Parental attitudes in the play centre : a thesis presented in partial fulfilment of the requirements for the degree of Master of Arts in Education at Massey University

(1)

(2)

Massey University Library New Zealand & Pacific Colle-~

.PAmm'AL ATTITODI.:S IN TBE PLAY Ctlft'BE

theaia preHllted in partial fulfilae

t

oft.be reqairaeat• for the dep-e-e of

Maater of Art• ill Education at l-la•MT UaiYenit,-.

(3)

It is an expr ese opinion of the ~:,.,, Zealanc:

I·

lny

Centre Pedcrution that parent.al involveutent in th• Play Centre will be effective in allowing huabanrls anc: wi vcA t,o e:ain ~ore 1.mrl1>rRt;:,n d ng of thci r role as parcntc. If this were •o it coulo. b xpecteJ th

t

there ,rcmhl he "m,c modification f tbeae parent•• attitudes tovarc.lo chilclron and ti .!'~i!.ll·

u

:rin-' tllc ;>oriod of the aseocitttion.

This atudy 1--as plrom ,J to ll.xnminc tlleso e1..~ect 1tiorn; ns i t wae

considered that tke 1'1..:.y {;ent:re mov01.11ent would h-Onofi

t

fron SOJ"11fl 1'110\oledge of the parental ,,ttitm!cs .Jf its mw.bers an(l of tl. vCftwtiver,(!Sii of its programmes m c1 as 1Cll vl.c ',ur sex uiffcrencc m:ro ~inparcnt in pareutal ntti tu,:cs r.:.1 i! their. .;,Ol'.i£icntion.

l

t

waa l,ypothosise 1 that p.1rcnt.al involvc.r·cnt ;,;oul<l ix,cr ;::sc the i,courocy of ~rer;tn • n~1dc:r~tnndit.,:. of Pl:,y Centre: ir-c .. s r1r.1· wo~l,, twlp modify parental attit.utlDs i.o bcc0t.1e r.,orc li,.o tho!;:. o:: the I lay Cpnt.rci but

be sv:x diffe1·enct's in the perception ar.l~ 1•10,'ific.:.1.tiou of parental nttitu ➔os • . '-. moc1ifi !Ji for.• of the :'11rentnl \ttltUt.le °;.est!..4'Ch lr.strur-.ent, rell8Ce the Parent Atti tut.le '.;urve;r ·.uesti01.u1 it'u, was ac>ir .. istcrecl to two oups of parents (both part er!:!) ,10 wer~ 1:':1tc ie<l !!O

t

.! COOl)flrifJon of attit dtta on

a pre-

and

post-invol

V®1ent bash

could be

c.acl .

'Ibo

subject•

were asked to

respond to th l'AS first as thougll statin th ir own point of vin an<1 aec

a• thouah

stating

c

P

lny

Centre

••

point of vi

w.

of

ll

y

Ce tre

xperta were••

res d to the PASQ •• thou

etatin

the

Ply

C

ntre

int of view, to aur of

Ply C

ttitu •

(4)

The ten

factor• were taken

n•

the attitude factor

acal•••

A

aeoond-order

factor analyaia revealecl twe factors, an authoritarian-reatrictiven•••

scale

and e democratic..permiaeiven••• aule

.

Mea

eo rea of

the

teat

and expert

groups

on the

ten-fftctor....eal•• nre c_.,,.red uaing the t-Te■t of

dpificant

difference bat these

coraparieODe

rnealeci

little significant difference

between

group mean

score■

esoept between the

attitude■ of perenta and

of the

Play

Centre

and

betnen perenu perception

of

Play Centre attitudH and the

atti

tut

e■ of the l'lay Cqtre.

ln tenn• of the o .il problem this woul f\ee1, t,o rahe eoi~t! <loubta

about

the effectivcnes

oi

the

Play Centre

'•

imre

t education

prop-

rme

at

lcost for t,Lis ;rro 1 , in rnt pnr<~nt.s did ?lot h.1 ·e · vc•ry occurat.e porception of the parentDl attitudes of the Play Centre, t 1ot there was not an ppreciable ebift in parentnl :1tti t rlcs , urinr, tlw t.iJr,e of involvor ont. in the l'lny Centre, t.hat the f.flrents' nun th<- J'lny Centre •s ntti

t

t'cs Cic ,'if fer sigr1ific:mtly and that t.he anticipl'te11 ('1 fe>r .ncei:J in pnrcntnl "

.

t

i

mfo~ twt ecn hm;br.r ds and wivef. w o er<' c}j fi<•rent ~- iHvolvc-<1 _{in t.hc} _I'l[_,_y

re

_{t.rc, v ere}_{oot app:-irent.} Caution must be e:..-prea ed ho ever as to t.hc :;en n :l z:11.ion of these cormnents to the total I'lny Centre popnlat.:ion in viow of tlic lidtation11 of the

inve•tir,At,·cm, t.hr · 11 Pno epE>cializerl eer-plc CI!t' tl~c 1'.iificult· cf oaauring

accurately parental ttitudes

.

Scoree

on four of

tnctor

scales

opp

o

d

r

li ble

enoudl

to give

sa

·

1

• ln

neral

cmtic in th i:r

s e

indicetio

of

e p

rental attitud

s of

the■e

Ply Centl'e

par

ts

•re

•ore

pe~i

attitude■

townrd

th

ir

re-sc

ool-e

e

ohil

would indicate.

t

n the New Z ltm

lite ture

f det;. ilo<l · search in thi

bytb

(5)

inatrument to mensur

· Nntal attitudea, their relation to

pen

Hty

(6)

7

aincere

tbenJr•

are

utended

to

l'Nf

HNr

C. G. N. Hill aiad

r

.

D • .,cAlphle,

for their

Wtial

•.ae•ti

, peroe tin ritici

1 iDt•N•t and enc pant:

t

all theee who are the Play Centre

_.,.Milt,

and eapecially those

. .

ther• a

nd

f

nthen

who

PT•

their tiae

to auwer

rous

q

eti

to

colleapes in

Palaent•

J1e-rth, MellMnlrDe and Adelaide wh . . queations

were not al ... ,-

...

red:

to Mr. David Bruce,

A

.

c

.R. who baa •iailar roblema:

•

.

ii

to Prof eaeor S .B. 1181~Nld, Psycholoa Departaent, >!elbourne Univeni ty whoa• computer ekill ■ and intenat ia f ly

•t

di•• opened IIIIUIY' r■ and:

to

Mia■

D

i

S

n,

who••

prove-ntn1

ekill• re.ain • cl ed

door

and:

to

tho•• lib ahould be fir■t are

alw79

laat, Judi th, >tic

•l,

Raebel ml Denj n who are

oat

thi• i• all •

_•

lal

•

(7)

TABL

E

02 CONTENI§

Lint

or

Tabl

e

s

.

1.

"

...

.

3.

Intro.~uc .i.m-.

1. l\:J J roblw. and · rrosr. 2. ~ ic ' l ti Se

,,

_...

_.

:1.

ypothescs.

froceilurce.

1.

,,

...

.

l.•cfir:.;.t:ion oi' 'ien-r.

i .

i i. .,c cri 1tion of h Sruzmlc. i i i. ~ ,,ichinf, oi' 1 _e_s_t _t,1·oupe_.

,.

_

_{!·C i}

ll"

.

Uotti Coll

t

i

_•

5. P

l

Cen

th

A

ttit

_d_e•_•

6.

si 1'

t

_•

7 .

-

ct.or

lyaia.

i .

cto

r

ly■ie.

i .

•

lyaie

oc

e

'DJ' • • i ·1.

r

P

ctor

lyaia.

iii

l'uge

V

l

1

5

8

p

9

11

17

3A

b

5

2

5

56

(8)

Page

5 .

Presentation of

Reaulta

.

l . a. Pnctor Analyaill Hesulte.

75

b. Second Order Factor .r\nalyais. 81

2. T-Teat Compariaona of Factor.Scale Score■• 8"

6 .

Discussion and Interpretation of

Renlte.

113

1 .

Factor

~

\nalyaia

of

Parental Attitud••

•

113

2.

T-Test Compari•on•

.

3 .

Parental Attitudes

.

7 .

Conclusions

and Implicatiana.

l

.

General

C

oncluaione

· Implienti

one.

2.

Linitatione

to Conclusions

.

3 .

S

ug

ges

tion• far

Further Research

.

Appendix

.

Bibliography.

u,.

119

123

l!:?6

128

130

(9)

v

.

LI ST OF TABJm

Tt"1>le: Page

1. rean Age at !- rri

att

of Teat Group• and Nearest

National Groups (in

yeon)

.

41

2. Lducation Level of

Teet

Groups by Number and Percentage. 42 3. Occupation Level of Teat Groupe by Nunber and Pereentoge. lt3

,.

_

5 .

6 .

a

.

9 .

Occupation

Levels of Teat

and National

Groupa

by Percentage ( 'ale Only).

r-·atching of Teet Groups - 'ivea.

l-'atching of Toat Groups - Hueband,.

l:dueati on Level of Factor ,\.nalyaia Semple by Nunber

and

Perccntat;c

.

ccupation

level

of

Factor

Analysis Sample by Number

and Ferccntnge.

ccupution Lovela of the Total Factor Analysia Group and National Distribution (t-:ale) By Percentage.

47

61

62

64

10. fleliobility Coefficients of the Ten Rotated Factor-Scales

67

11. Correlation } ntrix: 'I'en Rotftted P;\SQ l:'actor-Scalcs.

68

12. Second Order Analyst.: Unrotated Solution.

13. Second Order ,\nalyais: Rotated Solution.

Ill. Perceived Play Centre Parental Attitude• of •iothen

69

70

of Begiimars and Moth era oi' Filli.eh•ra.

86

15 .

Perceived

Play

Centre

Parental

Attitude• of

Fathore

of Begi n

am

Fat.hen of Finiahora. 87

16.

P

rental

Attitudes

of

1-lothere of "De;:inn•ra"

o

n

of •Finiahera". 88

17. P rentAl ttltud•• ot Father•

ot "De(lirmen"

and

Fathers

"Finiahers"

.

89

18. r to.l and l'erc•iTed-Plq Centre Atti tud•• of l-other•

of

Depnn ra

.

91

(10)

20 .

Parent

a

l

nd

Pe

rceivet!-Play

Centre

Attitude■ of }.iothers of Finisher••

21 .

Pa

rent

a

l

and

P

erceived...Play

Ce

ntre

At

titu

des

of Fath.ere of Fiw.8hor111.

22 .

rarental

A

tti tu.des

of

MO'tbere

of

Beginners and

Play Centre

l::xperta

.

23. Parental Attitudee of l-'athers of Beginnen and

rtay

Centre Expert•

.

24.. Parental Attitudes of ~~others of FiniBhen and

93

97

Play Centre r:xperta.

99

25. Parental Attitudes of Fathers of Finisher& and

Play

Ce

ntre

Experts. 100

26. Perceive, !'lay Centre Parental Attitudes of lfothers

o:f Iieginnc1.-s 8Jld T'lay Centre "Experts". 102

27. Perceived l'lay Centre Parental Attitudes of Fathers

of Beginners and

Pl

ay

Centre "Experts•. 103

28. Perceived r1ay Centre Parental Attitudes of Mothers

of "Finishersn

au'1P

lay

Centre

"1::xperts". 10%

29 .

Pereeived

r

1ay

Centre

Parenta

l

A

ttitude•

of

Fathers

of

"Finishere"

aDl

Play

Centre "I.:xperte". 105

30. Parental Attitudes of Mothers and Fathers of

Deginners

.

1

0

7

31. Parental Attitude• of Mother• and Fathers of

Finishers

.

1

08

32 .

Perc•ived

Play

Centre Parental Attitud~•

of

J.t

other

s and

F

a

en

of

Beg.inn

re

.

11

0

33 .

Perceivad

Play

C.ntN

P&ll'ental Attitude•

of

other• onl Fathen of Finisher •

111 3~

.

P

rent

A

ttitude

M

ean

Scale

Score■,

Bepnnen

and

(11)

LIST OF .u>rUIDICI..S

1. Itmn Scales Writteu for this Survey.

2. Pareut .\tti tude Survey 1_~estionnAiro_.

3. lnfomnti on f:ltcct.

4. FM Uy "clntions C,'u.estionnairc.

5. Request

for inforration

,P

lay

Centre •XJ>t!rl•

•

6 .

Item Correlettcmal Matrix of I'AS<,, Item Score■•

7 .

2u

Principal Compouen

ta -

t;nrotated

.

8 .

H'

Factor

E

otation

.

9 .

Factor '·• :,utl1oritllrian .\ttitudct.

10. Fnctcr

n

.

!~calitiea of Parenthood. 11. Factor C. ? atom.al -~cenclancy. 12. Fact<r · • !:Cetrictive Attitudes. 13. Foctor _• ~•i scouragin~ T n~epen<lencc.

1.\. Factor P. Intu'equacy of 'lerLul Conr:onication. 15. Pact<r G. Irritauility.

16. Factor I • quali tarianisn1.

17.

Pectcr I. ti&setie!uction in Ilcxner.a1..in6;

Roh

.

18. Fnctor J . Hcepect

to

r

ludiTidwuity.

vii

Page

131

135

1"1

142

14.\

1%5

11-6

147

1'18

156

158

159

160

(12)

Cbapter 1

lur,pdpctt

The Probl

_•

Thia

•twcl7

waa iDten

d

to •vwhw

ficati

ef parellUl atti tad• ba pareuta of childrea attending Play C :t.rea

1• ew Zealand.

f i ta

jor

1.. that

of

"Pa

"To proride metlDS

land Pla:,

C

tre Pede tion

ha•••

--ti•"

er

N

ispecifieall7

ta

•:r

p i

for

th

elw•,

N

dentaDdiD&

of tlleir rele u

paNDt••

.

1

If

huMDda

and

win• d

pJn thia

ere

ter un ratanclJ.nc

be expected

that

n

will dification of parental

attitude• over

• pert

d

of

th•

naaociation

.

N

ot

only

doe•

tl:l

Pla7 Centre

atate

thi•

pneral

ia,

t i t aleo spells

t

anoeiation

with

the Pla7 Centre

.

"Thi• )d f l•arninc

(by

acti•• anoeiati ) the ke7

to wbi i• reapouiWe i

i

t.

lea.m. F r

Naia

7

•

iaYol

(

rl

7 ma,

(13)

2 .

1111111 .tit

in

n

1 e -•a.Jcati with th• iw atipter

that

thq feel there la eften • medific-ati ef

parental

attitud • a a P'orih iD undentandilla of children aa a renlt ef parental aa■eciation with a play centre••

parent

educati pro.n-1e. ReceaU7 Geraldine ll ld3

liat•

••lt

report. fra ...,- ef her u.ple of Pla7

Centre

•-tlw1-e bad.icatlna

of their ilffolfflNllt with play c

tre

.

no

ca:acl

iff

n■

rch

eondacrt.ed that

aaain•• either

the parental att.itud•• ot

pannu

of children

att

i•I • pla7 eeatre,

or

re signiti

it17

whether

ficaticm

of

parental

attit'Qde

occu:n

in the

parent■

in tho time

that

the7 are

aaaociat d

with •r i11nlnd

in

th• actiTi tica of the Pla7 Ce re IIOt'emetlt. In

tact

the Play Ceatre

itaelf haa called

t

renarc:h

into

thia nry upeet f i t •

nn

p f f p w.

• of rellNreh eoald

be:-

paNDt.81 _ttitudea

bef

re

and

fter

a peri

Pla7 Ceatre mn·_.nn; • ao defillitift, officially

atat.d &tti

aluioao

r ef

Pla7

Ceaue puli

u -

(Bill,

y,

5

·

Gael"Nt,

6 - n e t

GreJ',

7)

wppert. •

:rea~tabl,-criptiff

(8111

,

...

,.

,

pJ'ff1 • • • ri iti . . , . .

-.,u:n-

wi

• ri

_•

lr WII J111:1&11-1u

t

(14)

3 .

1Mtth fo l a iDfflll&l aapecta.

tin

partici tia i•

••ic

t.

the whole pr ••• d i ludff aHtin1 other pa.rents and

talkha

with them, diacuastna children with ot

n,

•rkiq; rith tmd watdd.ng children. Thi• tbe Play Centro conaidera will fccilitat.e tho kiad of derataruUaa that )JIU"ftte _,. or will h4lp parent.

to

tiad

R t more about their WD children.

"Drrery

play• nlon

i•

a furUMr

au

~

fomal aspect

inelud

• tioD&l

and

regianal

aemiaan. workshops, refr aher and in-eervice coaran, evening lectm-ea,

diseussion groupa, fila:a, introductory talkll and iadiTidual lecture •essiona. Speanr■ are drc1m fNID YU'ioas eoarcea includina

Uuh·erai ti et Teachen Collepa, the . . c11ca1 profeaai and actift

mesnb«?r,s of the Play Ceatre

itMlf

.

ln

hi•

..n

contact with

play

eeatrea

and

P

l

ay

Centre

personnel eince

1967,

the bwutiptor had felt coaeern

•"bout

ti • aakH

and

atatementa

mad•

t.

.iJ.ia

that indicate

ertainty

eODfaai• iJl th lllllda

of •

.a nt■

a

aapeets of

ch:iltl-ruring

];lUl'POried

to

have aa

"Play

Cenb'e policy' • The 1 - ~ in

duetiltc

t .

ti

•ti

eti ...

,artlc:Dlar

,

pael'lllly ef

for lay camb"fl,. flt tiffll . . .

ee'"'neil't&

~tcr _ _..

•f Mlr'fl~

•~Jd.•

_•

It

appeered

tut

i l n i - e:Kil,Qllia

n97

[ : t u ~ ~ mo..l!alln~

Dlll"Ct:~ ocn:a:ati . . wl ....

(15)

,

.

adequate

knwledp of

th• •~titudes

tbripareDU

'bnu&bt

to

pla:,

centre

with

their ehlldrn ner an ebJ tin aaeaaent of

th•

•ffeet

that

it.a

parent

edacatiGD

pro..,.._.

had

on

the

pareata

N

..

...

·1

land CeJltN Feder

tie.u

to

~• .... Jmwl

eztent

to

which

these

differ fraa

ih•

tliade•

Play Centre it.aelf.

1

t

appeared lleceaoJ7 u well,

that

th

lay Centre

• ua.,...tnt of the effeeUTenNS

of

its

prop"'UIN,

that is

an

cmawer

to

the

question,

•

pannta

the parental attiWdu of the Play Centi- JaO ent aa a reewt

A.netlier

aapeet

o f ~

general

qveation

of

parental attitlld••

that neded to

oe

aaeuc

d

wu

the

wai,ieipated

Furt.h.emore, :ia Yi ew of the freq entlT expreased c cern a.

the lack of pat.erpa)

iBYol•••t

in Play Centre, tbore a a1 . .

th

ed

to

iuveati

te

au

4iff

ereac"

iD t.h mod.if

ication

ef

panmal

atti

fi

ticm

did

eecv)

.

F

er

. . . tilen

UU7

MIi

....u.lttle.

I

t

wu

a l •

-,e

ea11'boilgte· a little • • • CUTGlt. k:Mlrl

ir

childna

la

Hew - - - -•

conaide.red

t

• •ttlilb'

(16)

,

.

tel7 i t d

taa.e

T

coaaider

tb&

been :n.eceUU7

to

--,le t.tal popalati o1 both 1'1-:, C tN

ff rent aocial

elaas

p-eap~, to y

aori

,~M,EmD

urban-rural

samp

l

s,

as-e control

IJ'OUPS, and

to

plc ttitu

d

• in

111Dte gr-onps a pre- aad pori-iavel

t

aie. It wnld

alN

Te

been eceasaey

to

aeeee

the

MI0\1Dt

of

inYolvC!IDCtnt for

differ~nt

groups al!d

BDal,-e these in relation

to

the

io

par ct rs involTCd. Thia would hove involved a aturly, ih•

ecope

or u

ch

went

beyond

the

limit•

of

W•

uerciao

.

lt

s decided

to

c

act thia

inTeat.i

tio.u

aa a liJ:dDary nne7

of

a

m

ore

limi-ted

ple, to

determine

and

co

ml)llN

the

po.renta

l

attitudes

of two matched groapa

of

parents

(fOl'

both husbands

a wives) of children attendina play

cutna

in t&.c I·aJ.mera

'erth area. fine group would cepriH parents of children who

bad NCcntly c need pl, 7 c trc (•Degilmers•), th other d

dr.1wn fr pare-nts of c i ldren who :bad bee attc

na

pla7

c~lltre

for •

ti (• .. ird

era")

.

It wu Gl•o planned

te

asure th cclll'Ocy of nai~ts • perception of th rl C

mo·nt&ft1Jrt1_{a atti} _{•• in}_Nlati

_to

_th _atti _c _{117 fanmed}

7 e lay

•ta

tom

1011 ...

:

1 .

t

en)

•f '111811-e11.1t.a

(17)

a

.

now

well do ~ porceiye. the po.natal

a-ttit

Play Cctrtre, l

.

e

.

are

there diffennces in the pcrcepi.i

of

P

ly

Centre

ttitades

by peNnta

end the

nttitudos

of 'Ule

Play

Cc

re

moveomt it

elf -

aud in

what

ana

?

6 .

.\. t

t

,liffercnces in Parental ottitudcs exist bctlreen 1irmen nnd Fini e.r■ ,

5 .

!JOCS n.ssoeiati with the

Plny

Centre .

:lCJJt

1 d parente

(18)

Footno;te-a

,

Cbapter 1

.

2

_·

_c

_._G_._~_.

JT i 11, G .L. S

rs.et

.

nd A. GNy. Litia,g

and

Leru,unc

With Child.rm (Wellington, Prie~· 1",ilbarn, 1965), p.U4.

(uapublishcd

.aster'•

Thesia

,

Departanent of Ldueatiu.

,

Victoria tluiveniiy

,

19'9),

pp

.

311-312

.

4

•J

n

Smith.

•0ar

t:treet.ora

et

Traud

,

What

Are ?;107

Th

t

nkiaa

Ahli\ ,, ,

Plpy £!ere

Jogn,al

,

1

5 (

1969)

p.3-\

5

_i_11, _~S_{omerset and Grey, ttp}_._ei

_t

_.

The

New

i,

ealand

l'lay Cell't.N

Federa'tioD

,

1962)

.

8

_i-1111,

_S

_{omoraet. and Gre7, op}

_.

_cit

_.

_pxii

_.

9 _·

_s

_rset

_and

_Grey

_,

_ibid

_.

_p

_.

_l

_.

10 -n111,

S

omerset

and

Ore)"

,

.

cit

.

p

.l 8

(19)

s

.

1. Play Centre 11

The New , lontl Play Cen-tro mD!'l'llfflf!!nt bad

its

beginnings in

e rly 191.1o•s ,1ben sroup9 of .the wh

• r s rvi.c o

t

together to noble th ir DJ'il!-t~ool children

to

pla7 with oth rs in o

mNd

ei ti ncl •~ tllat

could enjoy tho c.-ipamomhip. l'othora toek their

tum

to a-Diet

the

,mp«r"Vi.or {

lly

a

trained

Ddorgarten

t«tc r)

later

•

1 r a"rllil ble. "lhe New Z

Play

C

ntre

Fet!~1•trti

(f

ed 19'18)

initiato

prog:rru-nes

or

trainiue; by ~ruitin frcn its own t: ben, as i t r<>cogni d that the

acti'Vi

itwolv

ehildhoocl education. 1

-iith this move too th• Flay Centre became

actively involved

in

proriding

infomation

a

t children

nn<l pRNDthood

f r

its

b<-ra;

•• bepu the

Ply

Centre

•

i

lT

ent in "l-arent

cati

"

•

"The

(then)

llep

1 Coueile of Adult MUCOti ( _ .

lecun~,

due

ftl41:0'al.r8iPl:M?n't.•

,.l

Pla7 C

Dt•)

•sistcd by o ni hag a ataffiq ~mind se11vol•, filns and @'ntt<ll ,

-in

(20)

9 .

1111perrlaor

•

UlU'J'. Play

Centres do

Mt. •-117 ban

t.o

own bailding. an adftntap tb't f noa-■ their ready establitbNDt ••peeially in car.mt.ry diavicu and in auburban U'Nle whoN tben

1•

a

predOlfti.namc:e

of ,-mmg

familiea in new

Jun••

•

llweve-r, iD 1966

bu.ildiJla.

2. Pm-eat. ~ t i • in the l'lay Centre

Mcneaent

.

"P

nt.

· '

;eati GB"

as

the tei"l1I

a

used by the

Play

Cent.re

fOl"Dll proee (hwe,er infomally it.

~ b e ~ )

ffl];(} include■ 11

the responaible

i.Jffolvewem.

ef

parents

ill the

total

,roce••

of

proridiug a pN-Nhool aer:riee for t..ltitir children•.!)

and rmiutaincd by a greap of pererrt.s and as such provides opport1mitiea

for

parents t,o

work D1IOft& children

other

than their own

am

to diHUN with oiher parents their osn e2.p0riencea am! the behoviour of their

children. l'.others are required

to

aaeiat. the supervi..-s on a

mstber of occasions and

to

attend a preliminary lntrodoetory DiNUaicm

•

A

»n

tiler ia also required

to

at.te

vita

her

child tor

at lea■'t

three

aeuiGB

to help the cJ:d.lcl

Mttl• in. Thia

•l•

pronc1n

the epportunit,, fort.be nar-ent. te

lu

•

little

ueat

Pl•1'

Centre,

its iuu,

laeliet.

(21)

will

nthink their OlfD

eiti

,

de--. lop

ctn

lop

;e..,

pr cti

s

Qnd

techniques

.

attitl.Jde

10 .

t t it

to

affeet

SilOthc

turn

to

er-belp•. lu thi• si tion

the

er

i• •

•

critical or

chil rcn and carries out her dutie is likely

to

be obsPP'll'Pn

i 8CU C l other ~ra who y ~ p

ent

.

e · otl1er-be 1

y

not.

agree with i e us l ly :,-.. re of thi an<l b vcr ch ab

t i s being done with t sh

s to

&

s

rrust ct

thin!< c Plny Centre would wout er

to

.

i'lny Centre -;ould hope at in tir;-e thee~ othars le c to necept . ore of the ic ea.e

that i t Ji .. s to off er. As w 11, J'luy entre woultl 10 ll.lt, as pcrents e)i.-rcriencc the work ~n th nctirities th .. sclv(:s, ; s they

list n, ('iscuss and s are experie=es antl ideas , bout chilr'-rearing,

thoy will folse ~n intere

t

in lllt chil<lron do end how tbcy (1o i.t;

and so ,ill ••---coin re undcrstendn of their role ns lXl

ta"

."

'fhi then h one aspcet of the Play Centre's ec!ucati011

The oth r pcct

ie re

ro

;al.

,

t

...

(22)

f

of

lo

ot.ber agencies

.

of books

and

fi

and the .\Otimnl .£ilm Library.

11.

■i

tanc

ia also offered in th• by

the

r

ti

l Librm-y ~:ervice

I t

can

be

seen

then

t.llat there

exist

.,

variety

o! actirltiea

that the 11 ~Y

1:cntr

consiucra

to

be a part of

parent

eclucoti on.

Because the tc i used in this 'brondly iDclwsiv llllUln8r in the

Pla~

Centre

literature

and could

be co.nf

ed

with the

.ore

1· it.ad

fo al definition and because of the st.reaa thAt the litoratm-e places on tho value of th.is active i.nvolv

t

in the inf onrcl a.apccu?, r.:

it

wu

<lccidc{! to us the pu-aa "asaoci ti.on with the l1_{lay Centre}

r.i.mrt!r'.!1,cnt" r. thcr than "parent cd , tiou pro~um.c oI tl1e _:-;l.ny Centre mov .cnt" in 11-ue _l of the suLsequeut discuasion.

3. Tbc D~vclop1•cnt

or

.',ttitU<1es an.J. '.ttittltlc Cb.age.

ill literature of tlte

r1a

Cent.re ov

t

appears

to

u

fer

pre

crcncc r o.u-bchaviournl tcl"J s in <liscussing autici1 atcd ch.rulaes iA r4?ntal rcliltionships with chiltlren • It spcru.s of the :rain in •unc:1erst.m111i11

r"

o parent 1 roles,

6

bcc<l!li "intcrc tc,l ',

7

an 0! th•

kind o! 1 <'am i.13

ich

is

"efficient in

...,._..,,a ...

16 ViC\tS , R

t

· ~

th

r

ed

t

i

cnsaing

net

l vioar

_•

It 1J

l

d

that th

t

of

erat.111

.

Ui

will

ill tal

;

(23)

12.

It

ia feaai

le

that

rat

to f

The

obsorvntion

•f

ther

parent■ int.enc-ti

rith children

in the • lny s s ions, nd the isewi iom, with other pn obout

chilrlr n provid s ai tontions ere behavi•r an ntti tudcs are open

to

i

itu

ti

•

1 e fact that y of these behaviour att.enw and

expr He nttitudes re f voure or endors e by n " iGtrl!i ot.lier" i.e. c ''1 y Contr~ collectiYely or by the

· ult! Incilitote ~cceptancc by •n " mo-fbers of

rviso-r acting • r.t:iO&tel,

of

these

n

ttit1¥1

a

or l>el vionrs. Further reinforc

wt

r, y occur when the iJJitotor

u

"motht'r clp" ~ssumcs and ct

out

t.hc rol • crs<?lf.

s inc teated

t

o sure

to

l'1 :els 1u; several

effects inclu,ll.ng tJie opportunity to leo.rn new respons<' · t,t,crns

(e.

g

.

co

n

trol t

e

cbnl

es),

the str !!thouing

or

wea

· cning

of inhil:titicma

sbout cn~r;i.ng in t.hc observ <1 be vi.our (e.g. YO ·inr, cs .othc~elp

o ~xerci$ill~ non-authoritarian

control

techniques) and

e

lic

it

ing

previ sl occ1uirc<l but do , nt respouBt?s {e.g. using a r.usical

abilit7

a c t~l

t

c mi

uc)

.

In the Play Centre ai tuation tllmi there are

o

rt

itic or

th

ev-elo

hdt ti

rol

play

.

in

role 1

y

.

C

t

of ttitudes

oohnviours th:r

l

likeq

(24)

th•

lea cruci

al tl,e

1 ....

,

and

the greater

ti» conaenaus

of

opiniGD,

the P"Utor the willinpeu of iudhi.d110le

to

iporo their own

Jl'9'rcepti-and cOllfOftJ

to

the ..-.up judaenent. T1w cl09er the iesue to doep,-,M11t.d

beliefa or the prctaeJICe ef . _ . support, the wore individuals will riaDd by

their

owu

judgc:.,;,a:at.

•

11

l

t

would appear tbeii tJ-wt the pareou in the .f1ay Cent-re will 'be influencetl by croup preaeurea to the extent that they aoe then attitude• l1a appropriate for tbauel.,... ia either the play centre er tile hCIClo eituation. An aspect of >-cDcmald'a re&ea?'Ch with Plny C4ID't.re

12

mothtt9 lends ao.co aupport

to this

propoeit.ion. \.hen nehcd in iateniew

about

th•

approprin

tene••

of 1'1.fty

Cent.re

i4e11e

the

cajorit

y

(57 of 58

Abj•cta) consiflered

that

f

lay

Cfllt:re

idea■

were

approJll'intc

for

l'la::,

Cent.N but only one third eeuaidored J lay Cent.re ideas ns npp.roprt.ate for the hCll:lc. It would appear tlutt the acceptance of floy Centre ideaa is ai taation nncl per•• apeeific and in tbi• gnap at leaat that tile d.n•lopaent

or

new deep-eeeted attitude• eeald

not

be asemed for th•

najerity oi her ea-i,l•. The Play C•ntre ideas were nccepted onJ.7 when

they w:en

soon

aa apprepriate.

ieotieael experiencea

•7

also influei.e

attitude fo

"i•

aad

the

Play

Centre

nO't

cml)'

pron.dee

tlle aitmtion 111lere

this coy

occw

<•

•I

•

the f0ft2Btion of

wam and emotiomll7

tiafyioa cxpericnee• wUh children) but

aleo

strenes

~le si t•tion in its ~"boo

-I PlftY

end

I

Gi-ow

.

13

Ill dditiGD"

tti.

eoeiel

and

etieoal iDflucucca,

tb•

(25)

There appear

• th

n

to be

o

Yariety

of

sit

ti

s

nd n nietrntioo of

play cc-ntrcs with ill ieh

tti

tud y

d

evelop

.

The differ

nti

1 deTelo

nt o

w:iy

a

ttitude

a

result of iuf

1 involve twill

be inlluenc by a variety f factors

one

whie waul

to

be

itoont to

the a , previ • rzperi • attitudes, de of

ploy

c

ntre

and the 1 l of discrepancy betwe n

tti

tudcs of tho •end~r antl the receiver.

In its extensive prvvision

er

infon,•otion (the "fo 11"

at.pect of cnt cdae4tiou cntion d ab ee) a info ntion service.a

the I lay C-0ntrc ie a in pr<Widiug opportuniti~a that n..-iy lead to

the

dev lopMcnt or ae<tuieition

or

attitudes. 'i'he provision of

knowled it is p~s: will infl enee 'th, develOJ . cnt

or

t..t the

iooivi<l 1 oolie c about an ouject or situntion am' tJds in turn

will .influcr.cc the 0

feclin,g0

or affective nrea so tbnt n n at.ti t

beeeaes !:C11cr~•li

*

•

But what of the modi iCc1tion o:C nlrcatly existill&

ttitu es? :iu

ncrul

the

influences "re the 80l"IC; social, gr

and

pe lity oators.

It

ul<l

Dppe

r

that

th question

of attitud

:r

tibility to

pen

si

_•

14

nch,

Crutchfi

eld

Li

r that

th~

e.

tor

and th

pr

ll

tti

_•

'¥

in

eeri

of

pr

aiti

_•

•1.

Tb C

_•

(i)

C

f t

111 are

(26)

15.

over untr111tworth7 cuzmm1 tora UDds -to di3 ppcar

over

ti

e

.

(This

ff

ct

t

frm:

the dis

n th

the

asa

~ of

ti.lte,

of

avm-ee frcr.

cont

nt

.

P

eople

cl Y:lthout spcnta nsly tbtnJdq

ab

out

'l'bo

id

it. )

(iii)

Ccm::mn:LCAtore who re rcei'Y' s similar in their

ienc al"e more eff

ctive

than

are

u diuimilar

.

2. The 1.ess ~ .

(i

)

The cceptanc:e of attitudes oppopd by e nudience will

be r ote-c! if the n-ei,. is •o d-eeignec that it evokes

(ii 1'hc aeceptanc o ttitudes oppoeed by the aut!i~ ee will

b-c 1 oted if' e.r t!!:ts c

t

inin~ raeterial <lcsi:rable

to tho dienc c pres~ed l>efore .~csir2blc :i::ateri.a.l. •

15 ::-:

ot

all _p3re e ho e1:i' l ehilclr at I 1 y C ntre ol~ • · ilar

N

l

tti

tu

ca.

ee

tibility

t

ebam

will

cepenc

erleut, o

t

i'e ee of diacre y

ttitu

d

ay

ttit

• u

t

y

e

vi

1nti

(27)

1

6 .

iour needll rotbinking. Thia he has done

certain c.onditi~ , o • of the f. effectin ya

to

chan !C ttitudfl 1•

to

ch ge behaviour.

di~mnmce lends support

to

hia pr ition.

"l'estingcr•s theory tulote,

lndivi<l 1 is i.nduo

to

•nga in l,cbaviour that is inc

ist

etrt

with hie beliefs or at·Utudes, he will experience the flio

ortof

"eopitivc t:iosOlJru.lce" wh.i h will motivate hm to sec a rosol ti

of

that

incousistcucy. e

way

he c (k, this ia t.o convinoe hililNlt

that h

e

nctunlly

boli

• in

bat

be h s

doe

.

th

t

he

a

ctually holds

th beli fs :.u:tl a.ttitwl e implieu l>y his bch viour. ln otJ.1er word ,

th•

incon istcncy, or 0

di eomince" bct1reen an individuul's beliefs

o

r

a"ttitudcs nn1 hie behaviour, will ot.ivatc belief or ~ttitutlc clu

nae

- A ---' _- _~ _{cogru 1vc cons1s ency}

·t

· .

t

_.

"16

1b involveroent of inothcrs in pl y sessions an1I \rl

tu

ups

of chilclren presents sit tio in which so o nre forced to modify

•f th l lay Centre nt. '.:.opetiti will atreagtb

the

rlwra,

inc: <li D'.l

i

l

ity that

attit

a will

te ln di

_•

"

f

(

11 ...

..1

7

1•1

..

_Yill

(28)

17 •

.\. Chi ldrenrin,r; in New ieoland.

Until the late 196(} • J knowlo<lge

land

r ily

and ore speci!ically bout. childroarin within the ,; w .,c 1, d f ly

haft beon c.xt oly lioi

t.

•

."3troobant •

c

.

-.-.ta to

tl1c .'..aaociat

tor the )fauly o.~ 1 _hildho_od_{in 1958 hi} lighh this _deficiency_.

" ~ t"tVC little 'tpenclnble kn led e about hm r.m: m1~cr what

circm•st. en :,c ,.enland ch· id1-cu are influencctl oic;Dificantl:,

b

1e rlec sione

and actions of

their eldera.•18

More recently there bas b CD some effort

to

rectify th.is si

tuati

•

Gil 19 l na outline a d , phic an:llyais of manges io the ~:" .:.ealud family n11d in ,Us cuuing •or.ie of tho ocial influences WJLl iJ.:iplica-ti

of h s stressed th• isolated (f1~u othc~

Tatieaa)

nataN of T>", ny ;.

,

.:e

laud fru:ri.lhs. l cCr ry ul o !l.1s co :-cnted OD thi• d • culatcs

th

t

this

tions (r y h· v, ) produced m1 ccrtai

t:r

in child ear which i• refl ctod in the :invention of the 11

t

Soci

t

a c erned wi. th t

china

te

C _.,...,. ,.2

_•

thia

t4

c

in

of

th

rc:£1

lit .

(29)

18.

tho various idedn en ehild-rearinc - they

cannot

brillg ap

1)1

children in th• way t.'1ey thertaelves were brol'Uht

up"-11_{--tl1c nuch·ar}_fmiily_in_New _~_ealnud_ia_very_isolntcd_and

very JM.tCh OD i ·b fflffl l!JV w:l tlrln that f .i ly the 1:-othor i• ,~

CVOJJ :!'\ore isolatAd onJ even more on her own. u ...

It woul<l nppeor then that Yi.thin the New /,ealftllLi La:lo it is

tJ1c r.,otJ1cr 1'10 has p ~ responsibility for bri.Jl.ging up tJ.c childre».

In 75 A of t.ho far iliea artu4ied by self reports of cothent in iuterriew the •'itchicf: rc?<)rt tlmt help frm th? fat.her in tal.1~-ir. care o:t maall

children ,mr. irndc;niticent, en<l thnt not only ,nu, hrlp not offered,

2:l i t waf!I not. <>xpcctec.1.

to the fiivlil\:';R of

-too

Ritchics. On the bosia of rcsponsefJ t o a

and girls Hro-.tn conclude• that

"the •ife appeara

to

central figure in ~oat frua.ily aetintice while tbo hueband b.ns bis main role in child

HJ#.

control

and

in

AetiTitie•

out•ide

the netaal h<JJte"

.

...

ri• vi.th hi• 1959 rctJUl ta sltow

that

there has

been o eipificent tcnrArds pattntal ~ t i o n in child care,

be em:1K1Dnu tba-t,

" - I t . . . .

that ehildr.n ct . . a foc:ua for joint

aotiviq' in

the

f

l

Ya

.25

•parenta

hnctiana iu

'C'boa and

rural

fadliea boa not

been

contiftlN

(30)

and tJ1e 11.\Cthod o! c!ata collectiOll. Bl"Olnl '• dDtn was colloctcd from

eleven

to

thirteen year old boy-a and girl• and

relates

"only u thoae

19.

f ily funct,ions lfhich are appru-cnt

to

cltild.ren. "27 'i'!lo .?.i tchioa report

dnta eollcctof. fror.. wins only. Thia clata wa.e colloctod acce yOIU'a ap

(1963)

an1

i

n

viev

of Brown

'

s report

of

a

move

t,

s

grc.l'tc.r

2b

co• >era ti vencos in J)aNJlta

functim•

frGl!I

1959

to

1770,

tl1c ni.tchiea •

cmta

may

be already doted. 'rbe high report by the .ititcldos • Bilmpl• e1

non-coop~r

n

tive

h

ushends

n:ay

reflect a

defensiTe

renction

by r.otben

to

the interviC\t'. .1.~or wive• to ~1:-ii t accept.mg help frcrt husbunda would

ho a sliebt on tltcir efficiency in their prirary role n3 housewives

mill 130thcrs. 'i.'l~reiore they tcntl to wx!crvalue the coopcn--tion of

lmsbnn<1s.

The . 'itclticn' riucations WON! •1ircctcd townrds ~ rent.r: an<1 tbeir

vc-ry young cllilc1_{rcn, Drown}_{'s sa:iplc f.u:}_t_ilica_contllil'lcd_{older children}_.

'l'he

1 a

tchica con ·c1rt

that,

tho role o! fathers in ol<1er f'm:,ilios d.if fen

f rm th eir . ro c 1 i. n younger f mu ·11.oa · 29 th ore.1.ore

~

nny eoi:1110r1.son . o i th e

result.a r~t l.lc l:!..'ldc with roacrvution. Howenr the evidenc(' c1oq •uppert

tho ~ r 3 l l y ncccpt.ed picture that childrearing in l.ew ueal.and,

at

last

in the child's rl:, ~are, ia preda:linnntl:, • 11'a>un1s dor.inin. Thia

hna cert:xin icplie&ltiona for

expceting

there

to

be sex tliffcroncea ia

parental ctti ttldcs toward■ the n1"1~chool chilcJ.

I

n her

Garrett c

cnts that

(31)

coi·1xmioli.ship betwe

of fnrily resp

thJ 8 . 1!1 . • u 3{;

ibilitics.

20.

greater

stress

on

wife an n r,rcn er aring

Gilson su

int<'ract. ioP 1

nr

te thnt opportunities for cor. Jnnio ship and f ;ily

it d ~i.Jlly in tl n r o 1tlyin/J suburos

be use Lus .... t 1r:: s

oc

h tir ~ l , y fr<r ho . tr~ rolli

to

·:nd

froo

wort, nt wo ·h In• un,1ertaLil ,~ - "overtir 01· sccou 'nry Ci rlo) cut

w

co lfi tl1 th: .fin,J1cial nrls of , young fw-rily • .,:n

,,l':, co-:--r-cntstlicn sur;;;cst

t

nt ere is soi c l,.,r;ir:, for the

i; rnl .:q,ec!.1t.iol' that husbmuJs' p.: r-cntnl c.1ttituc!cs ,;ill ,'iffer !1-orn

th<-' o f t.ej_r~:ives.

• G ·,,itL otl1e-r aspects of ehil<1 arir..g

f ily, lmowl<',.f of pare11tal .:1ttitw tJ in :

1 _{tI'..c : c}_r _,,_lantl

the circ ~tio•! o.t the !atchics • prelini ''Y report. 32 urn: tl : lO.rc detailed

.

"'

publicnt.ion'· '' of ~ reeults of t11eir :.rC'U' alnn<l plic,.tio.:: o the

Seu.rs, ~·nc:col)::/ .:r<' l cvi

1957

no.

to A Ut~y. In sui~lll.ry, the itchiq

C

of

tion to

tl

:role of

erh

_•

of co

tr 1

by G

·t

o

chief

C cy

(32)

yst ;

over

11th

(or· fin l i impo ible

to

i

l

at

lf

21 .

of

th

child cnel

ent anrl

eat

of

; ~:i Sh?" nt c! OCCc sion.,l '.; i i

:m

·n the basi""

r

tJ s coi:

nt

i t ult

xpect

th..,t

r

«c., l d

p

rent

0111 • c:;qi ·ass u oriturfo .. t t i t d

any

.u,

1 _C_..l'YL _ur

_t

th ·r 1ilt t ••

lw lit it s~t by the re tfJ f •

rd X itc

lie•

•

wor1: ar<> r ore 11cfini t

rir,a

r :'1"1 !1 !<'Ot.J'f' <:: •

<'S<' ff1 in[;;S; n

<- :ivj ~· in m r,'i.11+ o~~-c :t of

t, • st: ry i out.

reall • 1 psc e 1 ·o "rs.

>~m~lc it, r.n ---uo worn1cr. i'hey '1-lmt their cld. <1

rcn o

,_ i

,t

hack '

not

ll'l"'lr"P~I~. _10n_.":JG

will

(33)

22.

a peri od

or

ti.J?oc.

The role ;,nd ir:portan~ of tbc £n-tJ1~r in

chil

cl

rcuri.ng

has

reeoivc,1 cvcu loss attention in

~:ow

,:oalmld i.Jltm thnt o! r.:otJ1cra.

Thie

rc!lccta n

universal

trend

· 1 · _,_ '!9 l 1 '" • •

l.C) ni.lc,u la8 UOCU1.C:l1wCt1 l.ll an

e~"tcnsivc 8\Uvcy

or

th<l childreari~ aaowptioua of ,:ectcrn industrial

sociei.y. ,yen tho :·cv l.cnlD.nd H oy Contrc literntnre ur,pc.:1ra to refiect

tbio tren •• -1 tllougll the l'lay Centre in i

ta

Ii tcratUl"<' :i:cpcatc<lly stresses its frp<:>rt..:ir1ce 1s o fa1.?ily concern ;uv1 i.hc ucccssity !or

hueb..'l1u!n to ,nrr,pod their ,1iven to bl,o nn active interest ill their chilclrell,

to co::,:,lc!_'Cl1t their wivr.s iuvolvcncnt .ail

to

bec01 · ~ i.nvolv ~(: iJumscl,....

as m'lriuintr tors

o.nc

rminten:mcc helpers, very li ttlc cor 11.L''llt n1,pcara

can pln:y ill the nhnjli~ o.f tltcir cltil1lron 1_s _future- _1!cvc_lo;2_!cu_t _. _'_.hl• underwtr.ruHnr, ~my •1cYclop nnt~ he cousi&Jcretl in r:orc •1ct .. "lil . .dl tlw f omal

e<lucntion 1>.:.'"0w:aa:ies but it in felt tJuit C'VQll for 1:t--.d;i· involved r..oihen,

the role) of tb!

r

atllcr 88 n potent i'ir.u1-c in chil,lrc.!!·in;.~ iu tllo fcml7

Ir t.hi~ wcr-0 done sQr.'10 renlfaation . i;j1t ~~n

to develop iu cotlwre that clri.Urc-ii-ifll!; is not ~ntircly u iCMUlo

Pl'ffO t.ivc.

'llm.'1, 1d1ilc the Plny Centre apcol,s ot parents in 1.1tlCh of t.he

• orl ty of thoao

wbo

become asaociotcd with Pl07 Centro a.rca the coibera of tic chilc!rcn

wbe

attend

.

is available ior th

to.

participate in tbe octual pley ecaoiona wit.la

(34)

\

..

. "'.ttcndnnce at f orr...;al p.urent ,ucati poseiblo for r,ar1~· r;;nre :rut crs, though vcr-.f f

Ii(, opro tuni

t.~,

to 1·0 so.

23 •

1

t

is t!J:? l .. -othors

mo

bccori • · volved in the v.iri u ~ct.ivitiu

of the I la ✓ 1 ... cutrc • 'u1 intro"tuctory discuasio1 cours ~ ,.: 11 a c0rtai .. o·unt of r;o·tJ."'r .olpi lsory, 1 ny o e

to cou.1i ttccs o.: to tru..c soLl-0 .1,lrriuist.rotivc rcs₁ l.Ul · 1 ·1·t .t ,j (' , C,.l

ci tea nca 1 . .-

:,i..i

o.f 'er 6 l C ' ), /1} -~~c < ttm ll evonmr co ·.,. '

worL.s o~::; Ol' S<·ui::. · -s ,'.llll£ ... fcu . . pl tc th<.! oupcrvis ·s c'lu sc •

•. tlw ·n of pl...iy cei:trc .. ttcr.<1ers ho··cvcr, • ·<. t,cnerclly 1

ld

invol •ed ,:.i t,1. ;--,1~.y centre 110+1,crs. The possi blli "':.j,· o:.C f:;tit s hol:pirv~ ir. 1.vt>1, •• , in" .iol :f, shio ..

t

norr ... ,l pl.1)· s.cssicns is re10te

c nm:c "•:oth•·rhclp" ).

r._ _uurrett _._ca_a_".(..11

t

_;i _h t _vcn_vory_sc1_<.{A,1 _,tt

t

_Olli_l ₀₁_{.s ~-.}₁ _::....<l_· _cOl.U'scs12 t.hou:;h t.orc

t

·

.i t.1,l for the . i • 1 "£.rtJ1cr.1' t '

:r"

or tl~o occ.:.::;im:..l

vorl-...i:l{; !.. c, ,.,.; ,1

•• nur..oor :.ay Le o .l on c .1-u.tt..ccs at v ... ~:iouu lt?Vols.

It is ... cw;mu.hlc to cl9Sl c thon th, t. Lccmmc f,ithcrn I .. : c lcaJ:. to do

yC

itt

(hi

s

ere will be :1 aex <~iff e:r

rntt

lit.tlc . ro "pi

olve

c in tlt<! 1ccc1

umc

of

c,1

b

nt

i this

iou

il

l

(35)

2'.

"PerbA,e we

ban to

accept realinicall7

that if

we de a

1ood job of panut education •Uh aothen where fat.hen an

aympathetie te u7 dearee, tbe7 rill be educated

at

affeadbe~

both b,- their wifla aDd their ebildND. If the father

i• . . rel,- iadifferent . . . . of it will nab off. If he 1•

ho•tile, I

ngeat

w acb•ledp that it i• beyond oar

cClllpetenee

te

d . . l 1d th the pnblm; and indeed we ahoald

43

tread wari17 leat we act.al17 aaJre thiap ,roree•.

Anot.be r upect ef the Pla7 CentN aAd attitude

chance

which

Garret.t

conaiden sd wlaicb i• pertinent 'to thia

•tad¥

ie the cCIIZIMnt

that

•th•

'•ide-ctfect• aatiafactiona of pre...ehool

illVOlT4!1Mnt

[ bee•in& • pod

pa.rent,

aakinc aocial contact. and intellectual AJld

eaotional aatiafactiona

fr• uiiaa talent•

and

a~ilitie

~

are

likely

to

be nfficient. to -k• attitad• chap ~ parent HUCation

prep-uaee

relatively

ea97; the Heda

fall oa fertile

a;raun

.

---aot -

that moiher education eTer achie.ea a l ~ cODYeraion.

-T•

bow the pod (eYeaa U yaa accqt it ia th•oJ'7) ia

not

alwa,..

t.e

de

it

• Bat

i t i• . . " likely f a _ . en • • for

fat.here.•

....

•• ,.11 ....

Th• New Z..lud Pla7

C•tre _.,,

mt am at helpiq plftllt•

lllld•ntaad

their

cllildna nil

ta.air..,.

role••

Jllftlll••

To facilitate

(36)

25 .

•~nti

and adlliniatrati

,

and

u . .

11,

fonnal parent

echlcatim

procre-tff are prorided. Tl:Mre

i•

a aoand the Ntical buia

to

n

rt

the expeetation

that

both the fo

1

infoiaal aspecta of pareirt education will ft'nl~te to

im

ce a dump ila parezatal attit ea ••re they differ tr those of the Play C

tre

.

ledge of the New Zealaed fudly and claildn

riJ1a

indicatea that

rent.

are amine

t

lean ahcnrt childretl,

tlult

there are a«a diff•rencea in

parental attit'Dd

s

and be rioura and that en•rally Mn Z landers aro rather avth ritariau

and reatricrtive in their role

as parents

apecially in relati to

diacipline, sexual Nbrriour aad aggreuie. C

t

on

paNDt

education

in the

Play

Ce

ntre

indicates that atti

e

ehaD&e

will be

affected

re

readi17 in mothcn, that

fathers

are 1••• likely to becm:,o iDvol-Yed but

t.bat •

fathers

attitudes

y •e modified

•aecondham•.

and

fi

117 that a 10

0 per

cent

acceptance

of

Pla7

C

tre

attitudes

even

in

thera

ia

an

realistic

aapintiou

.

(37)

26 .

l'nm:tf•

• Chapter

2.

1

_•

_sae

_raot

_.

I

Pla7

ud I

Grp.

p

.

39

2_•The_New_Z_Nl

(> .,.,

1969),

p

.

26 .

3

ill, S enet d Grey.

_L.,i

Y,;.;ipg;i;;:a..,___,,,_Leami ... :...:;;,;,:;AA;g,.;Wi;;;;.;.th .... Ch_,_i:.:l.,.u.:.-n_,, p.126

net

aacl

Gre7,

op

.

cit

.

,

S

aen

t op

.

cit.

.

6 _·

_s

_{ran, oe}

₁

_._e_i

_t

_.

7 .

s

eraet, op.cit., p.22. 6_·_n111_. _'-'

,J, ,..., " - • • ILL

~ rse. __. vrwy, op.e1 ••

P

• ....

.

9 .

lph Garry aru! Bonrd L. Kinpley. The

Nl\tl'lrc

and Conditicme

of Learnipg (New Jersey, Prentice-Hall Inc:.,

1970},

pp • .\8\-510.

10 .

_bert

_lluara

_.

_{•Be1aanomal}_MMificati _'l'hroQgll _._odellinc

Ara-BDal" L. and P. Ullman

(ea

.

)

earch

19 and

(Har

Yen, Belt

Ri

rt

ud

Wiut ,

196-\)

.

11_•_~ _and

_{aley, op}

_.

_cit

_.

_p

_.

₅₀₀

_.

it

.

PP

• 1~. 1,,

,

27 .

u.

.

rrr

u4

Kupl~

,

ep

.

eit

.

,

.

,os

1,

.

_s

_.

C te)afte) J!tO~IDIID

L i ~

.

(38)

16

•,1aryl J . Dem. Delief9. Attitudes antl Hman Affair•

(Califo

ia:

Broo

a Cole, 1970), pp

.

5'i-55

.

27 .

18

_•

_n

_.

b-troobant. "Current Nethods of Child Control" in

Copfond.

ty

and lndividuali

tx (

·elliDgton, Aanciation for the Study

of

Childhood, 1958)

cited in

Fapily

in New Z land (\iellinct,on: Sw et and Maxwell,

1970),

p.

26 .

19 _.

irim:a Gilson. •'l'he Changing New :lealand l?nmily" in

The New- lmd Family and Child }evelgm;ent {Wellington: ,\ssociation

for the tu,ly ·ot Childhood,

1969), pp.

65-75

,

and

- - - • T h e

Changing

New

,~ealand Family:

A J>emop-aphic Analysis" in Hout-on, ~tewart

(ed)

J.1_arriage_and_the_Faruily

in New Zealand (hellington, Sweet am ?,axwellr

1970)

.

20.J .. , }. C "

• •~• • C reary. Introduction to the New '.~aland Family"

in 'ftle Ne. i..enlz-.nd Pgllily .-ml C,'hild l>eyelopnent (t'ellington: i ssoci tion