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A study of environmental stimulation: An orphanage preschool project.Social maturity (social competence).

A study of environmental stimulation: An orphanage preschool project.: Social maturity (social... The study presented in this book examines the effects of preschool education on the development of children living in an orphanage. In this chapter are presented the results obtained by the use of the Vineland Social Maturity Scale during the course of the project. In this scale credit is given on a series of items in terms of which children habitually "show a progressive capacity for looking after themselves…" The test was not available for use at the opening of the preschool, the first administration being approximately eight months later. The preschool group showed a significant superiority to the control group in social age (SA) and social quotient (SQ) at the first test administration, a superiority that was maintained relatively constantly throughout the experiment. After this early difference had been achieved the tendency was in the direction of a gradual loss in SQ for both the preschool and the control groups; this loss increased with time and was somewhat greater for the control group. This finding held true whether the data were analyzed by intervals of time or by consecutive tests on the same individuals. Interest at this point concentrated on differences within the very early stages of preschool attendance. It was shown that the principal differences appeared within the intervals of 0 to 49 days and 50 to 99 days attendance. It was shown further that the children ranged widely in SQ at entrance so that it is necessary to take this factor into account in interpreting these rapid early gains. Case analyses of individual children failing to show this rapid gain indicated that in a majority of instances some definite handicap was present. When the data were analyzed by SQ level a consistent trend toward gain at the lowest level, slight loss at the middle level, and substantial loss at the highest level was found for both preschool and control groups. These results held for both a comparison period of six months and twelve months. When the data were analyzed by amount of preschool attendance within the comparison period a tendency, not entirely consistent, appeared for those with the higher attendance to show the least loss. An exception appeared for the middle interval of attendance in the twelve months comparison period The analysis by SQ level and preschool attendance during the interval yielded the following slightly inconsistent results: greatest gain with low SQ level and greatest attendance, no change with low SQ level and least attendance, and loss in both attendance levels at the higher social quotient level. The inconsistency appeared in the greatest loss appearing with high social quotient level, greater preschool attendance. Analysis by SA level gave results identical in trend with the analysis by SQ level. That the children failed to continue to gain in the preschool may, in part at least, be blamed on the preschool itself. Once certain routines had been established, the needs of the children were so diversified that it is little wonder that certain further possibilities in social competence tended to be neglected. One may add to this certain restrictions inherent in the orphanage situation, and affecting both preschool and control children. That some of the preschool children achieved high SQs, while the mean value reached normality, is not unreasonable. In many ways the element of overprotection, found in many homes, was lacking in the orphanage environment. In certain respects, therefore, such as occupying themselves, avoiding obstacles, and, within limits, learning skills of eating, these children had received stimulation equal to or beyond that of the average home. Thus the unfavorable aspects of the orphanage seem to have been compensated for in part by other aspects more favorable; when the preschool stimulation was added to this situation, normality in social competence was the characteristic result. (PsycInfo Database Record (c) 2022 APA, all rights reserved) http://www.deepdyve.com/assets/images/DeepDyve-Logo-lg.png

A study of environmental stimulation: An orphanage preschool project.Social maturity (social competence).

Skeels, Harold M.; Updegraff, Ruth; Wellman, Beth L.; Williams, Harold M.
American Psychological Association — Dec 12, 2011
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Publisher
University of Iowa
Copyright
Copyright © 1938 American Psychological Association
Pages
129 –145
DOI
10.1037/13507-007
Publisher site
See Chapter on Publisher Site

Abstract

The study presented in this book examines the effects of preschool education on the development of children living in an orphanage. In this chapter are presented the results obtained by the use of the Vineland Social Maturity Scale during the course of the project. In this scale credit is given on a series of items in terms of which children habitually "show a progressive capacity for looking after themselves…" The test was not available for use at the opening of the preschool, the first administration being approximately eight months later. The preschool group showed a significant superiority to the control group in social age (SA) and social quotient (SQ) at the first test administration, a superiority that was maintained relatively constantly throughout the experiment. After this early difference had been achieved the tendency was in the direction of a gradual loss in SQ for both the preschool and the control groups; this loss increased with time and was somewhat greater for the control group. This finding held true whether the data were analyzed by intervals of time or by consecutive tests on the same individuals. Interest at this point concentrated on differences within the very early stages of preschool attendance. It was shown that the principal differences appeared within the intervals of 0 to 49 days and 50 to 99 days attendance. It was shown further that the children ranged widely in SQ at entrance so that it is necessary to take this factor into account in interpreting these rapid early gains. Case analyses of individual children failing to show this rapid gain indicated that in a majority of instances some definite handicap was present. When the data were analyzed by SQ level a consistent trend toward gain at the lowest level, slight loss at the middle level, and substantial loss at the highest level was found for both preschool and control groups. These results held for both a comparison period of six months and twelve months. When the data were analyzed by amount of preschool attendance within the comparison period a tendency, not entirely consistent, appeared for those with the higher attendance to show the least loss. An exception appeared for the middle interval of attendance in the twelve months comparison period The analysis by SQ level and preschool attendance during the interval yielded the following slightly inconsistent results: greatest gain with low SQ level and greatest attendance, no change with low SQ level and least attendance, and loss in both attendance levels at the higher social quotient level. The inconsistency appeared in the greatest loss appearing with high social quotient level, greater preschool attendance. Analysis by SA level gave results identical in trend with the analysis by SQ level. That the children failed to continue to gain in the preschool may, in part at least, be blamed on the preschool itself. Once certain routines had been established, the needs of the children were so diversified that it is little wonder that certain further possibilities in social competence tended to be neglected. One may add to this certain restrictions inherent in the orphanage situation, and affecting both preschool and control children. That some of the preschool children achieved high SQs, while the mean value reached normality, is not unreasonable. In many ways the element of overprotection, found in many homes, was lacking in the orphanage environment. In certain respects, therefore, such as occupying themselves, avoiding obstacles, and, within limits, learning skills of eating, these children had received stimulation equal to or beyond that of the average home. Thus the unfavorable aspects of the orphanage seem to have been compensated for in part by other aspects more favorable; when the preschool stimulation was added to this situation, normality in social competence was the characteristic result. (PsycInfo Database Record (c) 2022 APA, all rights reserved)

Published: Dec 12, 2011

Keywords: preschool education; social maturity; orphanage; children; environment; social competence; development

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