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ERIC Number: ED118240
Record Type: RIE
Publication Date: 1975-Jun-30
Pages: 298
Abstractor: N/A
Reference Count: 0
Early Social Development: Parent and Child Programs.
Boger, Robert P.; Andrews, Mary P.
This study investigated the effects of short term supplemental parent and classroom programs on the self-concept, sociometric status, social involvement, and heterogeneity of friendship and associations of day care children 3.3 to 5 year of age. The treatment conditions compared: (1) a regular day care program (control); (2) a day care program with supplemental classroom activities designed to enhance specific social interaction skills; (3) a day care program with a supplemental parent program focusing on increasing positive parent-child and parent-teacher interaction; and (4) a day care program with both supplemental classroom and parent programs. Data were collected before and after the 12-week intervention period, from approximately 200 black and Anglo children in eight large day care centers, using the following instruments: Brown IDS Self-Concept Referents Test; Play Situation-Picture Board Sociometric; Classroom Socio-Observations; and the Observation and Socialization Behavior instrument (revised), a videotaped observational rating procedure. Significant differences across treatment conditions were evidenced on a number of variables. The appendices include supplemental information on the instruments used, sample lessons from classroom and parent programs, and descriptions of the centers involved. (ED)
Publication Type: Reports - Research
Education Level: N/A
Audience: N/A
Language: N/A
Sponsor: Office of Child Development (DHEW), Washington, DC.
Authoring Institution: Michigan State Univ., East Lansing. Inst. for Family and Child Study.
Note: Pages 253 through 257 have been filmed from best available copy; some lines may not reproduce clearly because of type size or print quality