ERIC Number: ED054072
Record Type: RIE
Publication Date: 1970
Reference Count: 0
An Investigation of the Cognitive and Affective Domains of Students Studying Child Development. Final Report.
Draper, Henry E.; Vansickle, Mary Wanda
The purpose of this study was to determine the predictive power of affective and cognitive variables, measure students' affective and cognitive levels of development, and examine the relationship of the affective domain to the cognitive domain of students. Data were collected from 100 randomly selected students in the Child Development I course at Stout State University. Instrumentation included the Inventory of Attitudes on Child Guidance and the DV-Child Development Inventory. Results of a three-phase study supported the hypothesis that student performance in the course can be predicted from the DV-Child Development Inventory. Data analysis supported the hypothesis that a cognitively oriented course would have a significant influence on changing students attitudes, but the hypothesis that observing children while studying child development would significantly influence students' child guidance attitudes was not supported. No significant attitude changes occurred in the areas of understanding the child, reflecting and accepting the child's feelings, redirecting undesirable behavior, encouraging independence and initiative, and encouraging verbalization. There was a significant change in student attitudes in the area of encouraging creativity by those students who had an observation experience. (MBM)
Publication Type: N/A
Education Level: N/A
Sponsor: Office of Education (DHEW), Washington, DC. Bureau of Research.
Authoring Institution: York Borough Board of Education, Toronto (Ontario).
Identifiers: DV Child Development Inventory; Inventory of Attitudes on Child Guidance (Kinzie)