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This booklet presents (in both English and French) four papers delivered at a seminar on day care in Ottawa, Canada in 1969: (1) "The Family in Contemporary Society and Emerging Family Patterns," (2) "The Effects of Early Childhood Experience" (on social and cognitive development), (3) "An Overview of Canadian Day Care Services," and (4) "New Directions for Day CAre." Briefly summarized are general topics discussed during the seminar, including: (1) the need for day care in Canada, (2) existing supplementary child care services, (3) research evidence concerning adequate supplementary care, (4) the relationship of the family to day care programs, (5) delivery of day care services (including day care standards and funding), and (6) the benefits of day care. (BRT)

This paper traces the development of interpersonal skills and characterizes the essential features of social interaction as they change from infancy to adolescence. It is demonstrated that, at each life stage, the quality of social relationships is dependent on the person's capacity for interpersonal closeness, his ability to use language, and his cognitive maturity. The developments of the six life stages are discussed. During infancy, rudimentary social skills and an underlying sense of being emotionally connected with people are established. The expressiveness or retentiveness of speech and a general level of abstractness of speech are dominant characteristics of toddlerhood. Egocentrism decreases and language skills increase in significance during early school age. Middle school age brings an awareness of behavior norms and an increasing capacity for compromise. During early adolescence, an upsurge in egocentric concern is evident in regard to self-presentation; cognitively, there is a growth in conceptual skills characterized by the development of formal thought. Finally, in late adolescence, the individual's personality is consolidated enough to produce an integrated interpersonal style which communicates basic personal needs and social attitudes. (SDH)

This paper presents the research design for a longitudinal study of elementary school students, which will examine patterns of cognitive, affective, and social growth and identify the school and home variables which influence such growth. Shifts in dependent variables during a single school year will be examined during the initial year for all grades at the elementary school level. During this year, considerable attention will be paid to the actual classroom behavior of the teacher. During the subsequent 2 years, continuing data will be collected for a first and fourth grade cohort. Thus, in a 3-year period a picture of growth during the initial 6 years of schooling will be obtained. Various aspects of the longitudinal study which are discussed in some detail in this research design are: assessment of variables, testing instruments, sampling plan, testing sequence, testing schedule, migrating children, and plans for data analysis. (Author/CS)

This review brings together some general findings on empathy that have emerged during the last decade of research with children. From a recent review of the research on social cognitive development (Schantz, in press), this paper responds to three specific questions: (1) What is empathy? (2) Under what conditions is empathy likely to occur? and (3) What types of judgements appear to be involved in an empathic response? The difficulty in conceptualizing empathy as something different from sympathy and projection, and the issue of empathy as a process or product, suggests that a more systematic "nomological network" is needed for the construct. That such a model has not evolved may be related to the fact that very little is known about the relationship of empathy to the ability to infer another's thoughts, capabilities, intentions, and perceptions. Given the importance in our society of prosocial behavioral development, it is particularly critical that more systematic investigation occur on the interrelationship between cognitive development and social behavior. (Author/PC)

The Los Angeles Section, National Council of Jewish Women, has developed an innovative pilot program in day care geared to the changing life style of child rearing by single parents. Home-SAFE provides children a warm, secure environment in supervised, subsidized, licensed day care homes, and includes enrichment activities by trained volunteers; professional counseling to working mothers, children, and day care mothers; group counseling for working single parents providing an opportunity to discuss and solve common problems of loneliness of single parenthood, child rearing, and individual concerns and conflicts. (Author/CS)

In this study, preferences for activities with people vs. objects were examined in preschool children and related to two kinds of intellectual abilities. Children with high object orientation were expected to be relatively advanced in organizing and classifying physical objects. In contrast, children with high people orientation were expected to be relatively advanced in social kinds of knowledge. Subjects used in the study were 38 white, middle class children; their mean age was 4 years and 10 months. Data were gathered from these sources: (1) observation of the children during a free play hour in nursery school; (2) four tests of knowledge of the physical environment; (3) six tests of social knowledge; (4) a sociometric measure of peer popularity; and (5) ratings on the qualitative aspects of each child's play behavior. Findings indicated that object-oriented children did perform better on tests of ability to organize and classify physical materials. No relationship was found between people-oriented children and their social scores. Performance on the social tests was found to be related instead to greater popularity among peers and higher ratings on the quality of social behavior. In conclusion, two interactive models suggested by the results are discussed. (SDH)

This document addresses itself to the broad topic of recent structural approaches to personality development and to the major research problem of structural consistency and change in young children's social behaviors. As part of a larger longitudinal study, the author assessed the classroom personal-social development of economically disadvantaged urban preschool children, using observation procedure applied to the free play periods of preschool programs. There were two observations on each child. Results included the identifying of configurations of preschool personal-social behaviors which turned out to be familiar in their dimensionality and very similar at both measurement periods. These static structures were then considered more dynamically in terms of multiple gradients for behavior change. Certain determinants of personal-social behavior and change were then investigated, and findings were viewed as interpretable in relation to alternative theories of personal-social development. (Author/PC)

This study is part of a continuing program of evaluation of open vs. traditional education at the junior high school level. Incoming seventh graders were assigned to open and control groups to evaluate relative effects on academic underachievement, socialization, and general academic "success" as a function of various means of student selection. Initial, midpoint, and final testing will include measures of academic achievement, personality, attitudes, and socialization. The study uses a MANOVA (multivariate analysis of variance) random assignment model to permit definitive evaluation of some concepts of student selection for open education. (Author)

This conference address focuses on the social, ethical, and legal issues surrounding the role and function of the child in today's Western society. Topics discussed include: (1) The dynamic social system--changing social expectations for preschool and school children and establishments, (2) Moral/ethican/legal issues some currently critical concerns reflecting societal values re: children, (3) Sex-role stereotypes--how society is maintaining or changing them, (4) The school teacher/child interaction, (5) The family--a disintegrating and diminishing influence, and (6) Mother/infant reciprocity--the earliest formative social dyad. (CS)

The role of the family in the education of a young child, particularly during the first three years of life, is the subject of this symposium address. Four topic areas are identified as the foundation of educational capacity: language development, curiosity, social development, and cognitive intelligence. Professional educators, working directly with children, especially children over 6 years of age, have much less influence than was previously thought. From this perspective, the family must receive increasing priority as the first educational delivery system. Three main obstacles, however, confront families attempting to do the best job of educating their young children: ignorance, stress, and the lack of assistance. For the first six years of the child's life, especially the first three, continuing, low pressure, strictly voluntary, training for parents should be made available. Training could be made available in hospitals during the lying-in period, through adult education courses, and through public television programs. (CS)

In this study an attempt was made to measure variables which were expected to be related to individual differences in infants' social responsiveness toward strangers. The subjects were 48 infants (24 boys and 24 girls) between 8 and 13 months of age. Most were children of Cornell University faculty or graduate students, but a broad range of families from a small city in upstate New York was represented. Before an infant was tested for stranger response, his mother was interviewed in her home. Interview questions were designed to provide measures pertinent to five general hypotheses about determinants of individual differences in reactions to strangers. These hypotheses were: (1) Infants who have had little exposure to people would be more likely to be upset by strangers. (2) Babies who protest separation from mother would be more likely to be upset by strangers. (3) Strangers who are visually quite similar to the appropriate sexed parent would be more upsetting to the baby because of cognitive confusion on the baby's part. (4) Infants who are irritable or sensitive would be more likely to be upset by a stranger. (5) Infants whose mothers are protective about strangers would transmit their concern to their infant. A few days after each interview, systematic observation was made of each infant's reaction to two unfamiliar adults. Detailed behavioral descriptions of the reactions were recorded. (CS)

Three instruments measuring different kinds of attitudes were utilized to study whether sex differences existed among university students (34 males and 17 females) in school administration. The Attitude Towards Handicapped Individuals Scale was used to measure attitudes of acceptance or rejection of handicapped individuals; the Is of Identity Scale was used to measure social adjustment; and the Preferred Student Characteristics Scale was used to assess affective and cognitive attitudes toward instructional goals. Results indicated that sex is not a significant factor in equal acceptance of the handicapped or in the affective/cognitive goals desired by future administrators and that personal adjustment to administrative roles would be similar for both males and females. (LH)

Three outcome studies were conducted in order to evaluate various treatment procedures for subjects experiencing dating anxiety. The treatment procedures of specific focus was a skills training package using modeling, behavioral rehearsal, feedback, and in vivo practice as major components. The data from two studies indicates the skills training package effective in reducing dating anxiety and increasing interpersonal skills. The study indicates no significant effect due to the skills training package, but the result may be confounded by the selection of less phobic subjects and less sensitive assessment procedures. (Author)

The author offers some tentative hypotheses regarding barriers which limit progress of mature, married, black females in preparing and entering academe. The assumptions are based on limited data which are still coming in for a larger study on women in academe. The barriers discussed include: (1) limited role models, (2) limited encouragement to enter atypical fields, (3) racism, (4) limited financial support, (5) self-concept, (6) marriage, (7) maturity, and (8) lack of information on black women. Four suggestions are offered for overcoming barriers which impede the progress of this group: (1) development of programs to help develop awareness and solve problems of sex bias, (2) initiation of ongoing human resource development programs, (3) implementation of professionally run child care centers, and (4) establishment of a center for the study and dissemination of information about black women. (Author/PC)

This study analyzed the effect of (1) teacher priming and (2) the presence of novel gross motor play equipment on peer interaction. The subject was a 2 1/2-year-old boy who seldom interacted with his classmates in a toddler class. In the teacher priming condition, teachers verbally and nonverbally prompted the subject to interact with peers, while witholding praise or approval following interactions. In the play equipment condition, one of three novel pieces of gross motor equipment was placed in a special area of the classroom or playground. In a third condition, teachers prompted the subject to "try out" one of the pieces of gross motor equipment, again witholding praise or approval for interactions. Observations were conducted daily during a 20-minute inside free play period and during a 14-minute outside free play period. Behaviors were recorded in 10-second intervals. Results indicate that both the presence of novel play equipment and teacher primes increased the level and duration of appropriate social interaction. Eight pages of graphs and pictures are included. (SB)

Certain techniques have been found to be effective in the socialization process, and because these are basically learning principles they are tenable for socialization in any group, as socialization itself is a learning process. The peculiar differentiating aspects of group identity lie in the content (the particular values and goals espoused by the different groups), and style (their distinctive forms of expression) - not in the processes through which the groups achieved these values. Black Americans must use the same techniques that are presently used to socialize the Black child to the middle class white American value system, and re-connect the Black American with his own historical identity. Using all the known techniques of learning, from role-playing to story-telling, the processes of socialization for the black child must be filled with black ego-enhancing content. Black children must be taught the skills for exploding derogatory myths and critically analyzing written material - books, newspapers, and so-called scientific studies. They must be disciplined to careful study and to love of knowledge. Such a process of socialization for the black child toward a self-respecting, self-actualizing authentic person, demands an armament of ego defenses to serve as counteractives to the unrelenting stream of assaults by a sometimes inhospitable larger culture. (Author/CS)

The purpose of this study of social development was to begin to assess the effects of an early, continuing group educational/child care experience on basically family-reared children. Two experimental groups and one control group of young children were involved. In the "long-term" experimental group, five children (mean C.A.=16 months) met one afternoon per week in a home setting under the care of a paraprofessional. In the "intensive" experimental group, five other children (mean C.A.=25 months) met three afternoons per week under the care of a professional preschool teacher and one paraprofessional aide. At 34 months, 8 of these 10 children entered the same nursery class with control children. At 40 months, data on all these children were collected according to a Social Participation Scale (noting type of play, conversations, response to peer and adult approaches, expressions of hostility, etc.). Results suggest that the subjects with early educational experiences exhibited more advanced social behavior than the control subjects, and that "long-term" program subjects exhibited more advances in social behavior than "intensive" program subjects. Findings suggest that (1) paraprofessionals can be effective in early education programs; (2) home settings can be functional environments for such programs; and (3) early educational contacts need not be massive to produce results. (Author/ED)

This longitudinal study of 10 infants in a day care nursery traces the development of recognition and attachment to a primary caregiver from approximately 3 1/2 months of age (shortly after enrollment in the program) through the end of the first year. Monthly assessments of about 10 minutes each, on two successive days, were made of the infant's recognition of and attachment to their primary caregivers. Examined were infant responses to the approach of the caregiver as compared to the approach of a stranger, responses to the mother's departure when the infant was left with the caregiver as compared to being left with a stranger, and the infant's response to being left with a stranger by the caregiver as compared to being left with a stranger by the mother. Results indicate that: (1) as the child grows, the response to a stranger becomes increasingly less positive when compared to response to the caregiver, which remains neutral; (2) infants' response to their mothers leaving them with a stranger show increasing evidence of distress, starting at 7 months and increasing, while infants continue to remain generally comfortable when left with the caregiver; (3) around 6 to 7 months of age, infants show equivalent negative reactions when being left with a stranger by either the mother or the caregiver. A discussion reviews the results in relation to day care services. (SB)

The Impact of a Preschool Interracial Program (IPSIP) project, funded under Title III of the 1965 Elementary Secondary Education Act, was designed to test the hypothesis that intervening with sufficient impact in the early lives of environmentally deprived children will produce a significant, lasting effect on their cognitive and social development. The IPSIP program involved the comparison of two treatment groups with a control group. Group 1 received a full-time classroom program and the parent education program. Group 2 received only the parent education program, and Group 3 served as a control group for the other groups. Each group contained both economically advantaged and disadvantaged children and similar racial balances. The IPSIP classroom curriculum provided a planned sequence of learning events designed to impact the cognitive, social, and physical motor development of children. The parent education program provided for involving parents in the education of their children. The program provided for instruction in, and practice of behaviors which support learning. Children for the project were located in a changing community in northeastern Cincinnati. Most of the 223 children began the project at age 3 and continued through age 5. (Author/JM)

Goodman's notoriety as a romantic critic has tended to overshadow the positive and constructive dimensions to be found in his libertarian vision of a worthwhile world. Attention should focus on those constructive elements in Goodman's social thought which provide a dynamic framework for human association, i.e., the libertarian community. The interrelated principles of mutual aid, voluntary association, and fraternity, along with the organic integration of the background, or physical structuring of the choices and alternatives of human existence, and the foreground, consisting of human activity, are identified as essential to the realization of such a community. The libertarian community is further characterized as an educative community where learning takes place through individual experience. These considerations help to place Goodman within the broad experimentalists tradition in American education. (Author/JH)

The impact of "Misterogers Neighborhood" on nursery school children's prosocial behavior was assessed. Specifically, two hypotheses were tested: (1) that children who viewed several "Misterogers Neighborhood" programs would evidence more prosocial behavior than would nonviewers, and (2) that young viewers would show an increase in prosocial behavior greater than that shown by older viewers. The five programs selected to test these hypotheses contained three basic prosocial themes: restitution, sharing, and empathy. One program a day was shown to 21 children, aged 3 to 6, randomly selected from a local nursery school population. Another group of 22 nursery school children who did not see the programs served as controls. After the viewers were exposed to the five programs, restitution sharing, and empathy behaviors were assessed using two separate tasks. The results indicate that children viewing network programming designed to teach prosocial behavior can benefit by viewing. However, no support was obtained for the hypothesis that younger children derive greater benefits than older children from network programming. (CS)

The purpose of this study, completed with personnel who work in local disaster services, was to obtain data to test Etzioni's model of consensus and effectiveness. The data indicate that both early socialization and communication with elites are associated with consensus formation. Consensus formation and communication have direct and significant effects on individual effectiveness while socialization does not. (Author)

An investigation of the continuing development of infants involved in a program of enriched group care is presented. The 30 advantaged infants had working mothers, and the 9 disadvantaged infants had nonworking mothers. In the original study, they were enrolled in private day care and involved in a program of total environmental care and parent guidance. Special methods of cognitive rule stimulation through play and warm and flexible personalized care were designed for each of four types of activities: developmental care routines, free play, guided learning, and excursions. Original results indicated a mean 20-point gain in IQ. A followup study carried out one and two years after the original investigation showed that all tested groups tended to rise considerably in IQ over the total period, despite temporary dips by three groups. The major evidence on socioemotional development also shows a generally continuing high and slightly increasing mean level of functioning on nearly all ratings. Exact measurement results are presented in four graphs. Concluding discussion focused on the lack of regression to or toward preprogram levels of functioning, although regression had been found to be characteristic for disadvantaged children in other studies. Possible reasons for greater developmental gains for advantaged infants are presented. (SDH)

Transescence is marked not only by disrupting acceleration in physical development and physiological change, but also by emotional and social pressures resulting from the transfer of authority from the family to the peer group. At no time in the schooling of our children do we find greater differences in the physical, social, emotional, and intellectual development of youngsters than we do during the middle years of ten to fourteen years of age. To give an understanding of the middle school student, this report looks closely at each one of the four areas of development. (Author)

The purpose of these two studies was to explore the relationship between sex role differences and interpersonal attraction in the dating dyad. A computer dating service was established in order to match subjects for a date. The independent measures utilized in these studies consisted of the Motivational Analysis Test (MAT) and the Sixteen Personality Factor Questionnaire (16PF). In addition to completing these two tests, subjects were requested to state their preferences for an ideal data on a 10-point bipolar scale. Subjects filled out the dependent measure (The Date Evaluation Scale) immediately after the date. Results from the study indicated that a female's primary motive in the dating situation was mate selection (career, parent), but a male's primary motive was recreation (mating drives, narcism). The author concludes that the two studies partially support the notion that attraction in the dating dyad may be due, in part, to the fulfillment of traditional role expectations. (Author/PC)

The purpose of this study was to investigate the relationship of reflection-impulsivity, verbal comprehension, and achievement motivation to level of moral development. Reflection-impulsivity is a cognitive style; verbal comprehension a measurement of intelligence. A random sample of 40 boys and 40 girls was selected from the senior classes of two Catholic high schools and a battery of tests was administered to the sample. Results of the analysis showed that the total error measure of reflection-impulsivity and verbal comprehension correlated significantly with the level of moral development. However, only the error measure of reflection-impulsivity was found to be a predictor variable of level of moral development. (Author/ND)

The two studies reported here investigate the impact of prosocial TV programs and rehearsal techniques on children's learning or acquisition of program content and on performance of behavioral adoption. Subjects for the studies were 73 kindergarten boys and girls who were predominantly middle and lower class. The children saw four 'Mr. Rogers' programs or four neutral programs on consecutive school days. Each of the four television programs was followed by a 15-20 minute training session. Two types of rehearsal were explored for children who saw the prosocial television programs: verbal labeling and role playing. Two principal measures were designed to evaluate learning of program content: (1) a Content Test (36 items with two alternatives each) administered on the last day of television viewing and training, and (2) a Puppet measure which provided an index of the child's verbalization of program themes. In the second study, a measure was taken of the children's inclination to engage in helping behavior in an actual experimentally controlled classroom situation. An overview of study findings indicated these conclusions: (1) Both types of training (verbal labeling and role playing) following prosocial television enhanced learning and performance of prosocial content; (2) Verbal labeling had greatest impact on verbal measures, particularly learning for girls; (3) Role playing was more effective, particularly for boys, in facilitating the performance of nonverbal helping behavior; and (4) The combined training condition often led to elevated scores for both sexes. (CS)

Resource sharing through a consortium of libraries in the Pacific islands is proposed as a practical means of meeting the needs of the Trust Territory for information for social and economic development. Not only is the cost of library materials going up at inflationary rates, but the population in the Trust Territory is becoming more educated, and the leadership is passing into the hands of young college trained people who will need special information for decision-making. A new political status which is only a few years away will serve to increase information needs. A consortium designed to supply information for those individuals who are actively involved in government administration, science and technology, and education and health, would need at least three components to function: legal basis, funding basis, and programs. The organization, activities, and benefits are described for a U.S. consortium, which would consist of American Samoa, Guam, Trust Territory of the Pacific, the Commonwealth of the Northern Marianas, and Hawaii. An alternative to formalizing an interlibrary consortium for the Pacific Basin would be for the Trust Territory to work closely with Guam and the Commonwealth of the Northern Marianas in a Micronesian consortium, with a back-up resource center in Hawaii at either the university or the state library. (JVP)