Date of this Version
Thesis (M.S.)—University of Nebraska—Lincoln, 1968. Department of Economics.
In view of recent efforts to meet the needs of disadvantaged youngsters and the concurrent rise in speculation regarding their life-styles, the researcher recognized the need for systematic investigation of the typical environmental experiences and behavioral responses of these children.Secondary purposes were to determine gains in socially integrative behavior during the session, and to determine differences between child development centers with regard to children’s socially integrative behavior.
Three hypotheses were proposed to investigate the following relationships: (1) the relationship between previous social experience and socially integrative behavior early in the preschool program, (2) the relationship between previous social experience and socially integrative behavior at the close of the preschool program and, (3) the relationship between previous social experience and gains in socially integrative behavior, as measured by differences in behavior early in the session and at the close of the session.Two hypotheses were proposed to investigate the following differences: (1) the differences between socially integrative behavior early in the session and at the close of the session, and (2) the differences between child development centers with regard to children’s socially integrative behavior.
Research was conducted in Lincoln, Nebraska during the summer of 1965.Subjects were drawn at random from the Head Start enrollment at four child development centers located throughout Lincoln.The final sample included 50 children.To determine previous social experience, the investigator administered a Social Experience Inventory to subjects’ mothers during home visits. To determine socially integrative behavior, the researcher asked the two full-time teachers in each of the four centers to rate subjects’ behavior on six variables; i.e., selected schedules of the Merrill-Palmer Personality Rating scale.These included: (1) Ascendance-Submission, (2) Compliance with Routine, (3) Independence of Adult Affection or Attention, (4) Respect for Property Rights, (5) Response to Authority, and (6) Sociability with Other Children. These schedules were modified so that the actual behavior ratings were done on a 9-point interval scale. Teachers rated subjects’ behavior early in the session and again at the close of the session. Significant correlation between the teachers’ ratings warranted the use of mean rating scores; thus, a mean Behavior Rating #1 and a mean Behavior Rating #2 were obtained for each child.
Advisor: Ruby Gingles