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 Degree Discipline: Early Childhood Education
 Collection: UNT Theses and Dissertations
A Study of the Attitudes of Parents, Teachers and Principals Toward Parental Involvement in School Activities

A Study of the Attitudes of Parents, Teachers and Principals Toward Parental Involvement in School Activities

Date: May 1973
Creator: Baker, Jeroline Ann, 1932-
Description: The problem with which this investigation was concerned was that of surveying the attitudes of parents, teachers, and principals toward parental involvement in school activities. The study had a threefold purpose. The first was to determine the attitudes of parents toward involvement in school activities. The second was to determine the attitudes of teachers and principals toward parental involvement in schools. The third was to identify attitudes of parents, teachers, and principals toward various methods of involvement.
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Kindergarten Teacher Competencies Ranked by Kindergarten Teachers and Kindergarten Teacher Trainers

Kindergarten Teacher Competencies Ranked by Kindergarten Teachers and Kindergarten Teacher Trainers

Date: August 1973
Creator: Hicks, Vivian Agnes
Description: This study is concerned with the problem of determining the competencies which inservice kindergarten teachers and kindergarten-teacher trainers consider most important for teaching kindergarten. There are four purposes of the study: to identify specific competencies needed to teach kindergarten, to determine the teacher competencies considered most important by kindergarten teachers, to determine teacher competencies considered most important by teacher trainers, and to compare the rankings of teacher competencies by kindergarten teachers and kindergarten-teacher trainers.
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The Effects of a Parent Program Focused Upon Enhancing Social-Emotional Development of Young Children Through Parent Instruction in Affective-Interpersonal Facilitation

The Effects of a Parent Program Focused Upon Enhancing Social-Emotional Development of Young Children Through Parent Instruction in Affective-Interpersonal Facilitation

Date: December 1974
Creator: Wawrykow, Lea Anna
Description: Twenty-seven parents with young children were randomly assigned to an experimental group which underwent an affective skill-building program, or one of two control groups. Pre and postassessments measured levels of communication, discrimination, and child vocalization for each parent. Multilinear regression analysis indicated that final communication skills among the three groups were significantly different. Final communication skills of the experimental group were significantly greater than those of the Hawthorne control group. Final discrimination skills for the three groups showed a trend toward being significantly different. Levels of child vocalization did not show significant changes. The experimental program was successful in improving accurate parent-child communication in the affective realm.
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A Comparison of the Expectations of Parents, Staffs, and Directors Concerning Children's Activities and Parent and Staff Roles in Three Day Care Centers

A Comparison of the Expectations of Parents, Staffs, and Directors Concerning Children's Activities and Parent and Staff Roles in Three Day Care Centers

Date: August 1976
Creator: Leslie, Candace D.
Description: Expectations in six areas of concern were explored by means of a questionnaire distributed to parents, staffs, and directors of three day care centers. These included physical setting, educational activities, social development, staff relationships with children, staff relationships with parents, and parent relationships with the center. Responses averaged over 50 per cent in each category of respondent. Analysis showed that although there were areas of almost total agreement, there were a number of statements that demonstrated a wide divergence in the expectations of the respondents. This study and the related literature indicate that there is cause for concern that children's needs for consistency in child-rearing practices are not always being met.
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An Evaluation of the Effect of a Specific Perceptual Training Program on Classroom Skills in Kindergarten

An Evaluation of the Effect of a Specific Perceptual Training Program on Classroom Skills in Kindergarten

Date: May 1977
Creator: Cook, Grace H.
Description: The purpose of the evaluation was to test effectiveness of a visual, visual-motor, and auditory perceptual skills training program devised by Dr. Jerome Rosner, and to confirm or deny application of this training to improved classroom skills. Subjects were 38 kindergarten children, 20 in the Contrast Group, and 18 in the Experimental Group. Both groups received the same training in the basic curriculum of readiness skills. The Experimental Group also received training in the Visual Analysis and Auditory Analysis Skills programs. Pretests and posttests were administered, tabulated, and analyzed. Differences in raw score means were sufficient to indicate more than a chance factor and all tests demonstrated a plus factor for children in the Experimental Group.
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Fantasy-Reality Distinctions of Four- and Five-Year-Old Middle-Income White Children in Relation to their Television Viewing Preferences and Habits

Fantasy-Reality Distinctions of Four- and Five-Year-Old Middle-Income White Children in Relation to their Television Viewing Preferences and Habits

Date: May 1977
Creator: Linn, Hilda
Description: Methods of study include two questionnaires and eight photographs of television characters used while interviewing sixty children, ages four and five. The data showed that the children actively selected the television programs they watched rather than watching at random. They watched television regularly and named the programs they watched. The children perceived a great amount of parental supervision in their viewing of television. Most children were able to understand the concepts of fantasy and reality, to distinguish between those concepts, and to apply them to specific television program characters and their actions. However, the five-year-olds showed a greater tendency to identify television program characters as make-believe.
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A Comparison Between the Interactions of Multi-Age Constant Caregiver Groups and Same-Age Multiple Caregiver Groups in Day Care Centers

A Comparison Between the Interactions of Multi-Age Constant Caregiver Groups and Same-Age Multiple Caregiver Groups in Day Care Centers

Date: August 1979
Creator: McGauley, Diane P.
Description: Interactions of children and adults in two child care groups were observed and examined. Each group was observed as a same-age multiple caregiver group and eight months later as a multi-age constant caregiver group. Twenty indicators were used to evaluate positive interactions. Analysis showed positive interactions occur in multi-age constant caregiver groups. Multi-age constant caregiver groups enhance the interest of caregivers in children and promote development and interaction of language between caregivers and peers. This study indicates a multi-age constant caregiver group is an alternative to meet the needs of young children by increasing and enhancing positive interactions with caregivers and peers.
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Childrearing Attitudes of Mexican-American Mothers Effects of Education of Mother

Childrearing Attitudes of Mexican-American Mothers Effects of Education of Mother

Date: December 1985
Creator: Allie, Elva Leticia Concha
Description: The purpose of this study was to identify childrearing attitudes of Mexican-American mothers with children ages three to five years of age. Specifically the first purpose of this study was to determine childrearing attitudes of Mexican-American mothers with ten years of education or fewer and Mexican-American mothers with eleven years of education or more as identified by the Parent As A Teacher Inventory (PAAT). The second purpose was to identify the relationship of the following demographic variables to childrearing attitudes: mother's age, mother's marital status, family income, sex of child, age of child, access to child, generational status, mother's language and mother's ethnicity. The PAAT and the Parent Information Questionnaire were administered to 112 Mexican-American mothers; 54 Mexican- American mothers with ten years of education or fewer and 58 Mexican-American mothers with eleven years of education or more. The population from which these subjects were drawn were mothers from Mexican-American communities in a North Texas county. Responses on the sample were analyzed using multivariate statistics. Based on the analysis of the data, the following conclusions seem tenable. 1. The Mexican-American mothers with eleven years of education or more have childrearing attitudes which are more positive than the Mexican-American mothers with ...
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The Relationship Between One Aspect of Morality of Young Children and Parental Attitudes Toward Child-Rearing, Gender, Employment Status and Socio-Economic Status

The Relationship Between One Aspect of Morality of Young Children and Parental Attitudes Toward Child-Rearing, Gender, Employment Status and Socio-Economic Status

Date: December 1986
Creator: Carter, Catherine S. (Catherine Shriver)
Description: This study examined the relationship between the resistance to temptation of three-, four-, and five-year-old children and parental attitudes toward child-rearing. Other variables explored included gender of the children, employment status of mothers, and socio-economic status of families. Fifty-two three-, four-, and five-year-old children from two centers were tested to determine their levels of resistance to temptation as measured by Grinder's Bean Bag Instrument. Parental attitudes toward child-rearing were measured by Schaefer and Bell's Parental Attitude Research Instrument (PARI). To determine the difference between the resistance to temptation scores and socio-economic status, gender, and employment status of mothers, Jt tests were employed. No significant differences were found with regard to these variables. Factor analysis of the PARI resulted in three primary factors: Hostility-Rejection, Authoritarian- Control, and Democratic-Attitude. To determine the difference between the Hostility-Rejection scores, Authoritarian-Control scores, and Democratic-Attitude scores of the mothers and socio-economic status, _t tests were employed. There were no significant differences between mothers of a lower socio-economic level and their Hostility- Rejection and Democratic-Attitude scores. However, mothers of a lower/upper socio-economic level showed significantly higher levels of Authoritarian-Control than mothers of an upper socio-economic level. To determine the difference between the Hostility-Rejection scores, Authoritarian- Control scores, ...
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A Comparison of the Roles and Needs of Middle and Lower Class Thai Parents in Helping Their Children's Reading Development

A Comparison of the Roles and Needs of Middle and Lower Class Thai Parents in Helping Their Children's Reading Development

Date: May 1987
Creator: Nitaya Praphruitkit
Description: The problem of this study was a comparison of the roles and needs of middle and lower class Thai parents in helping their children's reading development. The sample was selected from the parents of the preprimary schools in Bangkok, Thailand, in the fall of 1986. A total of 366 parents, including 185 from middle class and 181 from lower class, participated in this study.
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A Study of the Kodaly Approach to Music Teaching and an Investigation of Four Approaches to the Teaching of Selected Skills in First Grade Music Classes

A Study of the Kodaly Approach to Music Teaching and an Investigation of Four Approaches to the Teaching of Selected Skills in First Grade Music Classes

Date: May 1987
Creator: Hudgens, Cecilia Kay Knox
Description: This study examined the Kodaly approach to music teaching and investigated four different approaches to teaching first graders in elementary school to sing on pitch, echo (clap) rhythms, audiate tonal patterns, and audiate rhythm patterns. The approaches were the Kodaly approach, the traditional approach, and two eclectic approaches. One emphasized some of the techniques of the Kodaly approach, and the other emphasized some of the techniques of the Orff approach. The sample for this study consisted of one hundred twenty-one students in five classes from four different elementary schools. Two instruments were utilized: the standardized Primary Measures of Music Audiation (PMMA) by Gordon and the Individual Performance Test (IPT) designed by the investigator. The PMMA had two sections of forty examples each and measured the child's ability to audiate tonal and rhythmic patterns. This test was administered to the children as a group and they recorded their answers on an answer sheet. The IPT was tape recorded and administered individually by the investigator and assistants. It had two sections, rhythm and tonal. The children matched pitches and clapped the rhythms they heard. Responses were tape recorded and evaluated. Pretests were given shortly after the school year began and post-test were ...
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A Comparative Study of Children's Intensity of Task-Involvement in a Selected Nursery School

A Comparative Study of Children's Intensity of Task-Involvement in a Selected Nursery School

Date: August 1987
Creator: Roan, Bi-Sho
Description: The problem of this study was a comparison of young children's intensity of task—involvement in child—selected activities. A group of 23 children, four to six years of age, was selected as the subjects from a university affiliated child development laboratory school. These children were observed during child-selected activities for five consecutive weeks. The instrument utilized to collect the data was the Intensity Of Involvement Scale, composed of seven categories of intensity from "Unoccupied" to "Complete." To obtain reliable data, two observers were involved in the observation and a carefully planned procedure of observation was followed accurately. The comparison of children's intensity of task-involvement among child-selected activities, using statistical methods of mean and standard deviation, yielded a similar result among various groups of children. The learning centers in which children were involved most intensely were water play, family living, manipulative, and art centers. The children, however, were involved in the reading, block, and writing centers less intensely. In comparing children's intensity of task-involvement between age-groups and sex-groups, the analyses of two-way t-test revealed that age-differences were significant (p<.05) but sex-differences were not significant in children's overall intensity of task-involvement. Also, the results showed that the significance of differences in children's intensity ...
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An Analysis of the Peer Relationships of Gifted and Gifted-Creative Primary Students

An Analysis of the Peer Relationships of Gifted and Gifted-Creative Primary Students

Date: December 1987
Creator: Greene, Debra Blatt
Description: The purpose of this study was to compare the peer relationships of highly gifted and highly gifted-highly creative primary students in a gifted classroom of a public school. The study was conducted using thirty-one highly gifted first, second, and third graders who had scores of 140 or better on the WISC-R, WPPSI, or Otis-Lennon. At the beginning of the school year, the Creativity Assessment Packet was administered to the class. The top 20 percent scorers in the class (termed gifted-creative) and those who scored in the bottom 20 percent of the class (termed gifted) on the CAP were targeted for observation. In addition, a sociogram was administered to each student individually for the purpose of determining each child's social status. A bivariate correlation coefficient was employed to express the degree of any relationship between creativity scores and rankings on the class sociogram. Observational anecdotes were used in the discussion of the sociometric results. The following findings resulted from the study. The gifted-creative students, as a group, ranked higher on a class sociogram on measures of friendship and choice of academic work partners than did the gifted group. On sociometric measures of choice of creative work partners, there was no significant ...
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The Relationship of Parent Involvement in Head Start to Family Characteristics, Parent Behaviors and Attitudes, and Preschool Inventory Scores

The Relationship of Parent Involvement in Head Start to Family Characteristics, Parent Behaviors and Attitudes, and Preschool Inventory Scores

Date: May 1988
Creator: Pyle, Nancy Storey
Description: The purpose of this study was to examine the relationship between family characteristics and parent involvement in Head Start, and the differences between parents who participated in Head Start parent involvement activities and parents who did not participate, as to their behaviors and attitudes concerning education, their children, their communities, and their children's academic achievement. This study analyzed existing data collected for a national parent involvement study. The sample consisted of 2,051 parent-child pairs (1,443 Head Start and 606 non-Head Start). Findings indicated a significant relationship between numerous family characteristics and parent involvement in Head Start, with variables related to a higher level of education of the mother or primary caregiver being the most dominant. Significant differences were found between the parents who participated in Head Start activities and parents who did not participate. The involved parents felt more strongly about teachers needing knowledge of their children's families, parents having knowledge worthy of sharing with their children's teachers, and parents wanting advice or input from their children's teachers. They reported a higher frequency of behaviors such as talking, reading, and playing with their children, trying to teach their children basic concepts, and having materials available for their children's use. Involved ...
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A Study of the Relationship between Field-Independent and Field-Dependent Cognitive Styles and Social Behaviors during Free-Play of Preschool Children

A Study of the Relationship between Field-Independent and Field-Dependent Cognitive Styles and Social Behaviors during Free-Play of Preschool Children

Date: August 1989
Creator: Jun, Ye-Hwa
Description: The problem of this study was to discover the relationship between field-independent and field-dependent cognitive styles and social behaviors during free-play of preschool children in a school setting. This study also compared the field-independent and field-dependent cognitive styles and social behaviors during free-play between age-groups and sex-groups. Thirty-six children from a university child development laboratory were subjects. They were selected from a 3-year-old classroom and a 4-year-old classroom. The research instrument, the Preschool Embedded Figures Test, was utilized to measure field-independent and field-dependent cognitive styles. The children's social behaviors were observed during free-play for four consecutive weeks. The nine categories of social behavior were solitary, parallel, and group play; .unoccupied, onlooker, transitional, and aggressive behaviors; and conversations with teachers and conversations with peers. Correlations between field-independent and field-dependent cognitive styles and social behaviors indicated that field-independence/field-dependence was related to social orientations in preschool children and also related to the choice of play activity. Field-dependent children tended to engage in conversations with teachers more often than field-independent children. Four-year-old children who were field-independent tended to spend more time in solitary play than 4-year-old children who were field-dependent. Four-year-old boys who were field-independent tended to play more often in the manipulative learning ...
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A Study of the Relationship Between Selected Learning Styles and Achievement of Kindergarten Language Arts Objectives in a Local School District

A Study of the Relationship Between Selected Learning Styles and Achievement of Kindergarten Language Arts Objectives in a Local School District

Date: August 1990
Creator: Harp, Billie F.
Description: The purpose of this study was to determine whether there is a relationship between the learning style of a kindergarten child and the level of achievement in language arts. The study was done at the request of the school district of a small community in north Texas, and it incorporated the total public school kindergarten population, 110 subjects. Instruments were the Learning Style Inventory: Primary by Perrin, the Iowa Tests of Basic Skills, and an achievement test developed by the regional education service center. The LSI:P was administered to all students by one person while the two achievement tests were administered by individual teachers to their own classes. The children were divided into groups according to their rating on the LSI:P, using the Prescription Circle by Dunn and Dunn as modifier. ANOVA and chi square analysis were utilized to compute frequencies and percentages at the .05 level to determine relationships between learning styles' group membership and attainment in language. A definite relationship was found between a child's learning style and achievement on the language arts objectives. Indications were that the elements of motivation, persistence and responsibility, and perceptual mode preferred by the learner had strong relationship to success in achievement. ...
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Comparison of Childrearing Attitudes Between Church-Related Korean American Immigrant Parents and Korean Parents

Comparison of Childrearing Attitudes Between Church-Related Korean American Immigrant Parents and Korean Parents

Date: May 1992
Creator: Choi, Jong Eun
Description: The purposes of this study were to compare the childrearing attitudes of church-related Korean American immigrant parents and Korean parents as measured by the Parent As A Teacher Inventory (PAAT), and to identify relationships between the PAAT childrearing subsets and demographic variables including sex of child, sex of parent, education of parent, family income level, maternal employment, accessibility to the child, language of parent, and length of residence in America.
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A Study of Korean Kindergarten Teachers' Concerns

A Study of Korean Kindergarten Teachers' Concerns

Date: December 1992
Creator: Park, Guen K.
Description: The problem of this study was to identify some concerns of Korean kindergarten teachers at different points in their careers, based on the conceptual framework of Katz's (1972, 1977, 1985) theory of preschool teacher development. This study also described the variations in these concerns on the basis of some teacher characteristics including teaching experience, certification, educational background, inservice training, and teaching assignment. The subjects for this study were 174 volunteers who were Korean kindergarten teachers in Seoul, Korea. The concerns of the teachers were expressed through the Kindergarten Teacher Concerns Questionnaire, consisting of two parts: (a) background information, and (b) the Kindergarten Teacher Concern Rating Scale (KTCRS), consisting of a list of 54 items developed by Tsai (1990), reflecting the four areas of concerns—Survival, Consolidation, Renewal, and Maturity—formulated by Katz. A Likert type 5-point scale indicating the degree of concerns was used in the questionnaire as the scoring system. The following conclusions were drawn from this study: 1. The concerns of the Korean kindergarten teachers were developmental in nature in terms of preoccupation with a specific area of concerns at different points in the teachers' careers. This result tended to follow a sequence of stages as posited by Katz (1972, ...
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Language Behaviors and Social Strategies of English as Second Language and English as Primary Language Preschool Children During Computer Assisted Instruction Experiences

Language Behaviors and Social Strategies of English as Second Language and English as Primary Language Preschool Children During Computer Assisted Instruction Experiences

Date: August 1993
Creator: Emerson, Stacia B. (Stacia Brewster)
Description: This study describes the language behaviors and social strategies of English as Second Language (ESL) and English as Primary Language (EPL) pre-kindergarten students during cooperative Computer Assisted Instruction (CAI) experiences. Thirty-three pre-kindergarten subjects ages four to five years, were videotaped at two personal computers during self-selected center time. The sources of data for this descriptive study were a parent computer survey, videotapes, a subject interview derived from the Young Children's Computer Inventory, and written records.
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Self-Assessment of Literacy Growth in Young Children

Self-Assessment of Literacy Growth in Young Children

Date: August 1993
Creator: Miels, Jill C.
Description: In this study, 78 kindergarten and first-grade children were interviewed about their writing to identify indicators of self-assessment. Writing samples for each participant were saved over a three month period, then compared and discussed by the child. Results indicated that these young children did engage in self:-assessment behaviors. The classroom teachers were asked to place the participants in their classes along a writing continuum known as a Writing Band. Graphs were presented to show the writing levels of the children by classroom. In addition, each classroom was surveyed to document events which promote literacy development within the framework of an integrated curriculum. Writing samples for each child were collected and kept in a portfolio. Participants were interviewed regarding the contents of the portfolio. Children in two of the kindergarten classes were interviewed using 5 samples collected over a 2 1/2 month time period, and all other participants were interviewed using 6 writing samples collected over a 3 month period. Findings indicated that not only did these young children recognize growth in their writing, but they also assessed that growth based on outward, physical features of their writing. The writing ability of each child at the beginning of the study did ...
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Young Children's Construction of Physical Knowledge on Swings in the Outdoor Play Environment

Young Children's Construction of Physical Knowledge on Swings in the Outdoor Play Environment

Date: December 1993
Creator: Fox, Jill Englebright
Description: This investigation examined the development of young children's behaviors on swings in the outdoor play environment and their emerging understanding of the physics principles associated with those behaviors. The children's language interactions were also examined in an effort to determine the relationship between language and cognitive development in their construction of physical knowledge. The procedures involved observing the children's behaviors and collecting samples of their spontaneous language interactions during their swinging activities. Informal interviews were also conducted with individual and groups of children. The findings indicate that young children's swinging behaviors develop in eight hierarchical stages. As these behaviors develop, children experiment with the physics principles of balance, gravity, force, resistance, and resonance. Children's swinging behaviors develop in a social context. Many early behaviors are acquired through observing and modeling other children. Language provides the medium for more-experienced peers to assist novice swingers through encouragement and direct instruction. The stage development of swinging behaviors is compared to Cratty's Theory of Perceptual-Motor Development and Harrow's Taxonomy of the Psychomotor Domain. Children's cognitive processing and language interactions are discussed in the context of Piagetian and Vygotskian theories of development. Implications for instruction and suggestions for further research are discussed.
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Early Childhood Educators' Beliefs and Practices about Assessment

Early Childhood Educators' Beliefs and Practices about Assessment

Date: May 1994
Creator: Diffily, Deborah
Description: Standardized tests are being administered to young children in greater numbers in recent years than ever before. Many more important educational decisions about children are being based on the results of these tests. This practice continues to escalate despite early childhood professional organizations' calls for a ban of standardized testing for children eight years of age and younger. Many early childhood educators have become dissatisfied with multiple-choice testing as a measure of student learning and are increasingly using various forms of alternative assessment to replace the more traditional testing formats. Teachers seem to be caught in the middle of the controversy between standardized testing and alternative assessment. This research examined what early childhood educators in one north Texas school district believe about assessment of young children and what assessment methods they report using in their classrooms, as well as factors which influence those beliefs and practices. The sample for this study was 84 teachers who taught prekindergarten through third grade. An eight-page questionnaire provided quantitative data and interviews and the researcher's journal provided qualitative data.
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Multiple Measures of the Effectiveness of Public School Montessori Education in the Third Grade

Multiple Measures of the Effectiveness of Public School Montessori Education in the Third Grade

Date: May 1994
Creator: Cisneros, Márelou Medrano
Description: The problem of this study was to measure the effectiveness of a public school Montessori program. The purpose of this study was to measure and compare student academic achievement and self-concept, attendance and promotion rates, and level of parental involvement in the schools of students enrolled in public school Montessori and traditional programs. The 95 subjects in this study were third-grade subjects selected from the student populations in Montessori and traditional school sites. The Iowa Test of Basic Skills (ITBS) was used as the pre-test scores, and the Norm-referenced Assessment Program for Texas (NAPT) was used as the post-test scores to compare academic achievement in reading and mathematics. Multiple regression was used to compare the levels of academic achievement and self-concept. Multiple regression was also used to test for possible relationship between the Montessori and traditional programs and gender and ethnicity.
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Mothers' Perceptions and Preschoolers' Experiences: Cultural Perspectives of Early Childhood Education

Mothers' Perceptions and Preschoolers' Experiences: Cultural Perspectives of Early Childhood Education

Date: August 1994
Creator: West, Martha M. (Martha Myrick)
Description: In this qualitative investigation, the ways in which four ethnically diverse mothers' perceptions of early childhood education combined with the school experiences of their children were examined. Research tools included audiotaped interviews with Mexican-American, Korean-American, African-American, and Anglo mothers; videotaped school experiences; and a video message with a viewing guide requesting written reaction.
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