ERIC Number: ED063971
Record Type: Non-Journal
Publication Date: 1971-Nov
Reference Count: N/A
Structure and Development of Personal-Social Behaviors in Preschool Settings. ETS Head Start Longitudinal Study.
As part of an ongoing longitudinal study of early cognitive, affective, and social development in economically disadvantaged children, this investigation assessed the classroom behavior of 500 urban preschool children from Portland, Oregon, St. Louis, Missouri, and Trenton, New Jersey. The majority were black and enrolled in Head Start. Primary aims were to find the structure of classroom behavior, examine similarities and differences in structure among subgroups and test (mean) differences among subgroups on measures of personal-social constructs. The instruments used in the system of measurement were the Bipolar and Unipolar Scales and the Manual of Scale Definitions. Major topics reviewed in detail are: Method; Structural Analyses: Procedure; Structural Findings; Further Results of the Fall(1) X Spring Samples; Results of the Fall(1) X Fall(2) Sample; Construct Correlates of Masculine-Feminine and Dependent-Independent; Components of Adult and Child Orientation; and Conclusions. Fifty-three references are cited. Summarized in 29 tables is a breakdown of samples of construct- and component measures according to age, sex, and period of observation (Spring or Fall). Appendixes A through H include the rating forms used in the analysis and data gathered using the Bipolar and Unipolar Scales. (Author/LS)
Publication Type: N/A
Education Level: N/A
Sponsor: Office of Child Development (DHEW), Washington, DC.
Authoring Institution: Educational Testing Service, Princeton, NJ.