The purposes of the study were to determine the effects of a Home-Based program on the attainment of toddlers, to determine the effects of a Home-Based program on the attitudes and feelings of mothers, and finally, to study parent-child interaction.Subjects of the study consisted of fifty-nine Black mother-child dyads, and one Mexican-American mother-child dyad. All toddlers were born between October 1, 1971 and September 30, 1972 to mothers who were identified as indigent under Title I. The sample included males and females who were randomly assigned to experimental and control groups. The experimental group participated in the tutoring sessions conducted by trained aides. Sessions, each lasting seventy minutes, were held twice a week from September 1973 through the middle of June 1974. Mothers of experimental group toddlers were present at all tutoring and testing sessions. Control group mothers did not participate in tutoring sessions. Tutoring and testing were conducted in the home of the toddlers.Three instruments were employed in the study. The Preschool Attainment Record was used to measure the effects of the Home-Based program on the physical, social, and intellectual attainment of toddlers. The Social Reaction Inventory was employed to assess the effects of the Home-Based program on parental internal locus of control. The instrument measured the extent to which parents felt a sense of self-esteem and potency of control. The Infant Education Research Inventory measured the interactive behavior between mother and child.Three null hypotheses were tested in the study:1) there will be no statistically significant difference in the attainment of toddlers who participate in a Home-Based program and toddlers who do not participate in a Home-Based program, 2) there will be no statistically significant difference in parental locus feelings of control of parents who participate in a Home-Based program and parents who do not participate in a Home-Based program, and 3) there will be no statistically significant difference in parent-child interaction between parents and toddlers who participate in a Home-Based program and between parents and toddlers who do not participate in a Home-Based program.A null hypothesis of no difference between the means of the groups was rejected if the computed statistics, the F ratio from an analysis o f variance or a t value from a t test, exceeded the appropriate tabled value for the .05 level of confidence.A statistically significant difference was found to exist between the experimental and control groups in the physical, social, and intellectual development of toddlers. No statistically significant difference was found to exist between the experimental and control groups on parental locus of control. No statistically significant difference was found to exist between the experimental and control groups on parent-child interaction.The following inferences may be drawn from this study: 1) education of young children need not be jeopardized by the ill effects of poverty, early intervention through a Home-Based program may increase the attainment of toddlers, 2) the role of parents is significant in the development of the young child. The role of parent as teacher may be strengthened through the acquisition of pedagogical skills necessary to stimulate more development in young children.
| Identifer | oai:union.ndltd.org:BSU/oai:cardinalscholar.bsu.edu:handle/177972 |
| Date | January 1975 |
| Creators | Malone, Mary Kathryn |
| Contributors | Wheeler, Margaret S. |
| Source Sets | Ball State University |
| Detected Language | English |
| Format | vi, 100 leaves ; 28 cm. |
| Source | Virtual Press |
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