Parenteral attitudes and the development of reflective thought in children.
This study is an expLoratory investigation into the possibiLity of
a reLationship between parental attitudes and the deveLopment of
refLective thought in chiLdren. It was hypothesized that parentaL
attitudes, especially with regards to social control within the family,
affect the development of reflective thought in children, and this will
be revealed by individuaL differences in reading ability. It was further
hypothesized that one of the primary mechanisms responsible is the
development of role-taking ability.
Twenty-four infant school children, ages 4 years 2 months to 4
years 11 months, and their families were the subjects of investigation.
Estimates obtained included: mothers' attitudes to child rearing and
methods of control, children's I.Q., role-taking ability, level of
cognitive development, and reading ability. An estimate of sociaL
adjustment in school was also obtained.
Results indicated relationships between attitudes and control
strategies, attitudes and role-taking and role-taking and reading. Some
relationships were found between overall scores and reading scores. ALL
other relationships found were between sub-scales of each measure. It
was concluded that support for the hypothesis had been found when
results were interpreted in light of previous findings and theoretical
formulations. The implications of intelligence, age, language and the
experimental situation are discussed and the importance of context in
interpreting results are emphasized.
It is concluded that the investigation was productive as an
exploratory investigation. Recommendations include the running of the
study using a larger sample, together with further measures with which
to take account of the 'total milieu' or context.