Citation

Alston L. J. Appl. Dev. Psychol. 1982; 3(2): 155-165.

Copyright

(Copyright © 1982, Elsevier Publishing)

DOI

unavailable

PMID

unavailable

Abstract

Studies of disciplinary responses to preschool children's transgressions often assume that subjects share the same degree of concern for the misbehavior under study. Individual differences in the strengths of different transgressions in eliciting disciplinary interventions were studied in 31 black mothers and 31 black teachers of Head Start children. Simulated situational urgency to discipline was measured by a Q-sort of 60 items depicting 10 types of misconduct observed in preschool classrooms. Attitudes of concern for the significances of the behaviors for the children's development were obtained through a separate rank-ordering procedure. Parents saw significantly more urgency in transgressions of social deportment. Teachers viewed aggressive and antisocial behaviors as more urgent, and tended to show closer agreement between intervention urgency and attitudes. Whereas teachers' interventions may be interpreted as responses to group child-care demands, the parents' concern for social deportment invites several interpretations.

Language: en