551? rslafiad to t1e Secluslon 0-5
thi am t?2ar and the martyrdom $551555

14. Unequa 11+ au‘avirm Scales Item5 14, 3'70 60, 83,
and 106 measure one aspect of parsntal maturitz or immaturity
in famil y relationsshigm 55 shown thro gn r5599 1 for the

wishes of the chiid.

UN

‘0.

84, 553 107'55 555 555551.251 5555 the 35551951 child 35

555 5255 activa and 555513 55555 55 5115593 55 555t9 a minut5.
163 550333555 sf 6555553555555 352353 Items 16, 39.

6;, 85, and 108 indizai5 a nsfiher’s 5111155555* or lack of

“111.1535525 ta know 555 vo3jvu5 555 55553555 5? her child.

'13.“, "4. ..r 1 -9 ‘:-.. -.,"-"‘r 0.“: c a
179 Inaon5535r5.55535 o; 555 5355553 533353 Item:

J

1?. 40 9 63, E36 553 M 3M 356555 the 50:55r"5 '52 W 19 that
buonast snauld b5 nxre kind and 555555 their share of 555505-

-3132559 which wauld in turn make

‘3
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35

5151115? in regard 55 55:

a?

he n5thor°s j55 555 15:5

‘0‘ a a ‘1 “ I? r-- " u,‘_’.}.-’ r, _.. ‘2 J ‘ ' ‘ . 1-: “
lug 0U '3'! “~L‘\J\I;‘H"! 1);. def-{351511.49}! ubéismfii I 38;:333 «.1, 4,3,.

-)

54¢ 87, 855 119 mwan“ 5 mother’5 055:5553 tguarfi 55; knswm
15355, 55555155 and cuxlcfs‘ 115 y which cifli ‘h‘en 635513Ye
19o A559"35.55 of fihe Mother 355153 35555 19, 42

65, 88a and 111 tcn~uvu 555 50555595 {251:1} that it "a £55

fivtv 5‘ the moiker t5 »5 £55 5553 CE 555 ”,3‘2'01 55*

205 Infirusiveme5- 855153 It5ms “C, 439 659 89. 353
112 naasvre the belief 1555 the methcr 555 a right 50 knud
everything that 5555 55 in 35: c

21. 338”"13'6 5-5 and L55kL x55: 5g Scales Items
21. 45, 679 90, and 113 5553555 555 attihvda 5f methors to
discoura 35 a 5555er5t1ve, {£15531 1y, and sharing relations .1;

bctwcwn war 5: s and childre;*xa

N
f—
22. A5: elara 5155 cf 35V51555555 35515: Items 92, 45,

‘

58 91 255 113 5555555 a mother's attitude tcward an infant
O i

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33 than toqzri ti 373333331 33113 but 333 133:33 are 1331

cative nf an akiitw’z 333333 waitiuv £33 a 33113'3 mat';;r 3L13:

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wnen 933313; 333313533333 333“ u3 33 334333434 with 333333332

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develupw 33+ 3313 333 athar f3u3 13333 are 3.2: :33133 primarily
with_r fifiIs it 31 fi33313fi33firfia

32, 33931J333? 61 333 K3333: 333133 13333 :39 «3,
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to £333 33“ 332m 33 a 333 Wfifihura Thin 39313 13 333333333
primugily with 3: W333 13 33133133 ts 1323'33 333 33333 33 ha

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rem-133:}. 3::- 333 331:: sf 1:173: :30 1:549 9:131" '~~”3"~‘~306

2 “1.3.“ 1,; 1"" A33! 3.3.7,. 3 3' -:‘ a r 2... .3“ (-4.. 1 :
£~3ta} ") 1““ ‘2 y i' 5-0—3- IF’f‘IQIv.‘ PIT: “' v-J'JICfi 5""; '3'?;:13 éu‘.£ ‘. Ll u‘f'a-t Ii i.1w:"3 *‘J-"é

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(3.1131313 1.10.“; 4‘2: .-“hff,” 4‘3. 5. a 3' C3": *1 333.331 2"? YR: 3‘3” J at "$3 I, {.33. 9.. il- an?) {31":' {3.}. \J ’..' ..'. “’33
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333.33133: 33 3331333 39f$0fi3.3 y $3u3inamwgt 31 ynhmgruJ,

fine xepartai 33H 33333 of a group of 53331311333 1. 33133

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devalmpment 3333 sarm: 3d. The 3433131133’3 323333 33 £33 :33.
were consifleze 3 as 39333333333133 3f 33013133 333133313 33333131
attitu333 333 paganfi might be exxeai3fi to devalGP 3333413 3
Parant aduaatifid prnjramq Mathera’ 33:333 3333 fianared 3:33
thm33 3f 33331311333 in fiat3fimining the 33:t;~3t to wn'ch 33333339

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attituie3 333:33C3:;fl tfia a 733% ntaa 331533333 3333333333 scam

0

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de-szfin-Je 9 't73-a';:331’:;-y 33350-233133? 12w“:- 1'91"; of C‘Immxwm.

‘ Ten pznf3331333113 trained pengl3 in 33113 -v32 3»

‘ ’\ "' ’ ' , - '2 -'.'a “‘4 ‘ . . 0 q
3333 W333 $313323} t3 3333333 333 grog“ of 33 313313335 he
2,. ..n , , _ , , ,a- a, _ - -_ ,3,- ;. 9,. . ,.._.
greg; 13313333 3333 3333323 3; £33 333313y 3. 33333333 31313

'1'. ~1£‘,. '9 .'12 «in u ' ‘5 ,0.‘ I ~? ?'€:e ... ‘. ...... " -, .. .~.'
334vaw‘.3y 333 £33 3333 tar a; £33 3331 33y 311.33; Jfihbfil

43

1k
in Lansing, Michiga an.

All of +he specialists have advanced training in child

development: one has a dc store 1 dLgree in family relations

Q

and chil.d ae’p1LLm1Lt; LLJLL kLva $13111 rLLL in child

dLVLlopLLLt, psysac1‘ 39y, or a related field; 0L9 is a car adidate

fer the master's degree in child ievaleLLLnLg 1&1 LAL ha. had
27 hours wf 'r jL=Lte wcrk in chilf deveELpHLnt L.:d early child~

ackgra1nd of LXperienco in

<
i! t
m
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{3‘

hood educ Mt on as well as a

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more tb an 28 years of mrking with nurserys schccls. day care
centers. gutt.‘enent r:.ouses, :3 wall as teaching Chili dLleapm
meat and family life at the university level, maze considered
adequate ta q-Jal ify t"¢“ to LarvL as child dezleLLnt Lpeaial-

fists.

it tr- ""“\’_"i’-'.ar 5".“ '3!"- at54‘372f .:_~r-~;-‘, z t3 a
$1.1 dusk» .LJ «Lu a...s..s.-L.-..3 4.4.41.3 “a... ‘1.

 

*Iha nembers of the fagulty of Michican State Univex"ty
wars: Dr. William Marshall, Aschiate ProfeL so: of Chi 1L Lev~
elapment and Family Life; miss Dorothy "?>l Inctructcr if
Child Deveiavment and Birectcr of the LLooratOLL FresLno 01, F
Jasephine Qua yng instruator in Ci1ild 3X91011~Ft and Iracnar
in the Lab01aiar' 1*as;1oo-; “-35 D1LLL HLnson,1't:L 1n
on 1d uaveloanut an? zeLcn1r in the LLh1raiL1y rrLLLhoulg 515$
Bettie Sue 1uvrc;9 TQSLILCtGI in Child Ue-we lepment and Teacer

S .

31,.

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£5
93

p-

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9

in the Lab01atcr; Pruschool; M155 Betty Larlick, DireLLor and
Teacher in SpL .:tL HLrSLry Schnolg firsa Vsra Larasage, Ingtr-
nets: in Child revelcpment and Teacher in S11artan Nurserv
Schaolx 3133 LLiiLlla Aikfiang Teacher in S; L1tLL NL Lery 3 Mraml
and Mrs. Joanne Lifshin, Graduate Aasist1nt W1 Teac.;er in
LnLLLan Nurse: 1 Schaol. Mrs. RLth Richardson, 1rLc*“r of

Community N11rsery Scheal in Lansing, hichigan w'Ls tne tenth
LLLbe of th pagw el 01 child dfiVEiOpmént Lgecialis as

 

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49

3. 2. or 1. the lowest number indicating the mast socially
dealrable attitude. The sum of the scale scores was computed
for each Specialist and mean scale $csres for each of the 23
attitude scales were computedo The maan scale scarea wera
used as fine criterion of socially desirable parental attitudes
taward child-rearing.

The Specialists individual scale scores and the group
mean scale scores on the 23 attitude scales are recorded in

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Method of Selection

Th3. mothers 5333 £33 to porth Up: to in this study
were motfiowo p333 M1 31 children {two Bad onoahalf years
to five yoaro of age) who were living in university housing
for married studooto. True; 323333 of nothors were used
in this study.

Group A consisted of m thoro who had a child on-
rolled in Spartan Nursery School and had participated in
the program for at least three terms. A sample of 20 mothers
was rowo at raodom from tho list of 3o.1 3-3 mooting this
criterion. Those mothers all ha d kzod experience with the
parent education program in a oooporativ3 nuroory school.

GroupB oonoist d of mothers who had made appli$a~
tlon to enroll their child in Spartan Eurs3ry Sohool, were
on the waiting list and had not had previous exporlonoo in

a parent cooperative 3’3 rs»3 37 school 3133333335 Sovonieen

("6"

mothers met these criteria; Theo- m

3.5
Oh

(V

r3 composed the

p

group who had not had provlouo 3333313333 witfi the paront
education program but had exprosood an int3L “3‘ in a 333)»
erative nursery sohool.

Group C conelsteé of mother 3 who 313 not havo a child
enrolled and had made no application to have him enrolled
in a cooperative nursery oohool. A oomplo of 20 mo thoro mlo

'9

had preschool children woo drawn 32 r-..om i: om the file of

-0 r)

‘ Ht h. (I: ,,,--3 ' za- 3' a u'. '- ~‘I '3' 0". fi‘
3133.34. 3J! LeruT £1.33”; :3 3,3; 3513,3135 "’ '3311513‘5 35.19: E!3$.h813

bar“

in tffi s oranp had not 333 ovporlo « nor had ouoy indio atod

an interest in a cooperative nursery school.

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TABLE Ii

D'SCHTFTIVT ATk 0? °UWJTTT°1 F’WZ

Desariptiva Data
”991.1 of 19911199
9919519 1*”915u beta
£999913 933 £3939

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;uthéia $36 Lodge

:v.' “:G» 1‘- 1 -- "I ' . I‘- '1': ' v ‘,;
:nwguara 9991au 933
'1' . ‘2... » l" ‘_ 4“, L‘ 3. a {

{'Jzufiafi-‘a fatty-1.1.651 dg'é‘

fiothJLs adauhtlon
H199 599991
{9) yLu-a *1 9911939
Thr99 to £099 y9993 of 9911939
lama SHI' t3

Doctoraia (warking an)

1:311}:an #d‘lm .:.-111,113“
‘1”9 19135 81 (11919
T5999 ta faun seats 9.? $911933
Magfiflrfi

Dnmt99999 (9991193 on)

Mofihara workifig
9911 1199
Part time

E9+hers who 999 92999919
Fail time
Part time

N99b9r 9f cnildr99

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996‘ n per £99111

Ame of ch1ldren

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59

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09992-199103 Cf" 412i? 5113),? T1;}, 919111935

Tho f"911-1 in 9H9 .9999 grmzaps were 99: y similax
wifh 9999931 ta the 9919999” nfitianaliiy, 839 a? mother and
father, 914:9310991 1391,199n- of 99,199 and IJLH?“3 thfi
number of 9929999 999 were 99969919 99 9999 gainiully amw
319'91, t9.» nuzab91 and 3339 9f 1:: gnL1dren in 199 fam11199
and :99 a? 9993 1:9 E19 f.t hex was planning 19 pursue at the
9999199199 of h19 919991199. 899 T9919 II.

Fiftymsix Hathahs gave descriptive information about
their f3911193. (Informfition was not available for one
family)

399tyunine 99Lh995 W999 born in the United States.
Ether 913999 of birfih monticned were Canada, B99211. E_:agla9d,
Australia, and Denmark. All of the mothars could Speak, read
Ind understand English.

The 999 .19999 of £99 mot99rs wa9 from 20 to 36 years
and the age range far the fathers was from 21 to 39 years.
The median age for the fathers in all grcups was approximatfily
one 19 two years 9159: than the m9dian 939 fer the mothers.
The median age for the mothers and fathers in 69 up A wgs
apprgximataly three to four years elder 1999 the median 899
fnr'tha mothers and fathers in Stomp B or Group C.

.0919 099 mofiher in the three9gr9up9 was a doctoral
cand1date, fiva 9919999 einer had the it m99t9: aeLrees or
wara working on them. Twenty-eight moiherg had from three
19 four year: of 9911939, ten had only two years of college,
and 12 mnthers had no educahien abuwe high 999991.

Thirtyatwa of 999 fathers were doctoral candidates.

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14 were master's degree candidates, eight had from threa to
four years of calleqe,a anj orly two hai less than three yearS
of college.

The educational baskgrcumd a? fag mathera and fathers
in Groups A and B wa$ simala: and filightly aura advanced than
that of the mothers and fathers in 63339 Ca Fore e}: amplea
seven meihera in Granp C had 0,? 21v 3 hL3: s‘u,zl ed3.ation 33
comparefl to three in Group A and two in Crsup B. Twelve
mothers in Group A had from threa t0 fan: yeaxs of 601189%
Cowpared to only seven in Group C. fhirteen fathers in Group
A and 12 in Croup B vare wariing tm :ard doctoral degress
while only seven fathera in Cramp C were in ihis edscatLonal
category.

the nLLher of children per £33119 ranged from one to
seven with the meaia r: bein3 t): chil dram. The aga ranre uf
the children was from threfi weeks to 13 y£3:s 0f age. Th3

median age of the children in CTJUa

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years of age) than tne median age of children in Cram; 5
and one-half years to thrae years of age) or Grazinb (th;;
yearS to three and onewhalf yaara of 339).

Only 14 of the mothera in the three groups workeiz
nine warkcd part-the and five workefi full time. Eight of
the mothers in Group A workefi campared ta tw: in Grcup 5 ani
four in Gruup C.

Four of the mathers weru partmtima students. Oaiy 03%
was attenjing callege fullwtima.

?he data inflicatefi that then acupa w;iongl aspirat‘tn

cf tfi a {3+ hers UpUfl v»°bleL;3¢ af-theix uduca'iun waa‘

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professiewally eriLnied, Lf tne 5e father 3 1epre~enfied in
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the atuu”. a. " WE. hijfiaitI‘Iaisllu; ..‘J .43 {“3 “.321; a: Call-0.3:). p394”

feseere. O E.er wwexnsalhux were: fisurmulist, feed ard -rug

‘- n- .4. :9" -v ‘ an . . '80 . '- ‘ ,v~, ‘a "- :‘ l’ «1‘ .‘ .n-:' ‘ - .‘ . 9 ’3
‘31:. ...] ¢.b‘s:‘: p;’.:1i£:}‘?r ' £)o ’3'";{}"DUL:L~“3 “a ’i ‘3 1“? d9 ' :Il'j- .) f V "C z‘grfifi": “
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Bro-J; n wee errgxcLy order than eqe m-:ie: 63¢ e; tae mohnar

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ed'ua.-dt.l'.)fa£.. Leigkflufl'idu 0. tan.) 4;w“.l.e:.a 4.1.3 f3": “82:. ‘5 in? "0" 3 A

... ’3 .,,.. ~.'! ’3 . . ' - o p. . -~ “ r’cfl' .~ 16‘ 2-" a. r I I k '0
and h wwe ellgutir were eJaexeed anon t”: ”32'3‘ oral bac,~

gglgec Lyn of D353 ewd +F'd of Anrlyeir

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1.0 mil: Hum-nint- ‘muwfl s-Hn sun‘- w Ana-u: ru1ln ._ .. _ ... J“

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CHUEBCH if? [.IflILlCLt‘CaTHJ .2.“ L519 Stuijy’. Tut) 4.5“:

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tue perp use u; tne 5.327, new tue met.e: 5&3 bueu Lhoeena an!

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be eeked ts do. See Ag;
a d3? will“ 53C h hauf‘l had re“ eci Jed the letter. £33 was wan”
tw ted by teleplone to arra rge a time when the age tisnnaire

_ ' ... o . :t
‘31)".11‘3 1)“? 530.1 ...“... ' 37,513.; if”. g

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when we q.-.,-e.;e.,.z.r.~..s :31; e we §2L*-~.,.;; to Lash; ¥.:.'.-t5'343...‘3 4:: e

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lax‘s*1n 2r zeqleuej t.e :2:tru:tlefis care-u!" H‘th he? re

wage sure she understoud hen fie fill 1% out. She was afiknu
t3 respsnd to the str*nue~‘e on the q°e .;chnei:9 t" 01‘?‘i““
thy "a” i; ‘he etrrngly agreed, "a” if she mildly agreed, "d"

if she mildly disagreed, and "D” if she strongly disagreed.

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:13 qu3stiunn3lre as quickly as

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She was requested to fill 333
possible. r33 033133 her {135‘ 33333313 to 3ach item. Every
itea was ta be filled in. Each :3ther was also asked to think
Specifically of h3r nun 333333331 $3113 33 $33 3333 and raxcte d
to each it3m. Avnruxifizt 13 one~h¢if L333 after the question-
naire waa 13ffi with fihe maiher t3 fill outa i3 333 picked up
by tha invasiigatnr.

For a £13 meth3 333 it was impossib-e o 33 23393 a time

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when t! a ’.stlJn~a3v
n.3n1M r33 5331333 abav3. 133 3335313333133 v33 13: ft with these
mot313r3 w th tna idstrustious ghat 3h33 5&3 did hava time to
fill it out, she should 33 13 3t 333 time, geing through the
items rapidly 333 r93oréifig her first r33ction3. The question.

naiza 33s 3th33 313333 hp at 3 13133 3333.

l' 7"? n.‘0.-M ”gala \ ' ‘3‘1 -1 " ‘0
H;.3 333 gnvaa a n33333 33133 A

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in}
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"f l ‘ 11L .:. he. ”I :1‘ ml ’I- F» . > 4 t ;* 1 .:: ' '- C? l'-. a ’ ‘ 1 - ‘
4‘... (-1.: 1L JbongleJ t1} “INVCV’L u YU'(”u:". 1133‘.) ~.Jtr'."11':1 ’ 3.?9973'1’2‘25":

. ' * f . , yr. ‘I ""1. 1 ”a . ’ '1'. q u “ .1}. (T .95 .14 I ‘ ‘- I '1 ‘

iii-$1“ in. “J c h' :liCJC: 1!. ! 3.1-1.1“! LJhlb S} ‘1‘“ “it (3‘1“... 2:?“ to (id. “4' bind: t‘iii; But-L ‘.3-{)(5 5’2er1 9

" .. I ‘ .-., :‘A .-. «u. j $0 1,. '1‘ 5 4‘ . “. 'e 1. .51. 'rq! e «. ‘ u‘ C ‘ VL' ..
Uh 33 wt :33 sc33:s .33 335333 33133 3 33s 333:3 £3: 33391;

3., .1..--.- 1,, (s 1" .... 33'1"; ‘ r- 1‘.. VH1, hf- .. A: _ ._ 1
M3L¢Jm¢uu, 3 13: “133 fl".aeu-nt, A 13: 1333 3133;133nent 333

1 for Sir >13 D1332333u333. 733 nu3333 34133 91333 to tho
33333n333 an tur 33:33 "Zappnrt" 3--3:3 333 rzve:sed 33 4
was given for ”3-3.J 413333 squat, 3 33: fiilfl D33sqr333333,
“ £33 H113 lurw-mw13, 333 1 for Strang 3333333333

There were five itama in each 3: 333 23 33313333 333133.
Th3 33333 far cash $3313 333 3h3 sum of the {£33 it3m3. The
“15“»33 00331333 3 :233 was 23, which 333333333 3333x33333t 3

VI

91 low social desirabi'ity, The 133323 possible scora

Po
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.L‘..-‘- . 'L". \4.¢.3‘J'£.n's.‘{r'lf5rb “92.4" n3 1. Jr)” C‘ 3.3.!”

'. H' I. .' ' ' ‘.‘. ‘. " ’. '2 .‘ "l a " i L '3‘ (.h E ‘ . ’ 5. "-"
1?} 22:21: 2Lr2;2~ ur-~2 ccmxtLch £422 2“ .. szurkin<

--o \n»

' v , 6 , ,- ‘ . ‘- ....“ '- '1 i‘ -‘ ,‘ 47 I‘- - v- .. I . r' 0-, . .- . . ;,.. . ' c_ '- ‘.
Far 9mfih 33~29 22 angvs,» 2 n22u 5042L LPN“& wna coupmt 2 far
8 - ‘ ‘ '3 o twat- ‘1 .— "4 .,
02:2 “ t. . a“ :-H w {L L22.

I? “A .? u. . WWWA ,7 g in 1.3;.5” GT ‘v‘fl‘?’ (Kn ...'3\.1 ‘3! ‘PV-“si .f.v;’fi, h .r, I. t
15’ (debt-.ml- Ark IV.IP u-n'L‘L-‘ d“: .4:.'( ...-BC. Elb!i‘)'-’b O

.4.

attifiude b66195 existed Lefiween varLSLL groLpL Cshaefer and
Bell& suggested oerforuing 22 2221'213 Lfl the £2221 score,
for each scale, the t2tal score for 2222 22212 being the sum
6f the scale scores far 2222 22hj2ct in Lhn 9222p9

U51 9 the analysis cf varirnse Leghniqum? the hypa»
thesis that ;be averrvL tmhal scaie 22'222 cf the {our gruups
would be 2:221, 232 LLSLL” £22 each cf LE2 23 atLiLude 5=Ha 23.
s £2222 we.2 $2: iw~m~u an the mean
scale cc 2:23 at the 5% significance lcvczl. P22 222 attitufie

flf mean? waé

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rejeLteo, DLn«:2n’s 22 Llrla .3h3 teat LL; anLL.;2 to 12;?”

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(41.6331 3.83123
Attitude 7:2aearch In a
uLLi‘32L hauL2;r_gt L
£22322, flaryland, 5?"

Far. and F.13h3234? 8211 ”F2Lental
msnt (F231). 0"“ative «+3t25'-(un~
2222?, Kati“ {.L 122L1.u;2L Li H2‘"'

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33 “3* r“- 3" 3" v: .. . 3'“ 12.32.: 3332.31.22... 2
P“ .5. ,a‘ ,3, 2: " ~ . '4 ,. 1.: ."‘- - . r "1 ' ' ' ‘ I")
S ta .1: 1;“! 1,7331 i“ '3?_ a!“ J“. ) 15110.5 V..)‘?'( $3 319'“? .1.” (€1.29 J” "[3. I). ~- 1"!
“M‘m afl~m‘l!.‘..~‘.-fl<ns oflptfiuwmaq

8' .‘Y. Er2m22,' “F“+F efi'sa of EM! .L
Grn"ns x'Lh Pqn*v“1 ?:r& H3“ at {fifiluu H.023, fiftitEiEfiJ
XII (1.950) p. 30‘? : o I

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CEU‘LPIE:)S I"!
ATLIKLY‘S IS 0? T33 DAT;

In order to facilitate the presentation and the dise
cussion of the results the three parent groups and the one
specialist grasp are referred to as Group A, B, C, or Do
Group A, the nursery school groupo denotes mothers partici~
pating and having children enrolled in Spartan nursery School.
Group B, the waiting list group, denotes mothers having child‘
ran on the waiting list of Spartan Muraery Schools Group C,
the group with no expressed interest in cooperative nursery
schools, denotes mothers who have not participated and have
not made application to have their preschool child enrolled
in a cooperative nursery school. Group D denotes the specie»
lists.

The assumption was made that comparison of attitudes
of mothers who had participated in a cooperative nursery school
with those who had not would be a means of assessing the
effectiveness of a school’s parent education program. This
would lead to certain expectations regarding the mean scale
scores of the four groups. The mean scale scores of the
specialists (Group D) would be expected to be the lowest1 of

LA

1The reopenses on the PARI were weighted so that the
more socially desirable parental attitudes received the lower
scores.

58

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59
all the groups since their scores were considered the criterion
for socially desirable parental attitudes that would help foster
the healthy personality deveIOpment of children. The next low-
est scores would be expected in Group A, the mothers who had
participated for at least three terms in a cooperative nursery
school parent education program. Three terms was considered
a long enough period of tire for the parent education pron
gram to he: Jo a bene.icis1 effect open parental childorearing
attitudes, The mothers having their children on the waiting
list, (Group a) and who we: sinto_ested in participating and
having their children enrolled in a cooperat .a nursery school,
might possibly be acquainted with the parent education program
and tre pillocn any of a cooperative nursery school9 and have

contact with tea: her

to:

in a 0““‘T3t4VG nur:.;ery $choo], or

i

with other or rent Ml eody participating in such 3 pr

gram.

“11:?

Because of possi‘o 1e previous contact with a cooperative nuro
sery school these mothers might be expected to have attitudes
more like the m there already participating in a c00perative
than would mothers with no interest and no previous experience
with such a program. Therefore, the mean scale scores of
mothers on the waiting list9 (C roup 8) mi? it be expected to
be slightly higher than for the .othors in the cooperative.
(Group A). The mothers with no interest or experience with
this type of program (GroUp C) might be expected to have the
highest mean scale scores and thus would be the farthest from

the mean scale scores of the Specialists (C urOUp D).

 

There were eight of the 23 attitude scales found to

63

O

have statistical significantly differe2

' mean scale scores
_amoeg the four groups at the 53 or graa.e: significance level.
Along with each attitude azale are give a the means of the four
groups in rank order.
TABLE III

CW2? 24.2.2222 262221223225 3:: 21.2. sows-3'

n.lv SH JED SIGNIFICAKT LiffLIZZoL

Attitude Creep mean scale secret '2 F *

in rank order Value

4. Breaking the Will D A B C

 

.::-“...: 3L1 3'51 33:73 4.4
so 51313€3933 h E A c
.3 1123 £12? 132 5-4

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10. Excluding Ozgtside Influ-
e 2

 

 

“533 7.? fig; 163 13.9 29-
11. Delfiaation E B A C
7.; 2m 22,5. 22,9 4.22
19. Ascendance of the hothcr D B A C
v m 2 A 1w 9n 7 A 9
oa-z ta; ..aau' .Laa win a...

 

 

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20. Intrusivenese D A B C
7,? 0,” 9.9 929 8.13

21" leathiI' 0f comradEL'af ‘, “11% «A -l C D
Sharing 79 7a? 3.0 992 3&3

 

*fhe critic:3l value of an F wl;h 3 and 6: degrees of
freedom it 2.?2 at the 55 leVel and 42l5 at the 1% level.
Attitude scales number 4, 8, 1' ” ' "
at the 1% level.

-**The lines under the means iruil -2te he relationship
of significance. The nee ns gjggggégli t{ the '2" line a; e
not Si na.indutly Giitvrent and mesh _¥jmf;:a:ifg;1 by the
same 1 ne are 81"fl11iP3nt17 different. 2o- LAQledg for

attitude 4, Breaizing the Will, W2: ups A, B, an) C are underliined
h the sa.e linea tne~e2ore, their means are no t sL Hilicantiy
different from eaeh at 2er. Group D is not undurlin=d by the
same line as any ocher groueg the22.oze, the mean of Group E

is significantly different from the means of any of the other
groups.

 

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A discussion of tho eight attitude scales that revealed
a Sign fizant d1‘.fsreoos batween some gr oups follows.

as Breaking tbs Will Scale: The items in this scale

ck1ldren were inherently diffi-
cult to control and the mother's need to establish herself
as "the boss.“ Ex1w or: anoo with a ooosorativa nursery school
would be eXpactad to shift mother’s attltudas toward realiza-
tion th at ch111rm are coooerat1ve as wall as competitive,
affectionate as wall as aggressive and that often one can
bottar halp a child by rospect for rather than by over-
riding h13 wishes» Although the mean scale scores of the
three mothara' groups were not significantly different, the
fact that the mean scale score of the group of mothers in
the co 9931311xa (? ro 13p A) most naarly approached the Special-
ista' soars {Group D), the group on the waiting 1151 {Group D)
ne?X., and t!;a group with no 1n+er est (Group C) last might be
said to iniinat asl1zht trend in the expected direction.

8. Strictnoas Seals: This scale meas -r31 t? u: atti-
tude that a strict mother was the best kind for preparing
children for future haopinaas0 EXperienoa in a cooperative
nursery so hool won id be expected to mo dify this attitude to»
ward more considm Mt “of . flvldual per sonalities and of
inc ioidnal 5+ rangths and weaknesses. A significant differenca
was found between the soo:131.1sts (Group D) and the parent
groups but not among tho parent groups. The trend hora was
for the group not infierastad in nursery education for their
children (6::ono C) to favor str1ctneSs more tb an the othw

two parent groups.

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6

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15. and 11. 2515311; 0555155 Inf luanc.a aW1d 1”“
tian Scales: 31599 91959 aitituda 9951:95 v.=e:e l: y :315L 5
in meaning it was conaistent ihai tha rank of 55319 scores
amo1§ the para t grou)5 wa5 £9553 to be the same on both

393193. On the Excluding Outsida Influenca scale there was

h9 Spasialists (Gr up D)

fi'

no significant diff995n59 bataeen
and tha'group an 155 waiting list (C9559 E), whila thara was
l 31 nifizant diffsrence betwean tha Speciali5t5 and the 3:559
in the cagpecative (39999 A) and the 59559 with no interest
(Gr5up C). The mean 39519 395595 of :53 gram; {q th W31; 15*
list-63:15; 3) mare nearly approazhad tha 559511113t5 (Cramp
D) than did (ha 390393 of the mothare in tha cooperaii99
(Group A). Thus, tha trafid he :9 mg 5 91L 9fltire1 in fihe
expected directi5n. Experieata 15 a camperative nur59ry
scheol where other azlults became import at in a chilfl‘s life
and whare the child learns to rebp9ct otm9r 94 lie mighi hfi
expected to cause a modification in bath of 95959 attitudes.
If not. it would seem likely that the parents weuld withdraw
their child from the nursery schoal.

19. A5cendanm of it e b5th9r 595193 Thfis attitud5

scale measures th5 mather's beli9f+ hat it 15 the mathar’s

u
h
H
:3

duty t9 take over 9H9 reapon9ibilities a? the functi:r
the h5959hold. A significant dif Kareem-:9 was not found among
the parent grOUp5 aor betwee1 fihg 59531511595 {6:55p D} 533

the groxp 9n the'walting 15.3t {1r912 335 Eifffirnnaefi signiw
ficant at the Sfi 19991 were fauna bainean the mean scale £30995

II

of the spaci lists (Group D) ‘nd fine math:

U

:5 i: the couperativa

{

a
(Group A) and the mo theta eXpressln ng no interest in COOperative

 

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63

nursery schools (Group C). The rank ordmr of tha moan aggro
scores of the four groups for this a
with the rank order of the moon ocalo scores found in attitujgg
Excluding Outside Influence and Doifioat

15. Approval of Activity Scales Aftor an exporianoo
with a nursery school program, schofiuin and philosophy whore
the child is given an opportunity for quiot, roflootivo timoz
it might be expected that mothers woo orifiiWally folt that
constant activity for the child was beneficial would modify
their attitudes. There was a significant differonco batwoofi

9 Also, tiara

{3:

the specialists (Group D) and tho parent grouo'

f i?

rs in the coopm

was a significant difference between the moth

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erative (Group A) and the mothers on tho wai

but not with the mothers having no exproosafl intoreat or ex»
perience with a COOperative (Group C). This may indisato first
there was some other variable than interest and experLonuo in
a COOperativo nursery school which Shfluwnfigd 353 mfiggf.
of this attitude.

20. Intrusivenesa Scales Ihio osolo roflectefi a
mother's attitude about being entitled to know evorytfiing
about her child's life and thoughta. After exparianno in a
coooorative nursery school it might b3 oxoeotoo tEat mothars
would shift to a less posse*siya attitude, A differauco,

.

c.3..~ ., 1"“;"\.
Howe-3,1 {on 399,143»

significant at the 5% level, was found only

ialists (Group D) and tho group not inttrested and who bod

”

no contact with the oooporativo (Grogp C}. this is a diffor»
once in the expected direction. It woo also the only attituuo

scale that chewed no significant differenro bofwoon tho

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64
specialists (Group U) 333 the mathers in the coogerativa (flxoup
A) or on the waiting list (C group E), yet showed a 3133i 23333
difference between the sp3oiaiists {Group D} 333 3““
with no int3r01t 3r plevious 333m he co with cooperativas
I ,.._ 3-.
{group b).

“J

21. Lack of 80333333 zip duo 3333339 333338 3&1»

(«5

scale measured a mother's attitudes torard ii~ogzr“3 mg a
coOperativc, friemdM 9 and shazio9 relations 29 3333333 9333
auto and children. A significant difiarenco 333 found beta
ween the attitrdes of the we ialists {br‘w up 3) 333 the per=nt

groups. But this difference was the opposite cf 3333 rigkt

be expected. Ihe 93333 of Specialists score“ high3r than the

parent gran p3, 3533 insioatinj a 1333 socially desirasle
attitxie +333 the parents. T315 may 33 333333333 in part hy
the 3331-3} 103 x3.ie.biiity of the .t3 :3 in taio 33316 333
their low discriminating power, as r partaj my :3333f3r 3‘:

Ball. following an item analysis of 333 items inrlufiod in

. e
the ' {33'L.fi'~‘.i»t‘.’§fltom

The group of spaciaii 333 (33939 E) 333 333 lowest 3333
scale score on each of the 3ight attitud3s eksapt for atfiltfio3

A‘ - ' t ,fl :3: ' ' ’ "3 “.::“! ' "\ .‘- f‘ {213‘- " 53;: ‘ ~ "" 6:, «Sn L. - L.‘ t . C 1"} 3.2!
‘t, L-SCk Os wtfir‘al‘a-thm...gp unJ vac”. +1133 w .... "EC-8 11.8 Edtas-JI '53 UL than:

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ta.ad that this attituda was neither very reliable nor ‘3

have a high discziM Huati 33 power, it is not surprisirg that it

(u

did not follow the tread of ti other scale 33 or s.

The mean 3cal so I f the rpoci3lisfi 33s signifitrntly

a:
C)
{D
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different from th3 3333 333133 c3r res of all th3 otb3r groups

 

 

n
‘3 naefer and Bell, $3.; ..... t;L_: g“‘°‘o ”3'=;:fh loatrgw

“‘Iill . ”' vol-v» Ia-m ~t
tU'f‘k .1 1mm tiva 3:533.

09" “II-o- -—

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in attitudes 49 3:313333 ?

’: n+93',

cation and 139 Apprcval 3. a -33139, -?pnt3algr

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‘- 5 '~’ ‘-“-3 b 1.4 J»; -‘ 3-, 1') -‘A ; 5.. «I

differed sicnificantly

crati33 (Group A) and the 33399 of 3333333 33* ini3g3ated in
a cooperative (6:03; C) in atfizudaa 13, 3xclujiflg Outsidg
Influenc 3, and 199 Aeeefidaxne 0% :3 1333333 T33 393:i3133ts’
acor3a diffared an]: {ram tH3 333h3““ “at 13*3’3ftnfi 33 £53
comparatiwa {63333 C} in attitu«3 23, 3nlru.1v;‘353.

filthnunh th3 dff £333 r~33 byfzna“ mnan 33210 333733 of

UP

3 9th? had £3333 f03fifi 0c 93

‘0

we having

tive nuraar? uchool and +5033 whm had r3fi £33

did 00f Show difffirences at the aqfipfi3nd 1?

P' .7
( J GTVsS

DJ) th3r3 were 3033 intatesfil

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'Xil9nt for attit"i- 213 L333 a?
ing, and attitude 1%, 53333331 (f Acfiiyify’ {jg

(Group C} were as far 3? $3

of

the spaciali .3t3 than th3 me 34 33313 33033

.V‘"
‘nd'.\..¢.‘

mothers in tne cooneratlve (

{GEOUp R). Haw3333, th3 diff333333 in r

ween the group on the 331
1nt3r33.fed (C3333 (H) far at-

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£35k

‘ . , . . T .. .-
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m .3) or an the w-
33 33313

~ .-, s .33 :1
3333 E; 333 333

. , _ -.. .:..- . _ ”H s 0 , 3 ,~.. .,
usually wax fartnent 333; “fufi 3*v Sp33.w33333

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3333 £3 €h3 320335,

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Caxraflngm i 333 Snar-

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gran; not

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(:3333 E) nmqht

have b33313 YD"; ifld Sim no .1": €263?) F3313? Vim ’,C:.'-“.."F.z锓“; "I. 1"; this?
ennuiallfita or 1:33 3; MpsraiQVQ RU?‘”’f "nkuzi 733 hcai 33313
scoraa fox attituda EC, I the vfli'fio 3333 nearly cowpliefi
to tha prected tremfi: ..... tlu*~u pp WiGhSlYo h223 3&3 E333

 

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TABLE V

. GROHP HER? ATTITUDE SCALE SCLRES
HGT SISHEFICAflTLY DIFFEHEYT

Attitude Group mean scale scores
in rank order

Discouraging Verbalization D A B C
7.4 7.5 7.6 8.1

Fostering Dependency B D C A
8.2 8.5 8.? 9.2

Seclusion of the mother D A C B
8.6 9.1 10.3 10.4

Martyrdom D C B A
708 801 8.5 901

Fear of Harming the Baby B A B C
10.0 11.8 12.5 12.5

Marital Conflict A B D C
14.4 14.9 15.1 15.2

Irritability D A C B
12.5 13.8 14.3 14.5

Suppression of Aggression D A B C
8.3 8.9 ..2 9.4

Rejection of the Homemaker D C A E
R019 11.1 12.3 12.5 13.6

Unequalitarianism B A C D
8.8 9.4 9.7 9.7

Avoidance of Communication D A C B
8.5 8.6 9.1 9.2

Inconaidaratenésg of the D A B C
Husband 9.5 10.2 19.4 13.6

Suppression of Sexuality D B A C

Acceleration of Davelopment D C A B
6.6 8.1 8.2 8.7

Dependency of the Mother D A C B

3.0 11.4 11:4 12.9

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*The critical va1ue of an F with 3 and 63 degrees of
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The “generative BVPfififly fitb'kl prnv'uvs : :ni;“é
methm of para at aflucatian which it kriimv % by rzgy pitwhfi
and nursery schoml educatfirs ta 353t~r ila €>Jw¢3jfi'm” y?
healthy parental attitndfi fnwsc‘ rhiiia:*dziwg~ ?v t???
tnis hypothesis £323 stair wa: dgsignzd .c “15.1.;; :heths?
or an: t3-‘fits wk» had hufi 6%}? ianr¢ in a c:3reraiiva uc'"vry
schoal held attitud as taw ar' fihilivf‘fifiiig Juich vHrl d1T€*¢u-
from thase held by geranifi 3&9 had “~t Had ~;wa:i&:ce in a
caspfixa tivc.
T316! ‘3: 227:1) ,2

73% »;;;¢ a fif thla cudJ; wufi 10 833683 the oressgd
auhiflnfing {swzxfi g'ailu rearing a; ‘hrua ggcups 0f thherg
having .tawkhsal Lhlez‘q 1; 0:4“; t3 cymyare th e.pressed
utfiiflufiaw a: ho;1b;3 w3; Ead Haj expesi§nue in a parnnt {cops
erstime b «sexy agth$ aiih those cf mathers wnc mad nofi .:J
svch ¢‘bar$UEC* “hm Lad iagisated an int ezest in acquiring it.
and With ikrfié flufinh*a vie hafi :.;1Lu 2%: the experience nmr had
the? evyxeaaai a: iniurar: 1a psriLQipating in ;L.

,m, , q ? . ‘ a .

1 ;ae 3233;; Q2 mszaézs lflGiUG33 1n tnls study warm
53 foll%;1¢ Tw“ *7 moiherfi mug hid a "wild enrol ed in

n ’Iv

74
Spartan Couperative Nursery 33:33; a
rrcgram for at least three tarmaa Nevcnteen 35th :5 whe had had

. ._.. r, . _ 39‘, ~ ;. 1. ' . ._.~.; .., 11,. 4,, ...Wa
no 6X:.'611C*ihae .:.!‘l a C\.«')E.)B.L3L.LJ=J CREE; £143.}. and-4‘2 A"'I:!,L.a.‘.l-I..1?thn :,3 (’5...le

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Twenty matners who did not have a chiLg
angl ica.1on to haye nNm enrolled in a c‘fluu’m JV? nursery *aujil.

We at: tude ’2 a group 0: can apacNailscs na LNG pro-

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fessiofial training 1n CLLIJ davfiiepmfint NN;3 NQNNN a; w :5 ha

GK'JMQS P3011 atL3.ltLtf}i§‘5 VI 'Lstfi 1.4.th pdfk‘.“(. ". {.J‘-§)a .35; :A MUJ’JUJ xii.

asswasing the effectiveness of the paant 9:)ctzt13n pxtgrsm in
fo"tezlng h<~ltfiy mar :ntal attitudes taNar: cdgid~r3aring.

A (:0 Hi um sz nadN cf fine Ntti*udas of 9:.cn oraup Oi

‘ ‘- .‘.. ,- _-.A _ . M. NH . r. L a . ‘ «7r * . ‘VN .'-. -~ v ‘ ..' "
momma. . t"; 2.21 G ‘91. C‘t “n.3,? C‘J.~.Ha") Of 1“ Utnacl SJ “lid $7111 {’29 (2.1.x ifx}..:9:." 3

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to. .. . on. .~ in, a. .e. . . -- ’0 - . A. . - ". .... ' - ..’—r r' 1.- 4: ‘ -. ..‘. v - .... l "X v ...‘L‘ : IN. _-
:36; s d C“? c t? .3 iv} 5‘3... 81 “1" C at; ‘g’M‘Hc 9 1;)vvflt‘u5 ‘fi Ll "a 3.5;.33 .y“ t: («lo-.:. 35.]- 1153 U H than; c: Jm»

'R "'\ "u 1 I“. “f 1‘ W n ,13' . o‘ I' .. ' ' '~ :0 '5 I v' ‘ ‘. . ‘ w.
parison m.gut OLEU any,e t areas 1n hdluu pdEQVND f3619£.t32y

, .,. ",.,, . . ...“. ....--: _,1 4. ’-.\. ..‘ ..‘..fi‘!.l ,_._..‘,f
d6?8.m&;§)ifi‘3 has; .1.y filth; thud“: LUM’QLG L14.LJ.J”"I. *u‘ifi. 11:15..

Piecedure

The Parental Attitude Seaaaxch InNtru Na; {FAR I) wan
USGd to measuve ire math.rx- affitgde; toward Childnraaring.
Th2 I contai.ned 23 31+ itudo EQAZNS mix: fiv. itema in NaNh
scale. EECA item was a statement to which tha mother was
aaked to re pond by strongly aggeeing, mildly agraeing, mildly
digafireeing, or strangl' disagreaing. These {flux fipiniéflfi
were given t a nuM’er valuN o: 4, 3, 2, 0r 1, :Nspacfiivelv.

The sum of the five item rasponses in each at+ itudn . scale was

g 5 v... 0 ~ 00“ f— E. - ~u pm. .. v: | A t .1 .- " ~ .:.. r
t‘? 9:512 5555;. -55 LnLdl a 315 56035 G: 155 urvup Lac
. - ‘Vr‘ " 5'" 4‘ -' I .1 ' 0 “- ; , ~1/ v a I— 4‘ 4 - 4' I ...“: 3‘. ~ ’4' ‘1 “ ’. ‘ h ‘0"
535, dtgiuUJf 553 355 555 of 55:15 535555 a. 5H5 no-5535 51.”5
Li & I 4 . I.» Om ‘ ,4.- ” ' ' A .. ;- L .' y. r- _. ‘ v z" ,- ' .3 ' . n (I:
in .451 31553. 15 unm.1?c 555 355555, 339 grouga' 55335 0.

. a ".x - g, lb . . ’V's '- .f . u ‘5 T‘ [- "‘ I.» ‘ ~,- . ' . 5 c :I ~ I -- f. , 5 p'; '3. - I . ‘. A a a .
155 35515 350.55 L55 55:: «1131535 w5:5 Lraazad 5353351153517

'W

as d:3 55: L5=5 3 55.13.5,

Analysis cf Data 553 Findinga

The analysi3 of variance t5¢521 H55 U353 10 deterw
5155 5151555 differ5nnas in attifiude 5555 3551. 5 525555 ex13153
b5tween 513 gr zaps. For the attfirade 553155 H11 5 showed a

I

dif15r55 e at the 5% significanee IEVQID 55555’5 multipla

ranre 35-5 533 5551103 15 1555n wbich H5553 55:5 555*;f155‘ 17

Significant differanne5 were f,55d b5;wea.1 113 mean
3551L scamez of tha specialists and 11535 53 555 or 5555 of
5155 tFe 23 511.1tud5 535155. Th55e
553153 5355:. Breaking th313111 -r rictrm ,Fxclufiinq Outside
Inf12mer 553, Beification, 35550521 of Acéivity, 555553ancy LA

the 501555. IntrL3 Vaness, a5d Lack of Car: adesnin and ohaving.

I?

In all 031325 51th Ce scalas found to 15 .5195131555115 diff-

"5

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Cr.

erenfi, excegt the scale for Lack cf Ccmra isshlp and vuarlnw,
the snecialista 153 t?1c inf'nt a\;5raga 5.L15115 33 313 555-5.
Low $55555 indicated the 5055 SJCiLllY 5531:5515 attitudes.

For almast all of the 23 attitude3 the t'm 555 parent

group; did n51 snow 51% ifisantl arént 53555 35555 thaw-

y dli
selves. 4*55VU-, the foilowing trend did 559555 uHJMh 51.5:3
ind13515 to $555 55323t the 5ff5311V5n555 55 115 55r5uu edu~

:- ‘ c 3 3 a , h ‘ . r . » 0" ,. n. -. . “ .- - . ..' . . , \‘L .... '. ‘ ‘s.’
C a 515’: awn-3 5m; 3,“. 4:143 (301.5553; .-. 311.553 ”are 5.9.." 31.355511; : 255 M?- {Ff-3.093

 

76
having children in 135 co-perat1 a nursery 6L heal and part»

icipafiing in the ast t aree terms had scores

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that waga most s1mllar tn the scores of the Specialists, which

indicet 9e} tha most sociallv wq‘rabl attitudes. T19 scores

of mothers interested in narticioating in the csmfierativa

'i

nursery schasl 33} having their chiLizen on t e waifiing list
were max: in similarity to tha Specialists. The scores of

1

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ave £191? wr‘u-n0

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from thva act ‘ ~ scores of the SPLCiéliStfio

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fostering healthy parental attitudes toward childoreering.
Such methode might be parent participation in the daily
teaching programs, group meetings, discussion groups and in-
formal contacts of the parent and teacher.

Other areas where research is needed may be concerned
with comparative studies, such as comparisons: between mothers'
and fathers’ attitudes toward childorearing; between a mother’s
reSponses on the PARI and her overt social conduct or of the
relationship of the child's perception of parental attitudee

and the parent's reSponses on the PARI.

 

 

Anderson, J. E. "Parents” Attitudes on Chili Cga1mlor3 A
Reoort of Three Studieeg” 03111 Develo‘ firtg XVII
(1946) pp. 91’970

Andrew, Gwen, ”A Stuoy of tM :ffectiveooss of a Workshop
FothoF ior n>n.ai W eith Edchationg" Foetal Petio“fio
XXXVIII W fll. 1J51} pp» 151”3136

, Sibilio. John Paul ani Stenman Ve;non A0
“Jollltv 1'1 the Small Cro p Discus eion Nethod as Prae-
tidal in Certain Applied Je+1 no es“ ’H111'en Johrne

yg'ua air-m

Of 13113116 ”13811411 1.9 Part l§ (June, 11”“;J} pp. 370;.1-1'73“

 

 

h.

 

Auertyaah. [£11313 8. Pg bur-‘4' nan-aw) Er.“- l‘n" 94-54-515 EW’.‘ Tag Nauru-71!)

“(2.1." an a-rwJ-W-au. ._.: no», fi‘a 1.4%.}..-

231.213.131.79 haw {ox-{3 90th familwcsblouo

[non/313 an; Tn/akn-‘nwan', gm Balsam? r41-J$zam‘ A

 

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ITiL.:31m.T3.79 wa idiki bonA THUiLau lo“, 70L.
man-mamma-

Blckmang Paula £13. "A Study of Ioforr*l Poreo t Education
in the COOpQrative M" ”s: School.” Jutlish- Maotor's
$1“)? is. 1.5uulfld’l Stat?! n‘V'fil‘ Sity' 1951-30

Borosage, Vera D. "A Comparison of Selected Child Rearing Press
tiees of Cooperative: 1:ureery Sonool Parents Before and
After nursery School Attenda once cf CI ild. Unpublished

) Q

Master's thesis. tlcnigan State Utiieroitvg 19W

Brandt, Henry. "Training Teeehers axe Parents for Coonermt we
Nurseryy St hools, $fiT15C*2?C;TT the Chili, XXV
(: anuar Y. 19:6 ). p. be

Brim, Orville 6.. Jr. ta;_;;i a fggufn1‘1 °--*§no, Maw York:
R1I‘SSF :i 3:731} F‘s’dr JUL! 5‘0 ‘79 Ilsa f0

Costin, Franke "9‘1Ju inq witudinel otcomes of Child Pe*eh~
- G‘CW :Y Vi th the P111a3.;lfltillln$ Eczoetiooel Reserrffi.

 

LII: (Agril, 1763 ppo (K7’f/“Q

, ”The E. eote of Child Psychology on ALtitlLJb
loworo Parent-Child Relationt,” "““fi 3 C1 cfifl:éf;;;;;
Psycholooy, XLIK (193%) pp. 3?~42.

Dixon. W. J. an<i fiiossey, Frank J. 71““"“tic to Stetietgpg
finalxois. New York: HeGro vawlll 5'37.

Frank, Jerome D. "How do Parents Learn?” Chili Stufiza 'XX
(1953) pp. 14-19.

Frank. Lawrence K. "Is Parent Educ atioo Necessary?” Cfiild
Stud , miXIII (1956) pp. 13-15.

 

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