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This study used the Value Inventory for Children (VIC), a 60-item pictorial instrument designed to measure seven hypothesized dimensions of value. These seven orthogonal factors are (1) me first, (2) masculinity, (3) asocial, (4) academic, (5) adult closeness, (6) sociability, and (7) social conformity. The primary question to which the symposium addressed itself was: "What is a value?" Subjects of the study were 611 children from grades one through three. They were tested in the fall of 1970 and retested in the spring of 1971. Two categories of criteria were employed in an attempt to validate factor scores derived from the VIC. Results were reported in terms of (1) sex comparisons, (2) grade comparisons, (3) ethnic comparisons, (4) predictor criterion relationships and, (5) interclass comparisons with respect to teacher-class congruities. The overall conclusions was that values do play a part in the adjustment of the child to school and in his achievement, although it is impossible to determine exactly to what extent they contribute over and above the child's ability since no precise measure of ability is available. (BW/Author)

The purpose of this project was (a) to improve an existing measure of the values of young children and (b) to explore possible relationships between these values and other variables: adjustment to school; achievement in school; congruities with teacher; sex; ethnic group; and grade level. The previous year's project involved the development of an objective, self-administering inventory designed to measure the values of young children. The Values Inventory for Children (VIC) originally contained 60 pictorial items; and was administered in the Fall of 1970, to 996 children in grades one through three from five ethnic groups: Mexican-American, Oriental, Anglo, Negro, and Indian. The general conclusion from this study is that values do play a part in the adjustment of the child to school and in his achievement although it was impossible in this study to determine exactly how much they contribute over and above the child's ability since no precise measure of ability was available. It was also concluded that the more like the teacher a child is to start with at the beginning of the school year and the more he becomes like her over eight months, the better he will do in school. (Author)

The purpose of this project was to develop a non-verbal self-administering values inventory appropriate for children grades one to three. Children from five ethnic groups were administered a 60-item picture inventory designed to measure dimensions of value based on needs. Factor analyses of the resulting item inter-correlations for the total sample revealed underlying dimensions of a sociological nature. Factor analyses within ethnic groups revealed consistency with respect to most factors. Item analyses were performed on the basis of sex, grade level, and ethnic groups to identify significant differences with respect to item responses. Findings suggest the necessity for a re-evaluation of the traditional approach to educating young children. The instrument identifies dimensions of values which are of use to educators. The structured preliminary interview, the inventory, and tables presenting the data and findings are included. See also TM 000 614-615. (CK)

The bulk of the report was an outline of the steps taken to accomplish stated project tasks. These tasks included: (1) identifying the dimensions of value, which involved reviewing the literature and formulating a model based on Maslow's hierarchy of needs; (2) constructing the item pool, all of which were to be pictorial; (3) developing a test format; (4) developing instructions; (5) pretesting items; (6) scheduling the final testing; and (7) preparing the test in final form. Two major problems were encountered to date: (1) a lack of cooperation of Indian subjects in time for pretest; and (2) the effect of the essentially unstructured cognitive processes of small children on the validity of the items. Other areas reported on were: (1) significant findings to date; (2) staff utilization; and (3) future planned activities. Materials which have been developed were appended. (TL)

This study investigated the developmental trends in the personal values systems of elementary school students. The Values Inventory for Children was used as the measurement basis. (DP)

The inventory is designed to measure seven dimensions of value based on seven categories of needs: physiological; safety; love; esteem; aesthetic; self-actualization; and aggression. Each item was pretested and checked for validity and reliability. Two test formats, each containing 30 items, were prepared: a single picture format in which the child responds on a graded scale of like-dislike by circling the face that describes his feelings; and a dual picture format in which the child draws a line under the picture he likes best. Approximately 70 minutes is required for administering the inventory. Directions are available in both Spanish and English. Eight factors are named and described: Social Conformity, Academic/Health, Me First, Masculinity, Adult Closeness, Sociability, Aesthetic, and Asocial Behavior. Statistical analyses for the total sample and the individual ethnic groups are provided. See also TM 000 613-614. (CK)

A structured preliminary interview for children grades 1 to 3 was devised to obtain information on the kinds of situations relevant to seven hypothesized value dimensions based on the following categories of needs: 1) physiological, 2) safety, 3) love, 4) esteem, 5) aesthetic, 6) self-actualization, and, 7) aggression. A total of 23 children from a primarily Negro private nursery school and from a Jewish nursery school participated in the try-out groups. The interview itself consisted of 53 open-ended questions, phrased in such a way as to elicit from the child an instrumental value in response to the terminal value given in the question. Each of the interviews was tape-recorded so that data could be accurately noted. Some warm-up questions were included to establish rapport between the examiner and the child. Other questions were intended to reveal the children's impressions of all aspects of the seven hypothesized value dimensions. See TM 000 613 and 000 615. (CK)