DOCUMENT RESUME

ED 137 398 TM 006 204

AUTHOR Steele, Connie; Wagner, BettyTITLE Assessing Parental Competency in Home Set ings.PUB DATE [Apr 77]NOTE 43p.; Paper presented at the Annual Meeting of the

American Educational Research Association (61st, NewYork, New York, April 4-8, 1977)

EDRS PRICE MR-$0.83 BC-$2.06 Plus Postage.DESCRIPTORS *Child Development; Cognitive Development; Cultural

Differences; Developmental Stages; *EnvironmentalInfluences; Ethnic Groups; *Family Environment;Individual Differences; Infants; *Observation;*Parent Child Relationship; *Parent influence;Prctschool Children; Questionnaires; Rating ScaleVideo Tape Recordings

IDENTIFIERS *TADPOLE Program

ABSTRACTThe.. TADPOLE (Tech ASSessment.and.Development for -he

Prep ration of:Optimal Learning Environments) Researcli ProjectaSsessed areas of parental.competence-in setting'up-bpmelearning

-environments-for children from birth to three Years of age. Sixhalf-hour videotapes-were made_of each of-30 families-in:their homes.

. Two instruments-, Parent "Q". and TADPOLE ObservatiOn Scale, were usedby-the'inieStigatorS to coMpare parents' knowledge of child-:development_with -parentsl_interactions. with their children. Thecomparison was made to determine significant parental competencies in.providing optimal learning environments for normal anddevelopmentally delayed. children. (Author)

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Ass Pare aless

U.S. DEPARTMENT OF HEALTH.EDUCATION a WELFARENATIONAL INSTnTuTE OF

EDUCATIONTHIS DOCUMENT

HAS EIEEN REPRO-OLICEO EXACTLY AS ReceivED FROMTHE PERSON ORORGANItATION ORIGIN-ATING IT PCHNTS

OF VIEW OR ORMONSSTATEO DO NOTNECESSARILY REPRE.SENT OF FICrAL

NATIONAL INSTITUTE OFEOUCATIOH POSITION OR POLICY

Co

ce in Home Settings

Bet,TWagner

Tech University

Runnin- head: parental Covet

Assessing Parental Competence in Home Set

Never in the a

Need1

of history hes a nation been so aware of the

needs of its child (datiause, 1974). Since the mid-1960s, stud e

which have focused on the educational aspect _f children of lower socio-

ec nomic groups have progressed from a concern with "educational defi-

cits' f these children to a concern for producing competent children

in the 1970s (Frost & Kissinger, 1976)4 Early programs have co-acentra-

ted upon improving children's intelligence quotients (DiLorenzo, 1968;

Deutsch, 1976; Elkind, 1973. Gray & Klaus, 1970; Hines, 1971; Nimnicht,

1970; Bereiter & Engelmann, 1966; VanDeRlet 1969; Weikart, 1970;

Spicke 1969), as awareness of the I.Q. as malleable and dynamic

during the first few years of life was accepted (Hint 1961A Bloom,

1964). Researchers have evaluated the components for intellectual,

uocial emotional, and physical development that have been used

within the program -especially those for the three-to five-year-o

Though gains seemed to wipe out within several years following the

involvement of the child in these educative processes, general agree-

ment that the processes were able to produce change while they were on-

going was reached (Steele, 1974).

The most significant conclusion synthesized from the research of

the sixtIes seemed to be that the family is the most effective msans

eliciting and sustaining the development of the child (Bronfenbrenner,

1974; Moore, 1968). This is a difficult result for educe. tors to fac

In Coleman s (1966) monumental survey of the Un ted Stet ' educational

he reached, a simile conclusIon--the school c _not mike the

difference in the chi_ -:life that is made by the familial:influences

during the houralftmithechild has not been in formal schooling. We

have come to the same evaluation of programimpact upon the younger,child

as that assessed regarding the school-aged child--the home/family is the

crucial factor..

A second conclusion has emerged during the early seventies.

important as the three-to-five age span is in the growth of a competent

child, the first three years have even greatertimportance. White (1975)

drew a convincing picture of children as having developed a social con-

tract with the primary caregiver by age two:

He has acquired most of the social skills that he will exhibit

at the ago of siX. These include getting the attention of

adults and holding on to it, sometimes in very subtle ways.

They include:using the adult as a resource to help deal with

problems; expressing a fection and hostility toward adults in a

variety of ways; a buddingcapacity to direct the adult in various

activities, 4nd exhibiting fantasy behavior on an Interper-

sonal level.

S haefer (1970) reported findin- low level- ofartellectual functi ning

in disadvantaged.children as early as three years of age. Moore (1968)

concluded from analysis of longitudinal data a relationahip.between

parent behavior with the child of two and one-half years and the child's

intelligence test _cores at three and eight years of age. Wachs,

Uzgiris, and Hunt (1971) found differences in intellectual functioning

between infants as early as seven months of age that might be relevant

to deficiencies that appear at later ages:

Though the authors hold to the position that environmental

factors such as degree and nature of stimulation are

most relevant to these early intellectual differences, this

does not rule out an interaction with other variables.

Deficiencies in performance are appearing at a very early age

indeed. . .This may mean that such programs as Head Start

may becgetting to these. 'high risk children much later in life

than they should be, perhaps three years too late (p. 308).

For the child who has or mayhavedevglopmental delay, intervention in

infancy may have even greater significance (Diamond, 1971; Freeman and

Thompson, 1973).

Undeistandlng the impact of family environments uponthechild

hes become a major 1 _ue of the, seventies. The questionbecomes "How

can the family become even more involved with the child's total pro-

cesses from birth onward?" (Freeberg & Payne, 1967) Of course, the

family of whatever size and makeup is involved by some means with the

infant or else it perishes. Parent, uua11y mother, involvement has

been the critical -fecus in attempts to imprdve the infanta cpabilit1eo

in a vaMber -f programs (Gray, 1971; Lambie et al. 1973; Lazer et

1970 Gordon, 1975; Levenstein, 1971; Leler et al" 1975; Badger, 1971).

Parent activity with the child in each of these programs was based upon

:assumptions that parents influence the development of children, that sono

parenta lack knowledge or skill- in-teaehing, and that one can inter7

vane in the home to change parental behavior and improve the levl and

achievement of children. Bronfenbre_ er (104) analyzed the effective-

ness of early intervention programs. Substantial initial gaine were

found in studies of interventions in both group and homebased settings.

Results showed that when group intervention was discontinued the gains

also ceased and the,effects of the interventions seemed to regress. HOT

ever, after home-based inte: ention programs were discontinued, gains

continued to increase and were still recognizable three to four years

later.

The goal of reaching maximum potential of the child appears to be

dependent upon awareness, observation, and levels of interaction with

the very young child by the members of the family (Baumrind, 1970;

Becker, 1962). What imp.ct such awareness, observation, and interac-

tion has had upon hhe child is subsequently known when the child en-

ters schoolperhaps as early at the present time as three years

age (Sing, 1963). Since developmental delay does occur within the

child's capacities to function_optimally by three years of age (Bloom,

1964) the study of how to aid the parents and other faMily members in

promoting the maximum development of the child during the years from

birth to three is needed (Caldwell, 1973

Several researchers have challenged that the most pressing issue

in the field of child development is to analyze further the ecosystem

of child and environment (Schaefer, 1974). Caldwell directed attention

to the need to understand better the impact on the child of currently

existingnattiral environments" .(CaldWell, 1973).

Some effort has been made to understanclthis impact of the child's

upon his levels of development eanly in life (Blank 1964;ecosy

Lewis & Wilson, 1972; Escalona, 1973). Yarrow (1975) studied six-

monap-old infants in their natural environment, their homes,- in an

attempt to determine the relationships betveen various "dimensions

the environment" upon the infants "social, cognitive, motor,-and mo-

tivational charatteriatics." Lytton (1976) concentrated upon the ecolog-

ical socialization of two-year-old males and called for additional

studies that would name conaistently specific "Parent-Child" interac-

tions. Collis and Schaffer (1975) focused upon the interaction processes

of infants/mothers/infants visualization patterns and pointed out the

necessity for observational techniques that would record such:rapid

and minute interactions in order to underatand the impact of early

learning environments. Laosa (1976) concluded that interaction patterns

of Nexican-American and Anglo mothers with their children were dis-

tinctly different--more dependent upon cuitural facto : than upon lan-

guage d scontinuities.

Problem

Because of the need for study of children under three years of

age _xi their natural environments (Yarrow, 1975; Caldwell, 1968), in

1974 th -es investigators* decided to pursue the possibilities githin

a research project entitled, Tech Assess ent-and Development for the

Preparation of piptimal Learning Environments (TADPOLE).

Nembers ofthe faculty at Texas Tech University, Lubbock,

Tex ---Connie Steele & Betty Wagner, both in the area of Child Develop--

ment, Dept. of Home & Family Life, College of Home Economics; and Sue

Kiniry, in the a ea of Special Education, College of Education (now a

faculty member at North Texas University, Denton, Texas).

7

The geographic area off -ed a unique population living in the

Southwest United States. Most of the parentinfant interaction studies

as well as intervention programs (Schaefer, 1971; Fainte 1969; Gordon,

1970; Levenstein, 1970; Karnes, 1970; Lambie, Bond, Weikart, 1973;

Forrester et al., 1971) have been devaloped and conducted in the northern

and ,ea'atern, predominantly urban, sectors of the United States (Wagner,

1975). Cole and Bruner (1971) emphasized the need for determining com-

petence of a cultural group according to the situational context. We

asked, "Will a family-oriented program developed in urb

north and est using a Negro and Cameseian sample be eff

ceptable in a semi-rural, southwestern region, such as o_

areas of the

ctive and ac-

where twenty

percent of the population is Mexican-American?" We decided that in or-

der to entertain the idea of developing appropriate programs for parent

education in this region (Leler et al., 1975) our decisions should be

based upon the collection of data from natural e vironments of Lubbock'e

population.' Any subSequent program development could then be designed

to accotmodate itself to this region's ethnic patterns and values.

Collection of data of the child functioning in local environmental

settings included the homes of three major ethnic groups--Anglo, Black,

and Chicano (representing approximately 70%, 10%,,and 20% of the popula-

tion respectively). We wondered,whether or not cultural differences

isted within the homes that Ilouldl make a difference in the child's

learning proclIvities by the time he/she reached three years of age.

If no differences were evidenced, instructional strategies for use

with parent programs and parent invovlement in loCal day care centers

could be generalized according to the needs acroSs cultural lines

Secondly, we wanted to determine whether or not parents of develop-

ntally delayed children exhibited significantly different level_ of

competence from those of parents of so7called "normal'T children. Rutter

(1V70) suggested that mothers of mentally retarded children may have

been shown to differ in their attitudes from the mothers of healthy

children. The period between birth and three years of age provides

an optimum time for.change and improvement if physical, social, emotional,

and/or intellectual difficulties are discovered or diagnosed in the child

during that peritid. If either parents of "normal" children or parents

f "delayed" children demonstrated techniques for rearing their children

that were significantly exemplary, we reasoned that these-models could

be used in subsequent parent education programs regarding care of the

child bi th to three developmentally.

In the third place, the authors asked whether or not the age of

the child to be studied related to parental competence. The conceptual

approach that chronological'age was only a concern in designating the

child as either "normal" or "delayed" was assumed. Therefore, the

"age" of the child developmentally allowed the competence of the sample

parent population to be viewed at five developmental leVels whether or

not the parent's child was "normal" or "delayed":

TADPOLE Research Level- Developmental Level

(a) birth to months

(b) six to twelve months

(c) twelve to 18 months

(d) 18 to 26 months

(e) 26 to 36 months '

Sample

Number, Ethnicity4_and Age_Groppings

Thirty famild.es wexe observed in home and other settings with one

child in each family specified as having developmental age between

birth and three years. Fifteen of the children were assessed to be func-

tioning at the developmental level considered to be the norm for their

chronological age, and fifteen of the-families aelected had children

who were designated as functioning at levels indicating deveaopmental

delay in one or more aspects of growth. The sample included children with

biological,- medically identified syndromes as well as developmental

delay that appeared to be due to environmental and familial interaction

deficiencies. The pairs of normal-delayed infants -e selected ac-

cording to ethnic group, pruViding five pairs of young children from each

of Ahree- ethnic groups. The five pairs were matched according to lev ls

of development with one pair demonst ating abilities between birth to+

Six months, six to twelve months, twelve to 18 months, 16 to 26 months,_

and 26 to 36 months. The TADPOLE sample is summarized below:

TADPOLE S APLE

ANGLO = a

BAC15 ai

CHICANO =

Total 15 aLrs

NORNAL DELAYED TOT

rz 10

5 n 30

Socio-Economic Status

During recent years intervention programs have been provided fc

1 0

ch ldren purpozted to be from low socio-economic status (SES) families.

Usually the programs have been developed without detailed kno ledge of

the factors within the environments of these families. In order to ob-

tain Some clues regarding the environments of low SES families, TADPOLE

made an effort to find families that would fit that designation-as well

as the other demographic characteristics outlined above.

We mere unable to obtain a sample that could be classified as low

ES according to a

status of families

standard scale for classifying social and economic

such as the Hollingshead Index of Social Position:

(1956). Furthermore, we detectcd, as did- Yarro (1975) in his study

of Negro infants, _trong indications that father's educational and oc-

cupational levels were not a direct index-of si-nificant environmental

conditions Although not a part of this study, TADPOLE investigators

concluded that the primary caregiver's expectations for self and child

for filling of current and future needs were a much stronger force in

the development of the child than financial, educational, -r occupa-

tional levels.

In the TADPOLE sample of thirty families the primary caregiver was

the mother in twenty five families, (b) the father in no families,

(t) the moth Sather apparen ly equally in two families, and 'd) the

grandmother in three families.

The homes ranged from a sparsely furnished living rooM/bedroom/

bath federally subsidized housing apartment occupied by fourteen per o s

to a moderately furnished, three7bedroom, single residence inhabited

by mother/father and son and dau ter. Though manY homes were small,

and meagerly furnished some were extre ely sub-standard in cleanliness,

10

while others were well-scrubbed, neatly arranged accouodations..__

Whatever the condition of the residence first visited, it seemed

to remain in similar condition throughout the videotapings,

Procedures

Method' for Recording Observations

Of major concern was the selection of a method for recording and

a alyzing the parent-Child interactions in natural situations (Yarrow,

1963). We were interested in capturing, if possible, the processes

that might be both verbal and non-verbal, direct and indirect, changing

and static during seq4ences of events. We rej-cted the po Ability:that

intervie with family members would substantially reflect these dy-

namics. We selected observation in the home as our major methodology

be recorded by mi ns of videotapings (Weikart, 1973). This method

did have a nuMber -f disadvantagesnot the least of which was its magnit-

ude during the-codings ofthousands of feet of videotape . This problem

was outweighed, however, by the fact that it rerlected sequences of

interacting behaviors as the camera panned from mother to child and

bdck to mother or other family member involved in the event, suggested

as one means for being able to draw inferences among variables (Cox,

1975; Freedman & Relic 1963). Its use allowed the investigators

and those making evaluations of parental competence to view and review

the activities recorded on videotape.againand-again in orderto verify

one's wn ar another's conclusions. Such a proced- e is especially use7

ful during the lack overt activity or verbalizaion on the part of the

very young child who has not -yet: acquired mobility or expressive len-

guage.

12

Fu _rmore, we became-convinced that video aping can be a reliable

observation tool. In visiting the homes, at times unannounced; par-

ticularly when-no telephone was-within-the home,loaperceived the inter-

action patterns of the family members while "off ramera. If these had

seemed to be substantially different from what was :subsecidently observe

"on c_ era codings of behavior- would have been adjusted but:at no

ime was this the case'. Finally, the family members viewed the vidieo-

tapes_after their:being completed in order to be released for use in

programsof vatiou_ typest it also provided thelamily with,assurance

that '..the hème, aCtivities,-language, and'other interactions were

"Cr.K.71:for publicyiewing of excerpts. Onlyone of thaAhirt

asked that any part :f their tapesbe deleted; we were unable to di_cern

:the reason for the deletion in that it involved momentary glimpses of a

tenyear-old who had entered the room and, from our point ofview,

did not constitute a critical variablet_of c

a purely subjective one.

One other difficulty in u

rnrse, this conclusion is

rg _this methodology occurred. Dur

the first ten to twenty minutes of the first of six to eight video a

that were filmed of each" family, some "ob e er presence" effects (Ccx

1975) coUld be noted, as the Infant sat and stared; did not move :ubout,

did:not talk or:respond to other family members and/or as the primary

caregiver (usually-._the mother) did noLrontinne with what appeared to

-be her daily routines such as cleaning cooking, talking on the tele-

'phone, or other usual activities. Such effects were moreipronounced

with rheehild in:the thircl-year:and with the mothers who seemed to

try to perform or ress the investigators.

itowever', we b lieve that the 'majority of the videotapes reflected an

amazing degree of t1naturalnes ' and activity that Vaa,representative

ortant result of the use of Videotape i_ the reVealing-.

exemplary segments of parent/child/env ronment interaction for

use in p_oviding models to be excerpted for educational programs -with ,

parents, educator tude_

personnel agner, S eele,

Situations Recorded

rDirect'and continuous

o,make judgmentobs rvei:

impre sio_

of early childhood, day care, and other;

mi 5r, 1976).

observation through videotapings allowed the

about the quality of interactional va iables

and descriptions cannot provide (Escalona:4 Corman,

1974) However, the selection when,

posed ubjective choice of wha

the-child within the home sit

in discoveriag the best processes used comfortably and routinely by

the family to create a wide va iety Of leanningsituatiour-ify indeed,

the patterns withirt:the home,created Stich:opportunities. Each:family

wasasked to:proceed with:its daily routines-as nearly as possible.

what, and where:to videotape

was important in the lift processe_

tion. The investigators were interested

Entry to:_the home at varied hours was:requested itaorder to :ecord the

involvemtnt Of Child And familY:meMbers in eating/feeding, bathing,_/:-

toile7ting-play, manageMent and guidanee,in usual And unexpected sit7

uations,as well as Use ofrobjects in the hothe atvarious times of the

day such as _elevision, newspapers and books

'-bther household items

telephone, toys, and

Each family was encouraged to indicate when

TADEOLE peraorms" could arrive for these-activities,,but encouraged, too,:,

14

not to make lany special arrangements for theme.g. the investigators

reassu ed the mother, "Dust doesn't chow on videotape,".while taping

and showing her a five-minu e sample of videotape of her and her home

during the first visit.

Initial Contact with Prospective Families. The decision had been

made to attempt the project with low SES families but locating the-

amilies and gaining their trust at a level that would provide "natural

-situation_ difficult (Steele, Wagner KinirY, 1976) Furthermore,

the.difficulty was increased by the matched-pair, developmental level

ample design. TADPOLE sought specific characteristics within the

children of. the sample--ha no I I delayed; one-third Anglo one-

third _Black, one-third Chicano; one-fifth at a developmental leve

birth to six -onths one-fifth at &developmental level of cix -to twelve

months, onefifth at a developmental level of twelve to 18,months,

fifth at : developmental level:_of 18 to 26 months, and onerfifth at a

developmental level-- of 26 to 36'months.-

Leadera:-fro_ each of the-ethnic communities were contacted and

subsequently played key'roles in establishing mutual t ust,between

prospective families and TADPOLE:personnel Inclusion:in the video-

taping teams ef univeraity studentao- the same etbnic groUP'a&thecoopere--

ting f -ily alacvaided inigaining entrance into the homes and the confid:-

ence of the families.

,The initial contact with the family-was crilcial. The developmental

age of:the ohild was estimated during the first informal interview in

order to determine whether or not that family would fit the r -earch de-

sign. (Some families were video apedonly __ di:S-6e= at the final

assessMent taping that the child ,u_e

14

d already been led;

was an inconvenience, but those tapes will -be utilized as Part o

brimming data bank.) The objectives of the pojectwereout1ined to

the family members, but the most appealing goal seemed to.be that all

members would beon 'T.V."--sinoe the tapes were shown the family on

a small, portable'monitor. Each family was paid $10 at the end of

-their six to eight tapings,but they werenot told at the outset that

thiessmall payment would be -e hoped that parents would become

involved because of interest in the etberience rather than for the-,

money, small-aa it was.1

Home Experiences

Three visits were made to each home to record through videotape

multiple interactions:of the 0044, with family members and especially-

with the primary caregiver. Each visit u ually _equired about two to

three hours for carrying put several procedures:, conversation for

buildingrapport and a natural quality, setting up of equipment-the

portablevideotape,and-lighting, movement from n.e room to another

to follow,the child:and/or primary caretaker during dailyroutines forYH

the completion of a thirty7minutevideotape and the replay of the

videotape for the family members.

visits per family ere

The time schedules for the three

consistently:followed;_.obviously hoUrsfor

eating, bathing,:toileting, playing and other interactions varie&from

family to family. -Each family had a different schedule, aad we met e7

quests for certain hours, ranging from 7 A.M.

:uctured Experiences in a Natural Setttm

,--Upon-the completion of the observations

9; P

the home, the infant

and primary caregiver were brouglit to a studio furnished minimally

like many other small living rooms. In all cases, neither the infant

nor the caregiver had seen the studio previously. The studio was pre-

pared consistently in advance with common materials--a full-length mirror,

a "potty chair", a high chair; a crib which could be converted to a

old magazines;_some

children's books, a purse filled with sunglas es an unfilled lipstick

play pen upon quest by the primary caregive

case, a billfold with two penniee Kleenex, a comb and a cosmetic

case; a metal-backed mirror, an infant-sized doll fully clothedvan

holstered chair with end table a kitchen table with two traigh

backed chairs; a child-s zed table 4ith two infant-sized chairs

a washable rug on the floor.

The infant and primary caregiver were

-

gree ed at.the door while

being videotaped duritg entry into the studio..

equipped as outlined above in ord

The environment was

determine how both care -v-

and child adjusted to the use of the items or interacted in other

WaYs within an environment that wu1d be Amilarfor,the thirty iTADFOLE

infants and caregivers. Other family:members wore ed: to Come with

the selected adult/child if they wished to do so, or, more frequently,-

'because they were siblings who had no one else with wham to stay durinu

this observation.- In this respect the-structured environment Hbecame

somewhat different fo._ those families..

Two or sometimes three:thirtyrminute videotapee we made iof stir_

called structured experiences. AB part -f these tapes, the prima y'

caretaker was asked to selecttoys or items fromthree categorie

homemade or household items; (b) pnrchased ("store-bought toys;:_

17

(c) books, pictures, reading meter a The ap _priate e of the

the method of introducing

infant, and continued interaction with the infant during use of the

selected material were evaluated in determining the caregiver's coi

petence in the preparation of optimal learning environments appropriate

the child.

The fInal sessjon with each Infant and primary caregiver involved

two assessments:

1. determination of the infant's developmental level by the

use of Wagner's Developmental Ta- 1977a) for the child

nty-four months developmentally; or the use _f .Ste

Developmental Tasks (1977a) for the chi/d from twenty-four

months developmentally in order to verify and document the child.'s po

Ion in the sample and designation as 1' "delayed" (Steele &

Wagner, 1977) :

2. assessment of parental responses to the TADPOLE PARENT

questionnaire derived by the investigators (W gner EtSteele, 1977b)

from their synthesis of re eareh conclusions in the field of child

development regarding behaviors of parent and child, that a-- conside

to: be those most predictive in producing competent,infants &le become

competent adults.

(PARENT hese se -es-of case studies-of children at

ental levels from birth to three years with multiple-cho

questions. Parentswere instructed that the questions_might have various

answers and that their responses would be regarded as impo

about exemplary chfid-rearing.

PARENT "Q" is being printed in English and Spanish (Escobedo

with a videotape available with the Spanish version if the primary

caregiver wishes to havelPARENT "Q" read before responding to.the

questions.)

Other Activiti

The final session also included:

1. response to a ily-information questionnaire;

2. filling out a consent and release form for use of the video-

tapes;

3. assurance to the family of con

as specified;

4. giving $10 to each primary caregiver for the family's ar-

ticipat4on.

Parental_Cemletence'

Levels of parental competence were mcanured b)

instruments written and partially validated by the pre-lesne?

research projec

PARENT *e-of-Child-Develo msnt Instrument-

One-of these instruments PARENT "Q" is a knnwledg--

'ne-re comprised of,mini accounts of children having befigiohpAr ch,srae-

teristc of children at developmentalTlevels-between birth and err

years. --The questionnaire attempts to determine it- respondents .eet-

'ence in knowing how ideally, according to current research evidence,

to care-for_children in orer to produce competent infants. PARENT

subMitted to twenty educators, comtunity leaders, _and one pediatric

the Lubbock community and representatIve of the three ethnic groups

review of the -r sponsea keyed as most_nearly correct." All twenty_

PIVRENT' copies were returned. Several questions were omitted due

to lack of unanimity regarding the meaning of the question. Changes

4ing were made especially upon recommendations by the Black and

Chicano experts. !cores for each egiver responses _ARENT "Q"

Were calculated as cotOared Po keyed respon

- TADPOLE_Observation Scale

In order to compare the leve f parental competende in knowing_

what to do for the preparation of op imal learning environments for

infants from birth to three_years of age as demonstrated in respon

PARENT "Q", a second inst ument was deve/oped. Though a number of ob-

jective measures of other-infant interaction were available from

studies, none seemed to provide an appropriate means for assessing;

-parental competence from videotapes as well a_ being an effeetive measuste-

tent of "physical surroundings as well as the per onality cha-acteri tics

_and teaching Styles" of the infan s primary caregiver Wagner, 1975

The TADPOLE Obse- ation Scale utilized seven subscales purported to

measure:thefollowing behavio al characteristics of the infant's prImary

caregiver-

ther

tactile=atimulat

eliciting -of piP-reading sk

healthful categiving and

4. inter3ctcinwith chija;

5. aWarendb of objects/spacettimi

cesses for the infant;

6... vocalic tiiin/langudga;

b'ehavior managetent;,

3. total interactiiinnwith child-

The Observation Scale was used as a rating instrument for the

-behavior perceived and:connoted fro

each family .

score.

the x to eight videotape

Each of the subscales comprised .aporti__ of

A total score wa deriveVfor parent behaviors

pos ible

obaerved in_the

Home Experiences and separate -calculation was Made for behaviors

shown during Structured Experience This paper_analyzed the

of the assessment of parental compet nce in home ottlmss

results

Reliability ot each of the TADPOLE instruments will be confirmed

or denied in additional tasks being performed with them. The credibility

anclaw ex-

pertise that confirmed its keyed responsa The relility of the

TADPOLE Observation Scale ha_ been establic1d only thr_ ons

,efthe TADPOLE .N" iadependent upon the adiugted:a

of the-evaluation provided ty one rater who has complIed thc £vJu.tions

for all of the thirty families evaluated by the TADPOLE Obstrvetion

Scale. That rater determined bow evaluations should be made from

many hours of discussion and decieions about the levels if based

upon the work of other researchers in child developme as £yrtheI2ed_ =

by the investigators. Each of the subScales contains from five to ten

behaviors to be judged as having been revealed and confirmed repeatedly

on e videotapes as typical behavior of the primary caregiver.

The validity and reliability of the TADPOLE Observation Scale is

being determined hy comparisons of the scores made through Its

collected

ample families with score

using the Invento y of Home Stimulation (Caldwell, 1969).

Results Of those comparisons will be available August, 1977.

During 197778 the TADPOLE videotapes will be used for re-

ratihg parental competence to determine rater reliability in use of

the Observation Scale and to accept or 7eject,the results of thi-

paper

Hyppthese-

Several null hypotheses wereitested:

1. There is :,no significant difference between parental know-

ledge of child development As shoWn by Scoreson TADPOLE: " and

parental behaViors in child-rearing as shown by scores on

Obse vat

he TADPOLE

on Scale.

2. There is no significant differencelletween the TADPOLE "Q"

scores of parents of normal children and the TADPOW"Q" scores of_

paren s ofAevelopmentally delayedchildren.'

3. There is no significant difference between the TADPOLE Ob-

servation Scale scores of parents of normal children and the TADPOLE

Observation Scale scores of parents of developmentally delayed children.

4. There are no significant differences among the TADPOLE "Q"

scores of parents in three ethnic groups,

There-are-Jio significant d fferences.among the-TADPOLE

Observation Scale scores of parents in three ethnic groupp

6. There is no significant correlation between developmental

level of the child and parental TADPOLE "Q" scores.

7. There is no significant correlation between developmental

21

level.ofthe.child and parental TADPOLE Observation Scale scores.

Results

hypothesis 1 - To Test Difference between Parental TADPOLE IQH Sco es

and TADPOLE Home Observation Scale Scores.

TADPOLE parents appear to have significantly higher competence in

their understnding of child-rearing at the knowledge level than,they

demonstrate by their behaviors in bandling their children in their

home situations--as measured by the TADPOLE ents Comparison of

the difference between parental mean scores for the TADPOLE inst ents---

measuring parental knowledge of child-rearing, TADPOLE " " and evaluating

parental behaviors as shown by child-rearing scenes in their homes Is

Table 1.

Table 1

TAD25IE

30 Par nts

64.2044 5-.E6c7Mean

Standard dev a on 545 16

Standarderror 3.386 2.984

Differences al, 10.388

2.36

29

0.025

hypotheses #1 was rejected at the 05 level of reliability.

2 3

2

othesis 2 - To Test Difference between Knowledge Scores of Parents .

of Children'Asaessed as Functioning at a Normal Level

pf Development and of Child:cop Functianing at a Delayed

Level.

Iiluctrated in Figure A, by comparing graphically the parental

owledge scores represented by TADPOLE ually o difference

.between scores of parents of normal and parerts of delayed children was

revealed. Parents of normal children scored at a slightly lower level

on the knowledge instrument than did- parents of delayed children.

A oneway analysis of variance was used to compare the apparent

/ack of difference as shown in Table 2.

Table 2 - Difference between TADPOLE Q" Scores of Parents

th-Normal and Dela ed Child en

0 parents

SourceBetweeWithin roussTotal

OU 1.8.

29

um of Iean

S uare S.uares F rat o F prob.

G.0 0.0 0.0 0.305 (NS)

0.00 2.1429

0.00

ypothesis #2 was not rejected*

2 4

24

othesis #3 - To Test Difference between.Compefencel)emonstrated id-

Behaviors in HomeSituations between Parents_of

Normal and Delayed Children.'

In graphic fom Figure.A, the Rome Observation Videotape scor

shoWedthe parents of the norMal children scorinvat a somewhat higher =

than parents of delayed,children. 'One exception occurred as

parents o

subscale.

An exp

fhe sample.

delayed children scored higher on the Tactile Stimulation

anation:of these comparisons may be derived from scanning_

The children identified as delayed:within this sample

Included both7the biological medically identified _yndromes, and the,

-milderlorthe Of slowed develoPMent possibly related to environmental

actors. , Several parents if the biologically delayed group:evidenced

tress and di Couragement related to the child's condition.

Other parents of children exhibiting biologically caused delay seemed ,

highly motivated to compensate for the-child handicaps.

One-way analysis of variance compared the_diffarence between

emonstration of competence behaviorally in home_settings of parents

of normal children and parents of developmentally delayed:children.

_Aithough significant difference at the .05 level:did not:appee

ferences did approach significance as shown in Table 3.

Table_3 -_ Difference between Competence of Parents in Home sett -5

ormal and-J2aleYed Children

arentsum. of Mean

Sou= df F ratio F rob.

Between rou s 5808125 580.8125 _.303 0 137

thin grouTotal -=-

28 7062.6875 252.238829 :7643.5000:

26

25

Hypothesis 4 - To Test for Differences Among Ethnic Group Scores uain

TADPOLE "Q" Parental Knowledge Questionnaire.

CompErison of the total scores of TADPOLE vi by parents of the

Ixee ethnic groups,showed that the Anglogroup scored somewhat higher.

This result may be partially explained hy the fact that much of the

research upon which the TADPOLE "Q" was based utilized Caucasians judged

to T3a"tiadle;;SES-;--"Thelilaelt-anathidano groups-were-pi-aced-to-that-

degree at a disadvantage. Levels of scores for the three ethnic groups

are illustrated in Figure B.

To test for the significance of the differences shown graphically'

a one-way analysis of variance was applied to the scores obtained from

the three ethnic groups. The results are compiled in Table 4.

Tab e 4 - Diffarenc

30 Par n

SourceBetween

OLE e_ b Ethn

dfum of Mean

Squares S uaees F ratio F Prob.

0.0 0.0 0.0 0.019

othesis 04 was rejected at the .05 level of probability.

2 7

Figurej8

SCORES BY ETtC GROUPS

-100

95

90

85

80

75

70

65

60

55

50

45

40

3

30

25

20

TADPOLE "Q" SCOn 30

IIDEOTAPE SCOz2S

n 30

5

Black Cbicano :Tot.

27

Hypothesis #5 - To test for Differences Among Behaviors of Parents by

Ethnic Group as Measured by the TADPOLE Home Observation-,

Scale

Comparison of the total scores of parental behaviors evaluated

by the TADPOLE Home Observation Scale according to ethnic group revealed

that the Anglo group scored at a higher level Agaia,this result may

be explained to some degree by the fact that the research from which the

Home Observation Scale was 'compiled often based its conclusions upon

ples_of Anglo families and himes recognized as middle s io-economic

level settings, placing the Ble4 and Chicano aituations at a disad

vantage in that regard.

To determine the significance of the appar- ces,

one-71m.y analysis of variance was employed using the scores assessed

by the TADPOLE Obaervatiod Scale of the parental beWrtors displayed

in the home videotapings. The results are shown in

Table 5 7 Difference Amon- Parental Scores co-_

b- Ethnic Group

N 30 parents

Between grewWithin uTotal

0.450'

_ypothesis #5 was not Ohere does not appear to

be any degree of difference aing the Home Obaervation Scale scores

of the three ethnic groups.

25

Hypothesis #6 - To Test for Correlations between Children's Develop-7

mental Level and Their Parents TADPOLE "Q" Scores.

The investigatnrs questioned whether or not there would be sig-

t correlation between the knowledge of parents as reflected

in their scores on the TADPOLE "Q" instrument and the developmental45

ages of their children. It was suspected that the parents who had

experienced the rearing of the child to the more advanced developmental

levels would score at higher levels than those whose children were at

the younger stages of development However, a Pearson Jr" J:mrelation

between children's developmental levels and parental "Q" scores was

computed as 0.0529, showing very little correlation between these two

variables. Hypothesis #6 was not rejected.

Hypothesis #7 - To Test for Correlations between Developmental Level

and Behavioral Subtest Scores by Parents on the Home

Observation:Scale

Total behavioral scores by parents on the TADPOLE Observation

Scale did not reveaVaienificeut correlation with the developmental

levels of their children. However, scores by parents in behavio

videotaped in home settings on three of the subscalrs of the Home Ob-

servation Scale were found to be significantly related to the develop

mental levels of their children. Rather predictably, Perhaps p rents

whose children were at the upper developmental levels (equivala

third year developmental age) scored significantly higher in their_be-

haviotal eompetence in the areas of cognitive skills, the "Object/

Space Causality/Time subtest, "PrerReading," and 7trodalization".

Pearson "r" correlations between the children developmental levels

30

29

and their parents' Hame Observation Scale score n-these t -e sub-

scales are shown in Table 6.

Table 6 - Correlations between Developmental Level and Behavioral

Subtest Scores b Parents. on he Home Observation Scale

Object/Space/Causality/Time

Pre-Reading Vocalization

Correlation withDevelo mental Leve 0.3118 -29 654

L el o_ Si Jeanne 0.047 0 0 .024

Hypothesis #7 was not rejected for four of the subscales of the

TADPOLE Home Observation Scale. Hypothesis 1fr7 was rejected for three

subscales of the TADPOLE Home Observation Scale-cognitive skills:

Object/Space/Causality/Time, Pre7reading, and Vocalization at the

.05 level of probability.

Discussion

Several conclusions are possible from the o,.mpilation of data,

test results, and statistical analysis employed in this study:

1. Parents appear to be moreknowlidgeabliabout competent-

techniques for preparing optimal learning eflviroTuflento for their

children than they are inactuallycarrying out the setting up of such

situations. The parental knowledge, represented by the TADPOLE "Q" scores,

showed higher total scores for TADPOLE parents than the total scores rep-

pr sented by the TADPOLE Qb ervation Scale scores. This result implies

that parents know more thanthey demonstrate- au important understanding

for persons developing programajor parents. It would seem that such

programs must become; models for changing behaviors--not paper and pencil

facts

30

2 Although the literature suggested that parents of develop-

mentally delayed Children behave in very different respects from those

having _ormal Children, the study found that parents of developmentally

delayed children did not reflect significantly different knowledge or

behavior from those whose children were normal. They did se re at a

slightly higher level than parents of nOrmal children in their know-

ledge of competent child care, but their behaviors in caring for the

children were evaluated as somewhat .ibuar: th-

normal dhildren.

A number of explanations could be offered for the finding that

those of parents with

on TADPOLE "Q' significant difference was found among the

parents reptesented by the three ethnic groups Differences am

parental scores were evident on the Home Observation Scale but collec-

tively were below the level of siznifi The researchers are eon-

tinuin further analysis of the data in order to determine where the

specific areas of cowetence and need are to be found amons these

groups so that programs can be designed for meeting thest pozentel

deficiencies but with attention to the cultural patterme and values of

each ethnic group.

4. The lack of correlatio- between children's developmen al level

and their parents' total scores on the knowledge inatrument in all

probability indicates that, contrary what one might surmise, just

,experiencing the act of "paren ing' does.notnece-sarilyillustrate

appropriate and competent child rearing as the process-mutures Ade-

quate training in "how to paren ' is continuously needed:if one

eontr bute to the.encouragement of the potential of the child.

31

5. Results showing parental skills significantly correlated to

their children's developmental levels in the areas df the more cogni-

tivelk related activities may indicate that parents realize the

need for such environments as the child begins to acquire language and

to solve le prOlems. Since attention to these capacities of the

child might profitably be begun well before e ghteen to thirty-six

months of age, parenting programs Should include oNMponents that deal

with the building of awareness and eventually of speaifia actiVities that

can be used by the parent with the very young infant in kinds of vocal-

izing, use of the object experimentally, and preparing the child for

experiences.

Lack of correlation between children's developmental levels Ud

their parentd, scores on the other four subscales does not necessarily

mean hat these scores are consistently highe__ the younger develop-

mental levels, but other nuisance variablea such as varied SES, unequal-

number of siblings and persons in the homes confound the reaults and,

therefore, the conclusions that might be drawn from this statistic.

Directions for Future Study

While hypotheses were not tested regarding the scores of the seven

subscales of the Home Observation Scale by the parents having normal

or developmentally delayed children and by parents according ethnic

groups, graphic analysis of subscale data reveals indicators that may

prove to be significant. Jr' addition, there appear to be unique pat-

terns of functioning for each ethnic group.

7For example, Figure C illustrates that parents of children:

dentified as normal although acorn& consiatently higher on the Home

32

Observation Scale showed largely the same pattern of parenting, with

one exception. Parents of the delayed Children ekhibited a higher

level of competence in the use of tactile stimul-tian.

Secondly, Figure D -ugge-ts that the question might be posed,

"Would a future study indicate that certain parental competencies

might prove to be more related to child competencies than others?"

Conclusion

The Tech Assessment and Development for the Preparation of Iptimal

Learning Environments (TADPOLE) Project convinced the investigators that

a wealth of understanding of the ecology of the child can be derived

from a atudy of the infant in natural surroundings- eapectolly home

settings. Recognition that the parent displays more knowledge than

competent behavior confirms the need for "action trainin " that involves

the parent in finding ways to promote thejearnings of the infant in

daily situations. Videotapes in home settings can include exemplary

m dels for perceivinw how other persona of one's own ethnic group and

-station-in-life-handle-everyday-situati -s-andproblemsr--T_ -e

consuming? An emphatic "Yes!" Worth it? We think so, And are

continuing toewaluate the effort in terms of human need.

FIUREC :

NORMAL/DELAYED

HOME VIDEOTAPE SCORES'BY PERCENTAGE*

100

95P

90

85

80

75

70

65

60

551t

50

45

40

35

30

25

20

-15

10

5

Eizza_cs..2

ETHNIC GROUPS,

ROME VIDEOTAPE SCORES BY PERCENTAG

100_

90

85

80

75

70

65

60

55

. 50 /,.45

40

35

30

--. 25

20

15

10

5

OSTC- Bah M. Tact. Pre-R. Inter Yoe. B.C.

Scores by Points Possible

Atglon = 10

Black111. 10

Chicanon =I 10

amie..ma

35'

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