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ERIC Number: ED028844
Record Type: Non-Journal
Publication Date: 1968-Dec
Pages: 94
Abstractor: N/A
Reference Count: N/A
Effect of Maternal Attitudes, Teacher Attitudes, and Type of Nursery School Training on the Abilities of Preschool Children. Final Report.
Cox, Helen R.
The purpose of this study was to assess the importance of teacher attitudes, maternal attitudes, and traditional versus Montessori nursery school training on the learning and achievement of the preschool child. Eighty-two middle class children and thirty-eight disadvantaged children who attended either Montessori or traditional preschools comprised the sample. The children were tested in the fall on the Stanford-Binet and Peabody Picture Vocabulary Test and retested in the spring with the Caldwell Preschool Inventory and the Stanford-Binet. Teachers of nursery school classes completed the Minnesota Teacher Attitude Inventory, and mothers of the children completed the Maryland Parent Attitude Survey. Results of the study showed that middle class Montessori children scored significantly higher on personal-social responsiveness, associative vocabulary, and total test scores than middle class children in a traditional nursery school program. Disadvantaged Montessori children also obtained significantly higher scores than did their counterparts in a traditional program. Further findings indicated that democratic teacher attitudes were not highly related to preschool children's achievement and that maternal attitudes had no significant effect on the achievement of these children. (MS)
Publication Type: N/A
Education Level: N/A
Audience: N/A
Language: N/A
Sponsor: Office of Education (DHEW), Washington, DC. Bureau of Research.
Authoring Institution: Catholic Univ. of America, Washington, DC.
Identifiers - Assessments and Surveys: Minnesota Teacher Attitude Inventory; Peabody Picture Vocabulary Test; Preschool Inventory; Stanford Binet Intelligence Scale