NotesFAQContact Us
Search Tips
ERIC Number: ED196513
Record Type: Non-Journal
Publication Date: 1979
Pages: 9
Abstractor: N/A
Reference Count: N/A
Effects of Pre-Service Preparation and Children's Facial Characteristics on Child Care Workers' Assessments of Handicapped and Nonhandicapped Children. Executive Summary, May 1, 1978 through April 30, 1979.
Feeg, Veronica DeCarolis; Peters, Donald L.
This study compared the functional capability ratings of slides of children's facial appearances made by three different groups (30 each from special education, nursing, and child development programs) of child-care professional trainees and a comparison group of 30 non child-care graduate and undergraduate students. Subjects were shown 30 photographic slides selected from clinical and non-clinical sources which represented three experimental conditions: developmentally normal children; developmentally abnormal children; and children who had been craniofacial surgical patients. Each subject completed a Child Comparison Instrument rating form for each slide. The rating form asked each subject to rate the slide on 10 characteristics. Additionally, background information on each subject and a self-rating given by each subject were obtained. Among the results it was found that (1) there was a significant relationship between facial appearance and assessments of functional capability given by all pre-service child care workers; (2) children with unattractive facial appearances were consistently given lower ratings than children with attractive facial appearances; (3) there was no evidence that the effects of professional preparation made any meaningful contribution to the judgment of capability of attractive and unattractive children; and (4) the relationships between self-characteristics, preparation, and experience and the extent of influence that appearance has on ratings of intelligence were found to be vague and non-significant. (Author/MP)
Publication Type: Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: Bureau of Education for the Handicapped (DHEW/OE), Washington, DC.
Authoring Institution: N/A