The purpose of this study was to evaluate the feasibility of training children as young as 3 years old to engage in appropriate responses to potentially dangerous situations. Eighty-five children ranging in age from 3 to 5 years from various preschools were randomly assigned to one of two groups (post-test-only or pretest-post-test). Treatment involved the training package, Children Need to Know: Personal Safety Training (Kraizer, 1981). Training effectiveness was assessed by an analog measure of self-protection, in which a confederate adult approached and verbally attempted to lure the child from the setting. The results showed that (a) in comparing pretest and post-test scores of the pretest-post-test group, the post-test mean was significantly higher than the pretest mean; (b) in comparing the pretest scores from the pretest-post-test group and the post-test scores from the post-test-only group, no significant interactions or main effects were found; these results with the results in (a) support the idea of a testing effect and/or a pretest sensitization effect; and (c) in comparing the post-test scores from the pretest-post-test group and post-test scores from the post-test-only group, there were no significant interactions, however there was a significant main effect for Group. These results show that post-test scores were higher than pretest scores indicating the possibility of treatment increasing post-test means. However, the post-test-only group means were not significantly higher than the pretest means from the pretest-post-test group. Additionally, the significant difference between the post-test means from the two groups indicate there was a testing effect or possibly a pretest sensitization effect, or both. (Abstract shortened by UMI.)

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Filial piety has been a central concept in guiding Chinese thought on childrearing. Unfortunately, the U. S. research literature has used instruments that do not give adequate attention to this concept. The purpose of this study was to examine harmony and conflict between generations among Taiwanese families both in Taiwan and in the United States. In this study, two key dependent variables, parental attitudes toward childrearing and toward filial piety, were chosen. Comparisons of the two key variables between paternal grandfathers and fathers as well as maternal grandmothers and mothers among Taiwanese families were presented. A survey was conducted both in Taiwan and in the United States. Two attitudinal scales, the Child Training Scale and the Filial Piety Scale, designed by Chinese researchers David Y. F. Ho and his colleague were selected. The fathers of six-year-old boys as well as the mothers of six-year-old girls from two Chinese school programs in Massachusetts, U. S. A. were surveyed. Paternal grandfathers and fathers of six-year-old boys as well as maternal grandmothers and mothers of six-year-old girls among three kindergartens and two elementary schools in Kaohsiung, Taiwan were also investigated. A total of 407 copies for the Taiwanese sample and 29 copies for the US sample were collected. Parental attitudes toward the Child Training Scale and the Filial Piety Scale were highly correlated. Difference of means for the three maternal groups on the two Scales was highly significant. Comparison of means on the FP Scale between the grandparents and the parents was significant in the Taiwanese sample. In addition, difference of means between the parents in the Taiwanese sample and the Taiwanese parents in the US sample was significant on both the CT Scale and the FP Scale. Associations between the respondents' education, family structure, occupation or religion and their attitudes toward the two scales for the Taiwanese were also discussed.

Studier har visat att barn påverkas av den miljö de befinner sig i. Den fysiska världen talar ett språk som berättar om samhällets krav, förväntningar och värderingar på individen, inklusive förväntningar angående kön/genus. Könsnormer har visat sig vara inbäddade i hur rum utformas och därför kan det sägas att rum har möjlighet att påverka skapandet av kön. I denna studie undersöks hur pedagoger på en HBTQ-certifierad förskola i Sverige använder rummets språk tillsammans med det talade språket för att minska ”gender salience” i förskolan. Syftet är att ta reda på hur förskolemiljön utformas av pedagogerna för att ge alla barn möjlighet att skapa sin identitet bortom förgivettagna föreställningar om kön. Data har samlats in genom fotografier, fältanteckningar, observationer och intervjuer, samt från förskolans litteratur och styrdokument. Den teoretiska utgångspunkten är feministisk poststrukturalism och queerteori, med särskilt fokus på Butlers teori om genus som performativt görande. Analysen av empirin visar hur förskolan använder färg, lekmaterial, rumslig organisering, litteratur och bilder, det talade språket, samt mat för att ifrågasätta samhällets könsnormer och öppna dörren till fler positioner än de könsstereotypa. Resultaten har implikationer både för pedagoger och också andra som är ansvariga för att skapa rum för barn och deras familjer.