Children’s interests in school activities
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CHILDREN’S INTERESTS IN SCHOOL ACTIVITIES
A Thesis Presented to the Faculty of the School of Education The University of Southern California
In Partial Fulfillment of the Requirements for the Degree Master of Science in Education
by Marcia Vivian Bonsall June 1942
UMI Number: EP54174
All rights reserved INFORMATION TO ALL USERS The quality of this reproduction is dependent upon the quality of the copy submitted. In the unlikely event that the author did not send a complete manuscript and there are missing pages, these will be noted. Also, if material had to be removed, a note will indicate the deletion.
Dissertation Rubl.sh«ng
UMI EP54174 Published by ProQuest LLC (2014). Copyright in the Dissertation held by the Author. Microform Edition © ProQuest LLC. All rights reserved. This work is protected against unauthorized copying under Title 17, United States Code
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T h is thesis, w r i t t e n u n d e r the d ir e c t io n o f the ‘ C h a ir m a n o f the ca n d id a te 9s G u id a n c e C o m m itte e a n d a p p r o v e d by a l l m em bers o f the C o m m itte e , has been p re sen ted to a n d accepted by the F a c u l t y o f the S c h o o l o f E d u c a t io n o f T h e U n iv e r s it y o f S o u th e rn C a l i f o r n i a in p a r t i a l f u l f i l l m e n t o f the re q u ire m e n ts f o r the degree o f M a s t e r o f Science in E d u c a tio n .
D a te ..
......
G uidance Com m ittee
Fay Adams C hairm an
D. Welty Lefever
Louis P. Thorpe
TABLE OF CONTENTS CHAPTER I.
PACE THE PROBLEM AND PLAN OF PROCEDURE............ The problem
......................
Statement of the problem
1 1
..........
1
Importance of the study to elementary c u r r i c u l u m ............
3
Plan for p r o c e d u r e ........................
8
Construction of the questionnaire ........
8
Selection of the groups to be questioned
.
Administration of the questionnaire . . . .
13
Method of tabulating the results
14
........
Organization of the remainder of the thesis . II.
12
16
HISTORY OF THE STUDY OF CHILDREN’S INTERESTS IN SCHOOL ACTIVITIES .......................... Definition of interests .
...............
20 20
History of the study of interests..........
21
Early stu d i e s ............................
21
Standardization of interest inventories . .
23
Permanency of interest inventories
....
23
The activity interest inventory . ........
26
Recent studies
29
................
Interest studies in radio programs
....
29
..................
31
Industrial a r t s ..........................
33
Social studies
33
Nature interests
.................... ■ .
CHAPTER
PAGE Carry-over possibilities of physical educa tional activities for the elementary level, based on child interests and needs
•
••
34
Leisure time r e a d i n g ............ . . . .
35
Poor r e a d i n g .......................
36
Diagnostic child study record . ..........
37
Inclusion of child interest in plans for a curriculum
• . ....................
42
Psychological bases for the study of children!s ............
interests in school activities S u m m a r y ...................... III.
47
CHARACTERISTICS AND NEEDS OF THE TEN TO TWELVE YEAR OLD CHILDREN ...................... Physical characteristics and needs
50
. . . . .
52
Intellectual growth ........................
56
Social growth
..........................
58
Emotional growth
. .
62
Summary of chapter stud$r IV.
.................... ............
67
INTERPRETATION OP THE BACKGROUND OP THE CHILDREN INVOLVED IN THE S U R V E Y ................ Intellectual background of the children..
V.
45
69 ..
69
Experience background of the children . . . .
74
Summary of the chapter
75
..............
EVALUATION OP THE DATA FOUND IN THE QUESTIONNAIRE ON CHILDREN’S INTERESTS IN SCHOOL ACTIVITIES
77
Method of tabulation of data
77
............
CHAPTER
PAGE ........
79
Data on room p a r t i c i p a t i o n ................
85
Data on school participation
................
88
Data on language a r t s ......................
92
Data on radio .
95
School group participation
.................
Data on the practical a r t s ................
VI.
98
Data on m u s i c .............................
101
Data on scie n c e ............................
104
Data on hodily s k i l l s .....................
107
Data on miscellaneous i t e m s ...............
110
Summary of chapter study
115
........
. . . . .
SUMMARY, CONCLUSIONS, AND RECOMMENDATIONS . . . Summary and conclusions
..............
Recommendations........................ Recommendations for further studies
A P P E N DIX ..........
119 122
......
BIBLIOGRAPHY....................................
119
125 124 134
LIST OF TABLES PAGE Tabulation of Median Intelligence Quotients for Total Group
........................
70
Tabulation of Intelligence Quotients for Ten Year Old Group ......................
71
Tabulation of Intelligence Quotients for Eleven Year Old G r o u p ...............
•.
72
Tabulation of Intelligence Quotients for Twelve Year Old Group
..................
73
Comparison of 499 Children*s Attitudes Toward School Participation ....................
80
Comparison of 499 Children*s Attitudes Toward Room Participation ......................
84
Comparison of 499 Children’s Attitudes Toward School-Group Participation ..............
87
Comparison of 499 Children’s Attitudes Toward Language Arts
..........................
91
Comparison of 499 Children’s Attitudes Toward R a d i o ........ ..........................
96
Comparison of 499 Children’s Attitudes Toward Practical Arts .......................... Comparison of 499 Children’s M u s i c ........ ..
Attitudes Toward
............... • • • •
Comparison of 499 Children’s
99
102
Attitudes Toward
S c i e n c e .............................
..
105
PAGE Comparison of 499 Children!s Attitudes Toward Bodily Skills
................
..........
108
Comparison of 499 Children!s Attitudes Toward Miscellaneous Activities ..................
111
Comparison of Attitudes of 499 Children Toward School Activities ..................
114
Total Number of Children Expressing Like and Dislike for School Participation . . . .
135
Total Number of Children Expressing Like and Dislike for Room Participation . . . . .
136
Total Number of Children Expressing Like and Dislike for School-Group Participation .
137
Total Number of Children Expressing Like and Dislike for Language Arts
............
138
Total Number of Children Expressing Like and Dislike for Radio
....................
140
Total Number of Children Expressing Like and Dislike for Practical Arts . . ........
141
Total Number of Children Expressing Like and Dislike for M u s i c ......................
.
143
Total Number of Children Expressing Like . and Dislike for Science
..................
144
Total Number of Children Expressing Like and Dislike for Bodily Skills
............
145
Total Number of Children Expressing Like and Dislike for Miscellaneous Activities . .
146
PAGE Total Number of Children Admitting Experience in School Participation ........
148
Total Number of Children Admitting Experience in Room Participation ..........
149
Total Number of Children Admitting Experience in School-Gfroup Participation . •
150
Total Number of Children Admitting Experience in Language Arts
..............
151
Total Number of Children Admitting Experience in Radio
............ ..
153
Total Number of Children Admitting Experience in Practical Arts ..............
154
Total Number of Children Admitting Experience in Music.
............. ..................
155
Total Number of Children Admitting . . . . . .
156
..............
157
Experience in Science ........ Total Number of Children Admitting Experience in Bodily Skills
Total Number of Children Admitting Experience in Miscellaneous Activities
• • • . . . • •
158
CHAPTER I THE PROBLEM AND PLAN OP PROCEDURE Each individual needs to have two sides of his person— ality developed— his own feelings, likes, dislikes, and abil ities, and his capacity for getting along in a world where there are others trying to be individuals also.
Each is only
a small part of an immediate family group, a vocational group, a play or school group with political, and religious affiliations and opinions.
These interests which surround
him are the tools and activities which cause pleasant or un pleasant feelings.
The thoughts and ideas which he has on
these subjects make up his individual philosophy of life* Subjective interests and aversions are the activities of a person’s life upon which he can report that to him they are pleasant or unpleasant. When one thinks of this type of reporting, a choice of activities need to be given to provoke a response.
This is
the kind of a procedure to be used in an inventory trying to determine interests* I.
STATEMENT OP THE PROBLEM
Purpose of the investigation.
The purpose of this
study is to carry out a library research and to study the results of an interest inventory of activities carried on at school, which was given to 499 pupils from ten to twelve
a years of age; in order to determine (1) The extent to which childrenfs interests should he considered in elementary edu cation
(2) which activities are of more interest to children
than others; and (3) which natural low interest value activi ties should he taught to children in spite of their seeming disinterest. Child interest can he a partial guide for curriculum makers.
Observance of this theory should give each child an
opportunity for self-development, and also allow him to have a well-balanced orderly progression of information to he learned, as well as give to him the techniques necessary to care for himself and others.
The child who has the chance to
experience the activities in which he is especially interested, will have gone a lot farther toward becoming a well integrated personality than those who sit-and-listen their way through the text-hooks.
In quoting from Hopkins, Lane brings out
this point of view when he says* Of all types of curriculums discussed, the experience curriculum offers greatest possibilities for meeting the integrating needs of pupils and teachers.^ Importance of the study.
So that the difference be
tween genuine interest of children and that which is super imposed by the teacher is understood, it is necessary to have
^ Robert Hill Lane, The Teacher in the Modern Elemen tary School (New Yorks Houghton Mifflin Company, 1941), p. 384.
teachers who know children as well as subject-matter.
The
teacher is the key to the situation*. Most pupil interst probably arises primarily from mind-set. Children are normal human beings, more or less reasonable and amenable to suggestion. They re spond to natural and legitimate reasons for learning activity, even more than adults. Thus interest, atten tion, and motivation are attained not only by the nature of the objectives, materials, and procedures themselves, but by the contribution of the teacher her self. • • activities should be related to objectives intrisically worthwhile.^ Educators must make a study from the standpoint of the psychology of learning rather than from the adult conception of logic of subject-matter. The child is the starting p o i n t * 3 If individual taste is to be developed during the school hours it is significant for educators to understand the relationship between the adult guide and the child with his own impulses and tastes.
Individual interests merge
with group interests, so that at times the character of a child*s choice is almost obliterated within his decision to accept the standards set up by the group.
Segoe4 , in
mentioning studies made by Fisher and Bursch (individually), p
* Ernest W. Tiegs, The Management of Learning in the Elementary Schools (New York: Longmans, Tureen and Company, 1937), p. 18. 3
Virginia Stone, ftHow far can we use child interest in building the curriculum.?11 Progressive Education. 8:337-8, April, 1937. ^ May V. Seagoe, Psychological Basis for Curriculum Trends,11 Curriculum Journal, 9:309ff, November 1938.
says that a group judgment tends to be as good as that of the best member of the group, rather than that of the aver age. Stott, when interpreting "Children's Interests and Teachers1 Judgments”^ points out that when a teacher con siders the interests of her pupils she has various needs to take into account, such as;
to enrich the curriculum, to
raise the level of interest and their accomplishment, and to allow the child to develop naturally.
Opponents of the mod-
ren teaching have let themselves believe that because a. teacher gives her class freedom that she is authorizing lic ense.
There can be a happy medium between the two view-points* Children do not display interest without some refer
ence to some object or purpose.
Interest In an activity be
comes one of enthusiasm, alertness, or a complete application of diligence to the subject at hand. Older children show interests in a more mature level of group games, involving bodily activity, making things, cooking, sewing, dramatics, collecting, story writing, poetry, reading, intellectual games, travel ing, camping, *nusic and art, caring for pets, giving and going to'parties, club activities of all kinds, nature study, and even the study of school subjects. Many are purely acquired interests. The best progressive policy recognizes the need for pupil Interests in the school and also for developing
^ L. V. Stott, "Children's Interests and Teachers* Judgments,” Progressive Education, 8:192-5, March 1931.
5 desirable interests when they are lacking.® Firman? makes a comparison between the philosophy of modern education and that of the formal type by saying that the former pervades activities .while the latter prevails in subject matter alone.
In its place progressive education
aims to set up objectives which are to free the pupils from teacher domination by developing children1s initiative and power to think and act independently, and to give some pre paration for cooperative social living— by doing. Wrightstone names these qualities as the Intangibles of an experience curriculum:
to show initiative and cooper
ation, to take responsibility, to have the ability to plan, to show self-mastery, and to possess other social values.
He
goes on to say: The use of direct observation in the study of social behavior has led to the techniques known as "time-sampl ing”, "controlled-observation", and "observational” techniques. So far, experiments in the diagnosis and measurement of social conduct in progressive schools by means of ob servational techniques show progress toward accurate instruments of appraisal.8
Q G. H. Hildreth, "Interests and Skills at School," Child Study t 7*261-7, July 1930. ? Sidney G. Firman, "Taking the First Steps in Pro gressive Education", Progressive Education. 12:30-4, January 1935. ® J. Wayne Wrightstone, "Measuring !Intangibles1 in Progressive Schools," Progressive Education. 12:95-97, Feb ruary 1935.
6 There are a great many interests which are common to a large number of individuals. sirable; others are not. others are persistent.
Some last but a short period, and Sometimes a person has an actual need
and is not aware of the fact. no interest.
Some interests are highly de
For this need he has developed
On the other hand, he may show an interest for
something which he thinks he needs, but really does not. Interests can be changed by the surroundings. This Is the cue for teachers and pupils to work to gether to plan, develop, and evaluate the activities in. which the pupil is to engage.
Part of the teacher*s job Is to
guide in developing, broadening, and improving her pupils1 activities toward better ways of living.
She has to keep in
mind that each child is different from his neighbor, yet he has certain ideas and thoughts in common with the others. Frederick, when discussing ,fPupil Interest and Heeds as a Basis for Curriculum Development,11 draws these general conclusions : The interests and both the present and future needs of the pupils can be provided for much more adequately if many kinds of curriculum content, activities and procedures are used, and If the curriculum is selfcentered and organized in such a way as to promote the gradual growth of the pupils toward maturity physically, emotionally, mentally, and socially.9
9 0. I. Frederick, "Pupil Interest and Needs as a Basis for Curriculum Development,tt Curriculum Journal, 9:300, Hoveraber 1938.
Some of the reasons for teaching through pupil inter est have been set down in five points by Batten: 1. The child remembers the facts longer because of pleasant association. Pacts and learnings become a part of him due to the many senses and mediums used in the learning. 2.
Independence and initiative are developed.
3. Subject-matter is taught logically. organized. 4.
Thinking is
The child learns that he is a part of society.
5. The child learns to respect the efforts of others.10 When considering the importance of this problem, Ch i ldren’s Interests in School Activities,” 'it is obvious that the psychological principles back of children’s inter ests are of major importance. this discussion.
They are considered later in
Children who have the opportunity to parti
cipate in school activities motivated by these principles should benefit by this philosophy of education as set down in ”A Charter for the Elementary School” by Robert Hill Lane Article One An Acceptable Philosophy of Education 1. The major purpose of elementary education is to ensure successful growth of children. 2.
All kinds of growth are equally important.
M. Batten, ’’Teaching Through Pupils* Interests,” il. Instructor, 45;25ff, January 1936.
8 S. Each child grows in an environment-physical and social— which conditions his growth* 4. The growing child’s day is made up of experiences within his environment. 5. The major task of the teacher is to direct the growth of the child from each level of his development to the next higher level.11 II.
PLAN FOR PROCEDURE
Construction of the questionnaire. When planning an interest inventory for children from ten to twelve years of age, the writer made an extensive search for inventories which would show the activities of children at school.
The
majority of the interest surveys made in the early days of investigations were given to adults for vocational reasons. Only a few of those reported by Fryer were concerned with small children.
The most inclusive general interest survey
which came to the attention of this writer is the one by *| P
*1 *z
Witty and Hopel^ and a shorter one by Presler^ •
Neither
one answered the questions of the experience curriculum teacher, since the former is too lengthy to be of practical
11 Robert Hill Lane, The Teacher in the Modern Elemen tary School (New York; Houghton Mifflin Company, 1941*1/ p. 384. ^ Paul Witty and David Kopel, Diagnostic Child Study Record, Northwestern University Psycho-Educational Clinic, Evanston, Illinois, Copyright 1936. ^ Frances Presler, "Including Child Interest in Plans for a Curriculum," The Instructor, 48:16-7 and 76-8, October 1939.
9 value to the average classroom teacher and the latter is too subject-matter minded.
Too elaborate techniques defeat the
purpose of a teacher who has a class of thrity-six children* Though the permanence of interests cannot be relied upon to a great degree, yet the concern of the teacher is how to plan for today, tomorrow, for next week and next month.
The
interests for the time being should have a bearing upon the plans which she and the children democratically need to plan together in a democratic fashion. The ^rious activities of the school are divided into ten sections, based not necessarily upon subjsct matter, but rather, upon general ideas which carried a relationship to each other.
These ten groups were decided upon for conven
ience in tabulating and interpreting* 1.
School Participation
2.
Room Participation
3.
School-Group Participation
4.
Language Arts
5.
Radio
6.
Practical Arts
7.
Music
8.
Science
9. Bodily Skills 10.
Miscellaneous
So that the items would be as simple for the children
as possible, the seventy-eight items^ were listed with double spacing between the groups, and the headings or groupings omitted.
The vocabulary of the items was kept in ten-to-
twelve year old terminology, so that as little explanation from the examiner as possible would be necessary.
The number
of items in the total inventory was culled from various lists of activities possible in modern teaching, using a number of written courses of study^-5. from the activities which were in progress in many of the schools of the city; and from the experience of the assistant superintendent, the chairman of the writer’s thesis committee, and the teacher-principalsupervisor experience of the author.
The total number decided
upon was determined by those items which seemed significant when discussing the work done by children, and also by the endeavor to make the check-list of practical value to teachers by making it simple in structure and short in examining time.. The mimeograph paper selcted was eight and one-half by eleven inches.
This size easily accomodated the items on two pages* The items were arranged so that a child would have a
basis for answering.
A sample of the heading and a part of
the inventory will give a more definite picture of the points involved:
The Courses of Study considered are listed in the Bibliography. 15
The complete questionnaire is shown in the Appendix.
11 CHILDRENS INTEREST IN SCHOOL ACTIVITIES Boy
Girl
School_______Age at your last "birthday____
Draw a circle around the letter L if you really like to do these things, or think you would. Draw a circle around the question mark _? if you are not sure. Draw a circle around the letter D if you don’t like to do these things, or think you wouldn’t. Place a check in front of each activity you have done at school
Example: Put up the school flag vGo on e r r a n d s ..........
.................... ' . E(f?D (lJ)?D
Help your t e a c h e r .............. L Help those In the office ................. L Help with paper drives .................. L Belong to a school council (safety, thrift, etc.). . . . L
? D ?D ? D ? D
The children were asked to put a check before the items which they had experienced, as there was no way to be sure whether the child who circled the question mark was doing so because he actually did not know whether he liked to do some thing or whether he had no experience and did not feel compe tent to judge.
The example of ’’Put up the school flag” which
was circled on the question mark, is an example.
Very few
children ever have an opportunity to do that for a school. It is customary for the custodian to raise the flag, and in some schools, a selected committee takes charge of the cere mony.
Most children would have to omit a check for this acti
vity and circle the question mark with the doubt in mind. With no check before the item in the margin, the examiner understands that the child has had no opportunity to parti
12 cipate in this activity.
If she were a discerning teacher and
felt that this was an activity in which the child would bene fit, this consideration would give her a clue as to future procedure# The second item in the example is a very common one and with the check, showing experience, and the L circled, the popularity of the item is readily determined. With these points in mind, the questionnaire included: 1.
Seventy-eight of the activities which are carried
on in modern elementary schools. 2.
A choice of nLike,tt Uncertainty,
and nDislike,tt
to be marked. 3.
A check of experience in each activity.
4.
Sex, age, name, intelligence quotient.
5.
Provision for the possibility of lack of under
standing by poor readers, by having the examiner read each item aloud. 6.
A fairly accurate check of marking by the exami
7.
ChiId-comprehensible vocabulary.
8.
Detailed directions for the examiner, together
ner.
with examples on the check-list of how to mark the papers. Selection of the groups to be questioned.
The study
was limited to children from ten to twelve years of age. Part of the children were in the fourth grade, most of them
13 in the fifth and sixth.
In order to give the children the
benefit of doubt when admitting whether they had experienced the items or not, sixteen teachers were chosen from five ele mentary schools of the Los Angeles City School District. They were known by their Assistant Superintendent and their Assistant Supervisor of Curriculum to be giving children op portunities to experience a rich well-rounded daily program* The middle-class home background of the children selected was similar.
All were in the city with the customary street cars,
buses, churches, schools, business districts, parks and re creational facilities available.
No attempt was made to
choose children with high or low intelligence quotients; every child in each class was.examined.
In each case the school was
organized on a basis where grade, age, and maturity were taken into account with no development or opportunity rooms taking out the dullest or the brightest children.
This consider
ation provided a cross-section of children in a real life sit uation without segregation of those at either end of the scale of ability.
All of the children were American born, and only
a few came from homes of foreign extraction, so that there was no language handicap. Administration of the questionnaire. For many reasons, it was impossible for this writer to administer questionnaires to sixteen classrooms in five different schools to 499 children* The teachers had been selected because of their ability to carry on a well-rounded daily program and it was thought that
14 they had "best give the check-lists.
Doubtless there might
have been chance for less error if one person could have given the tests to each class, but knowing the teachers in question, the writer had confidence in their judgment., Each teacher was given thirty-six copies of the check list, and a page of directions for administering, in a large manila envelope with her school and name on the outside. The directions for administering may be seen on the following page.
Several suggestions to the examiner bear explanation.
The children were asked to place a sheet of paper under each line while the examiner read the item aloud.
This procedure
was to assist those who might be slow in reading, thus giving them audio as well as visual aid.
In case of a question
about the item, the teacher might answer as long as the answer would not be influenced.
To insure all of the items
being circled once, the children were asked to count the number of ’’Likes,” ’’Questions,” and ’’Dislikes,ff and put their total at the bottom of the second page.
After the papers
were finished, each was asked to write his name on the upper, left corner of his paper.
This device was used so that the
pupils might be influenced to mark their papers more freely than if they thought they were going to be checked.
For the
purpose of individual analysis, the name was essential, both for computing the intelligence quotient, and for determining what can be done for each individual in a guidance program. If a principal or teacher wishes to use the check-sheet to
15 get a general tendency in a school or class, the name is un necessary •» Method of tabulating the results*
The results of the
check-list were tabulated first according to the actual count of "Likes", "Questions”, and "Dislikes" by age, and by sex* All of the items of the first group, "School Participation", were on one page.
Items of the second group, "Hoorn Partici
pation", were on the second page,, and so on for the ten groups• The actual count tables were converted into percen tages in order that comparisons could be made for individual items.
The complete table for actual count and the resulting
percentages became so complicated when the writer attempted to compare the likes, dislikes, and uncertainty of various items that the actual count tables were converted into compo site scores and labled "Values"*
These composite scores
wefe computed from the actual count tables and each scoring was given a value. of plus one.
Items scored "Like" were given a value
Items scored "Uncertainty" were given a value
of zero, and items scored "Dislike" were given a value of minus, one.
Items of "Like" minus "Dislike" divided by the
total score of those in the group who were examined, equals the composite score.
Thus, item one of the Actual Count
Table I, under "School Participation," which was "Helping the teacher," when the values are assigned: equals the composite score of *93*
65 - 1 * 69,
16 Instead of eighteen columns across the page to compare, the composite scores of "Values" makes six columns and of ad vantage when interpreting the data,
Adams makes the observa
tion, "One disadvantage results from using composite scores instead of the original percentages.
Range or scatter of
scores are not possible to indicate."^
It is often worth
while to know whether an item was "Liked" or "Disliked1* by the children of a given age or sex.
Anyone interested in
determining either of these points may find these data by re ferring to the Tables in the Appendix called'^Fotal Number of Children Expressing Like or Dislike for the Item.,, Where there is a significant difference in individual items, or a group of items, the information appears in the text.
The
comparative tables are included in the text as they are needed* An actual count of each item on the original question naires was made to determine how many of the children said they had experienced these activities.
These tables were con
verted into percentages for comparison and may be seen in the Appendix• A tabulation of the Intelligence Quotients by age and sex showing frequencies and percentages, and cases above 110 and cases below 90 follow the analysis in the text.
Fay Adams, The Initiation of an Activity Program into a Public School. Contributions to Education, No. 598* (New York; Teachers College, Columbia University, 1934), p. 28.
317 The tabulation of' results, then, consists of the follow ing tablest 1.
Total Number of Children Expressing Like and Dis
like for Seventy-eight Activities; 2.
ten tables*
Comparison of 499 Children’s Attitudes Toward
Seventy-eight Items based upon the Total Number of Children Expressing Like and Dislike for Seventy-eight Activities; ten tables. 3.
Total Number of Child.ren Admitting Experience in
Seventy-eight School Activities* 4* sex;
Tabulation of Intelligence Quotients by age and
three tables. III.
ORGANIZATION OF THE REMAINDER OF THE THESIS
In Chapter II is contained (1) background material which was necessary for the writer to have before attempting to build a questionnaire which would throw light upon the re liability of building a part of the curriculum upon pupil interest; and (2) an attempt to discover some of the actual likes and dislikes of the activities in. school in which chi3Ldren are expected to engage.
A questionnaire cannot be built
intelligently unless its writer understands the problems in volved which educators before him have considered worthy of continuance for study, and which they have discarded as being of little value.
The analysis others have given the data
which they have found, has a bearing upon the findings of
18 those in the future#
The individual who constructs such a
check-list should know the psychological basis for the study of children’s interests.
These findings of the author are
given here in order to make the analysis of children’s interests by research and questionnaire as valid as possible#
Current
problems which are mentioned in order to analyze the data found in the check sheets of these 499 children are considered# The study in Chapters III and IV is concerned with pre senting the data necessary to the understanding of the children who are involved in a study of this kind# Hockett^^ says that the ability to understand a child’s interests is to understand the stage of development he has reached and the direction in which he is growing#
Some of the
answers to questions about how the children grow are considered in order to get a true pictmre of the children with whom the study is concerned. In Chapter V account is taken of the interpretation of data found in the questionnaire on Children’s Interests in School Activities which was given to 499 children from ten to twelve years of age.
Certain items especially significant are
analyzed; comparisons are made of the composite scores, and the relation of experience to interest; and in some groups
^ John A. Hockett, "Children’s Interests and the Edu cational Program," Twelfth Yearbook of the California Elemen tary School Principals’ Association. (Sacramento, California: News Publishing Company, May 1940), “'p* 2;.
19 the relation or intelligence to interest are considered* This thesis is concluded by Chapter VI with the pre sentation of the findings, conclusions, and recommendations resulting from the library research and from the findings of the actual questionnaire. In the Bibliography are contained books, pamphlets, magazines, and the results of personal conferences.
In the
Appendix are contained the tabulations from the questionnaire*
CHAPTER II HISTORY OP THE STUDY OP CHILDREN*S INTERESTS IN SCHOOL ACTIVITIES The general field of the interests of children from ten to twelve years of age has been neglected in the field of educational research.
There are very few studies which
will assist the teacher who is planning to help children grow by means of an experience curriculum.
The teacher at
these levels has had to rely on her own observation for the many things which children,do, say, and wish, if she expects to capitalize upon the treasures” which are brought to school ”to show to the teacher” . I.
DEFINITION OF INTERESTS
Hockett, In discussing the current interpretation of behavior and learning, says that both life and learning are a forward-moving process.
In this progression of the years
an integrated individual strives with all of his mental and physical power to achieve goals or purpose^ which he sets up for himself« When we see an individual striving to reach a parti cular goal, we say he is ”interested” in such a goal. Interest, then, is an indication that a person is devot ing himself to a course o f action because of some real or fancied value that it holds for him. If he throws himself into an activity with wholehearted abandon, we say that he is strongly interested, but if his efforts are feeble and sporadic we are convinced that his in terest, is slight. Interest may be considered an indica-
21 tlon of the amount of effort an Individual is willing to put forth to achieve an objective. Where there is no interest, as John Dewey has repeatedly insisted, there will be no effort. Interest, effort, purpose, aims, values are thus terms whose meanings are closely related. To seek the origin of interests is to inquire how purposes or goals arise in the growth of an individual^ Melbo^ says that the best general treatment of the whole subject of interests is still in Deweyfs book on in terest and effort.
Hornefs evaluation of Dewey*s definition
is worthy of some consideration for the latter has given three meanings for the word ”interest”: (1) the whole state of one*s active development, as one*s business or occupation; (2) the point at which an object touches, engages, or influences a man; and (3) the personal inclination such as.the engrossment of the self in an object. II.
HISTORY OP THE STUDY OP INTERESTS
Early studies.
Subjective interest used to be regarded
as a factor in mental experience.
As early as 1869, James
Mill and stated by Stumpf in 1883, pointed out that a habit
^ John A. Hockett, ”Children*s Interests and the Edu cational Program,” Twelfth Yearbook of the California Elemen tary School Principals * Association TSacramento, California: News Publishing Company, May 1940), )p. 2. O Irving R. Melbo, ”A Review of the Literature on Children’s Interests,” Twelfth Yearbook of the California Elementary School Principal s'7*"*Association (Sacramento, Calif ornia: News Publishing Company, May 1940), p. 16.
of thought is interest.®
The modern psychologist is concerned
with the total experience of interest in trying to make edu cational, industrial, and social adjustments.
This concern
with total experience is typical of Gestalt psychology.
This
point of view leads to use of likes and dislikes in estimating experience.
When there is a pleasant feeling, or a positive
liking accompanying the experience, it becomes interest. Gestalt psychology is the most recent development in the field* Two other theories proceeding it were termed structural and functional* In 1890, William James developed in America a dynamic aspect of interest experience.
He'spoke of interest as a
selective agent in all experience.
Felix Arnold, in summar
izing the views of early psychologists, comes to the conclu sion that interest points to the future.4 Woodworth® has a more modern conception of interest as a motive or drive toward activity.
Modern conceptions which
date from about 1920, from research of subjective interests have come to regard: • . • complex configurations of feeling experience,
® Douglas Fryer, The Measurement of Interest (New York: Henry Holt and Company, 1931), P* 459. ^ Felix Arnold, MInterest and Attention,” Psychology Bulletin 1905, 'pp. 361-368. ® R. S. Woodworth, Dynamic Psychology (New York: Columbia University Press, 1918), p. 211.
23 and the driving force of the experience is no longer considered to be a part of the interest factors being measured. The motivation factor in experience is con sidered separately. The criterion of interest is thought of as feeling,6 Standardization of interest inventories. Work was be gun in standardization of interest inventories in the gradu ate seminar of Dr. Clarence S. Yoakum in 1919, at the Carmbgie Institute of Technology. Early investigations were made in an attempt to measure the mechanical and social interests of engineers.
Another
study endeavored to distinguish between successful and un successful salesmen. Permanancy of Interests.
In an attempt to predict the
occupations which a group might want to follow later on, very often the choice of interests is little known to the indivi dual when he is giving his reactions.
This fact may result
in an indifference which would fail to make the inventory re liable. One study was made of the permanence of interests among elementary school children.
The changes of vocational
interests of thirty-six sixth grade pupils were studies over a six month period by Poull.
Forty-four per cent made entirely
new choices within the sixth month, following, and twelve per cent shifted the order of their choices.
6 Fryer, op. cit., p. 459.
In forty-four of
the eases, the first choice remained unchanged aftef* the six months had
elapsed.
7
Greany planned an inventory which involved the factor of occupational instruction.
Pupils in the fifth to eighth
grades were divided into two groups.
One was to receive in
struction in the occupations over a three months period* mHow do you intend to earn your living when you are all
through going to school?” On© year and three months later the question was re peated.
The results were: Instructed group • • • • • • .24.5$ remained the same Uninstructed group • • • • • .28.8$ remained the same A fairly high degree of permanence of vocational in
terests is shown by some studies, and fairly low by others* Vocational fads come and go, the occupational ideals of the individuals are shaped by the social environment.
The main
purpose of life yesterday may be of minor importance today* Human interests cannot absolutely be stable for growth comes with change. day.
Interests of today are based on those of yester
Through a summarization of the permanence of interests,.
Fryer says that there are forty-two chances that an individual will continue a certain interest development against fiftyeight that he won*t— through elementary, high school, and college.®
25 Dunlaps made a study of the relationships between con stancy of expressed preferences and certain other factors, which was reported in October, 1936,
In the seventh grade,
146 students marked the Dunlap Preference blanks twice— ten months apart.
The subjects marked were arithmetic, geography,
grammar, history, hygiene, literature, and general interests* The items were grouped as to subject-matter field and the tests that determined the general interest and literature were superior to the rest. Individuals varied from sixteen to seventy-two per cent of identical responses.
In the second tabulation, in refer
ence to the constancy of response from field to field, some students varied ten times others. between subjects remained the same.
However, the relationship That is, geography, his
tory, and literature remained in the same order over the per iod of months.
Constancy was found to be correlated with
achievement and intelligence.
Those whose preferences remained
more nearly constant had the highest achievement and intelli gence. The girls were found to be more constant in their atti tude toward arithmetic than boys.
The boys were more con
stant in their attitude toward history than girls. As a whole, Dunlap found a .50 positive correlation between expressed preference or interest in a particular school
^ J. W. Dunlap, ^Relationships Between Constancy of Expressed Preferences and Certain Other factors” Journal of Educational Psychology, 27:521-6, October 1936.
26 subject and.success in the subject, Gaw, Hubbard, Cowdery, Brainard and Shuttleworth, re ported by FryerlO administered interest inventories to test the permanence of interests. dren and adults.
Their tests were given to chil
They used two methods, and found that the
percentage of items was the same on two occasions, and that there was a correlation between the scores of individuals on two occasions. The summary from their studies and others is given by Fryer t • • .interests become more permanent with age, exper ience, and professional development . . . prediction of future interests has had unwarrantable emphasis . . . specific interests are important as they hold a place in the total development of vocational interests • . • guidance would emphasize a broadening development of interests • • • abilities would be a factor . • . H The activity interest inventory.
There are two kinds
of inventories which bear discussion, the object and the ac tivity inventory.
The object inventory has never proven so
very successful, though a few have been worked out in Nature Study.
Many early tests were formed from what was meant to
be stimulating objects.
Newer inventories used more items
Fryer, op. pit., p. 182. ^
PP* 184-5.
27 which were meant to imply activity.
Usually the structural
and functional attack have been combined*^ Two methods have been used in building the activity inventory• One aimed to classify activities into groups of common activities and then to assemble these groups into more useful categories . . . The individual is asked to re view the occupations which he knows and to decide upon whether he likes or dislikes a particular function as it is found in these occupations.13 In 1913,
Schneiderl^
used a list of occupational func
tions with opposing characteristics, trying to discover talents of engineering students• There are possibilities of errors to be avoided in an activity inventory.
A person checking might not be informed
sufficiently about an activity to make his reaction valid* He might generalize about some activity with which he has had too little experience to be able to judge it accurately. A suggestion for improving the activity inventory might be based upon the sampling theory.
Instead of giving
reactions to everything, typical experiences are taken out of the environment known to exist.
Studies along this line
were begun by Brainard at Kansas State Agricultural College
12 Fryer, ££. cit.3 p. 29. 13 Ibid. pp. 29-30. Herman Schneider, "Selecting Young Men for Particular Jobs,” American Machine, 38:597-600, 1913.
28 and by Harston and Brentlinger at Oberlin College in 1930. Each activity group might be represented by giving typically specific activities. seven degree scoring plan:
For example, Brainard had a
Very Pleasant, Quite Unpleasant,
Slightly Unpleasant, Neutral, Slightly Enjoyable.
Low scores
would indicate aversion and high scores numerous interests. A third degree score would be more valid with elementary school children, such as:
Often, Sometimes, Not at All; or
Like, don’t Know, Dislike; or Like, Dislike, No Basis for Jusging are all possible for children from eight to twelve years of §ge. The activity inventory might be thought of as a job analysis of the occupations.
In extended lists of specific
activities, the generalization error would be less.
An in
formation error remains so long as the list contains items of which the individual lacks information. The studies which have been discussed above have been given mostly to high school children or adults, and have to do with the traditional three H ’s or with vocational interests. They have a place in this thesis because there have been only a few which dealt with small children and the theories used in such inventories gave a basis for composing one for teachers in an experience curriculum. Recent studies. A great deal of the historical deve lopment before 1931 has been taken from Douglas Fryer’s in-
29 vestigations of literature on the measurement of interests* A number of very interesting studies have been made since that time, and the magazines are filled with the pros and cons of basing the curriculum at least partially if not wholly upon child-interest. fields*
Most of the studies are in specialized
The studies reported below are by no means exhaus
tive, but are samples of types of inventories carried on, and types of fields in which they were used.
Each carries its
own conclusions, and implications for the check-list which was given by this author. Interest studies in radio programs * With the advent of radio into daily life comes a number of radio interest in ventories.
Some are surveys made within a single school with
the same kind of home background, and others are more exten sive.
In
each case they are free choice surveys, in which
children write down their choices. Anne Reilly in the radio program survey which she con ducted, attempted to determine the answers to five problems: 1. Difference in children of various elementary grades, ages, sexes, and nationalities in their pre ferences for particular programs. 2.
Type of program to which they.listened.
3.
Why they liked the programs.
4.
Their favorite radio stars.
5.
How many programs they listened to daily.15
15 Anne Elizabeth Reilly, 11A Survey of Children’s In terests and Reactions to Radio Programs,” (unpublished Masters Thesis, The University of Southern California, Los Angeles, 1937), 97 pp.
30 “Calling All Cars” was the top ranking favorite among both hoys and girls, with “Jimmie Allen” a close second for boys, the “Lone Ranger” was the most popular with both sexes* Programs vary from year to year, making information.as to the content, interest in various new types (such as the quiz, “Information Please” ) needed as the years go along. Reilly reported a similar study in process at Columbia University at the time and said that the difference in intell igence level is a small factor, in the choice of radio pro grams when considering children of the fourth, fifth and sixth grades together*
Her analysis included the types of programs
which ranked highest and said that for boys they preferred exr* citement, adventure, mystery, comedy, in the order named* Girls preferred comedy and music, singing and imaginary situ ations • Other studies which have been carried on may be found in the “Selected Bibliography on
Radio in Education”^® by
those interested in pursuing the subject further. Nature interests.
Object
inventories have been made
in Nature Study in which objectives have shown to children and their questions tabulated.
Stevenson^, in 1931, made
"I
National Education Association. Department of Ele mentary School Principals. Radio and the Classroom. Washing ton, D. C., The Association, 1940-41, p. 96* ^ E. M. Stevenson, “Children^ Nature Interests.” Ele mentary School Journal 32:276-84, December 1931*
331 a report which included one made by several other pensons. Among them was one by Gilbert H. Trafton made in 1913, in which he found that children have a limited acquaintance with nature, -that the color, size and sounds of animals appeal most.
The appearance of animals impressed younger childrens
and the activities of animals are most impressive to upper grade children. Another survey which Stevenson reported was one madev by Charles Finley in 1921, using a nmud puppy11. Younger chil dren were concerned with identification and older children were concerned with the activities of the animal.
In a second
study he wanted to determine children’s preferences for plants, animals, or physical matter.
He took in the classroom a
mounted black skimmer for the animal, pendulum materials for the physical objects, and a resurrection plant.
Of the 1,716
elementary school children, 50 per cent asked about the bird, 25 per cent about the plant, and 21 per cent about the pendu lum. A similar experiment was made by Laura .Emily Man in 1912, in regard to the relative interest of children in physical and biological nature material in kindergarten and primary grades, showed a preference for the cat, engine, plant, in the order named with little variation.. Elliot R. Downing used a letter form of inventory in 1912.
She used 732 eleven and twelve year old children; 61
per cent of their questions dealt with animals; 20.6 per cent
with plants; 11*6 per cent with physical things; 1.8 per cent with miscellaneous.
She said that two-thirds of their
questions dealt with activities rather than with information* Stevenson conducted a study of 119 San Jose, Calif ornia, children in grades four, five and six in May 1929* procedure was to fill out the questionnaire. matter was divided into four fields: ic, and animal. field.
The
The subject-
plant, mineral, mechan
Each contained choices within a specified
Objects were observed in the four fields.
were allowed to ask questions.
The children
They filled out a second ques
tionnaire as they now were more familiar with the objects. They wrote about the things which interested them most. Stevenson summarized the results and came to the fol lowing conclusions, that: 1.
Children are interested in nature objects.
2. Live animals were the most interesting. 3.
Unusual, unique, spectacular things grip children*
4. Children's interests in nature study vary from time to time• Industrial arts.
Included in a course of study from
Minnesota is a survey of the placement of interest in indus trial arts.
This survey illustrates how the activities with
which industrial arts is concerned is allocated according to their survey*!®
Ernest W. Tiegs, The Management of Learning in the Elementary Schools (New York: Longsmans, Green and Company, 1937), p. 264.
53 Topics
Grades 1
2
3
4
1.
P o o d ..........
X
X
X
2.
Clothing •
• •
X
X
X
3.
Shelter
....
X
X
X
X
4.
Books and records X
X
X
5.
Utensils and fur nishings • • .
Social studies.
6
X
X X
X
6 . Ytfeapons and tools
5
X
X X
X
X
X
The interest inventory is of especial,
value when the high school counselor is trying to determine a course of study for the students.
One high school has made
an "attempt to broaden the instructional basis to include every worthy interest of daily living by giving pupils a wide range of activities in which they may earn credit. This list of interests includes mostly types of things which they may do.
It includes:
. . . newspaper articles, pamphlets, textbooks, ency clopedias, forums, art galleries, personal, interviews, movies, sermons, athletic contests, observation trips, radio programs, dramas, selected fiction* This high school believes that when students are able to make a choice of activities other than just textbooks, a number of things can happen to them*
Carl E. Cole, "Original Interests and the Social Studies Program," The Social Studies, 30:292-294, November 1939*
1* soften conflict between curricular and extra curricular work 2.
facts learned are wanted
3.
lead toward activities of daily life
4.
increase pupils* ability to use library facilities,
5. when children and adults do what they wish to, they grow in independence of thought and habit Carry-over possibilities of physical educational acti vities for the elementary level, based on child interests and needs.
oi
Dean&x investigated the sex and rural and urban dif
ferences of physical recreational activities of nine to twelve year old children by questionnaire.
Her investigations
included the number of children who play together, places in which they play, ownership of play equipment, games they played, games highest in frequency, preferred games, individ ual and partner type games, participation in stunts, and par ticipation in athletic skills* A few years ago a questionnaire was submitted to fifth and sixth grade teachers in the Los Angeles City Schools, re presenting 43,194 pupils, to attempt to determine the play or recreational interests.
20
The publication gives these.interests
Cole, ibid., p. 294.
Doris Mae Dean, ,fCarry-over Possibilities of Physical Recreational Activities for the Elementary Level, Based on Child Interests and Needs,1* (unpublished Ma'ster*s thesis, University of Southern California, Los Angeles, August, 1935), 104 pp.
35 play, movies, aviation, handicraft, books, household arts, nature study and science, and art and music.
Suggestions
are given on each subject.22 Leisure time reading.- In 1937, Voiles23 made a study of the leisure time reading of elementary school children in seven Hollywood schools.
She attempted to determine the in
fluence which sex, chronological age, grade reading ability, special endowment and specific training would have on the quality of reading; the influence of the home, school, and public library on reading habits.
She made a number of find
ings significant to the teaching of reading, such as— chil dren read approximately the same number of books as surveys twenty years ago indicated; that many children of high men tality do little reading, and also read mediocre books; that the highly endowed read in wider fields and more books per child than the less highly endowed. Poor reading.
In the Appendix to a doctoral disser
tation upon the genesis of poor reading, Bennett has inclu ded an interview form containing these questions: How do you spend most of your spare time? Tell me which of these things you dislike and never do, which op
School Publication No. 344. ”Recreation--A Com munity Enterprise.” Los Angeles City Schools, 1940. Office of the Superintendent. ^ Stephanie Hill Voiles, f,A Study of the Leisure Time Reading of Elementary School Children,” 1937*
36 of these things you dislike and never do, which you do sometimes (once a week or so), and which you are doing (almost every day). Samples?
never
sometimes
always
Playing ball with a g a n g .............. . Playing with younger children • • • • • ........ . . . . . . .
24
..........
Like any free association technique, their chief value may be in the subject areas.
He found that reading was less
frequently mentioned as a major activity of the group of ex perimental children, and never in conjunction woth studying* Contrariwise, the group who felt that they had done the most studying were among the poor readers.
nThe experimental chil
dren were less inclined to spend leisure time in voluntary reading.
Yet when they were asked, *Do you like to read?1 79
per cent said, *Yes*.f,^5 Bennett*s conclusions do not entirely agree with Pauli Witty*s.
Bennett believes that:
. . . vigorous or gregarious play habits are asso' ciated with limited mentality, while the child of nor mal intelligence who suffers from an academic handicap may tend to quieter, more solitary interests.^ Diagnostic child study record. 24
Paul Witty and David
Chester C., Bennett, An Inquiry into the Genesis of Poor Reading. Bureau of Publications, Teachers College, Columbia, 1938. Appendix. 25 Ibid., p. 99. 26 Ibid., p. 101.
37 Kopel^ have devised a series of diagnostic forms, especially appropriate for the study of poor readers.
They are pub
lished by the Northwestern University Psycho-Educational Clinic• In informal personal interviews, the teacher discusses with the child his favorite leisure activities, hobbies, play preferences, familiarity with community places of in terest and modes of transportation, vocational ambitions, wishes, fears, dreams, personal problems and social relation ships, home and school attitudes, movie and radio prefer ences, and reading habits and experiences.
Typical of the
test which comes in eight forms, are the questions in Form III, Part I: What do you like to do best? In the space below, write the full names and ages of your closest friends. Underline the name of your best friend* Do you have many friends or few? How often do you go to the movies? With whom, usually? Have you ever been to a farm? A circus? A zpo? What would you like to be when you are grown? What would your father and mother like you to be? Do you have a pet? What? Are you making any collections? What? Suppose you could have three wishes, which might come true? What would be your first wish? Second wish? Third wi sh? Have you told these wishes to anyone? To whom? Do you dream at night? Answer, never, sometimes, often., Do you enjoy reading? Do your parents encourage you to read at home?
Paul Witty and David Kopel, tfStudies of the Acti vities and Preferences of School Children,” Educational Ad ministration and Supervision, 24;430-31, September 193^.
38 What newspapers do you read? What parte do you like best? Part IV has to do with the directions of childrenfs reading.
Witty is not especially concerned over the discus
sion on permanence of interests.
He believes that the in
formation gained from knowledge about children1s preferences should be usable at the time, not put away to use at a later date.
He also believes that interest are acquired, but
their direction and cultivation is the business of the school# Curricular flexibility is essential in programs de signed to rehabilitate poor readers. The curriculum must be re-built for non-readers in terms of their in terests and not in the shadow of the interests of men tally superior children.28 The pupil report of interests and activities is a children1s book list graded from second to eighth grade# Children are asked to "place a circle around the numbers of all books you have read and finished.
Do not include titles
of movies if you have not read the book.”
A number of sig
nificant pieces of information can be gathered from the re sponses interpreted in the light of reading habits, types of books read, and other information gathered in the eight forms of the record.
9R
Ordinarily this diagnosis is best given as
Paul Witty and David Kopel, "The Interest Inventory in Directing Children*s Interests," Education, 59j11-16, September, 1938#
39 an individual test, but Form III can be administered in a group.
"
It takes approximately an hour to administer to each
individual and some time can be saved by giving Form III to several at once.
It is suggested that two tegchers work to
gether in order to take care of the regt of the class.
The
diagnosis should be made as near the beginning of the school yearas possible to be the most effective* Form
I— Results of standardized and informaltests.
Form II—
Pupil report of handedness and laterality*
Form III— parts one and two--Pupil report of interests and activities.
In this part there is an attempt
what things the child has been doing just because
to discover he wanted
to, such as this group, ffWatching athletic sports, just play ing catch, reading books, indoor ball, reading jokes, etc.11 Part three is the teacher's evaluation of the child according to the data Part
in Parts one and two* four is a graded list of books popular in
two to eight.
grades
This section will yield a rough index to a
child's sociability and to his general maturity level in this area of his growth.
The time for interviewing each
child on Form III will occupy thirty to forty-five minutes. The first half should be given during the first few days of the semester.
It is suggested that teachers work in pairs.
Form IV is a Diagnostic
Check List of Pupil's Reading.
Form V.contains Teacher's Observations of Pupil and home •
40 Form VI has a Trait Rating Scale and reading evalu ation. Form VII provides for Medical and physical data. Form VIII adds to knowing the entire child by provi ding for Home Information data, ¥!itty and Kopel have analyzed some of the results In three magazine articles published recently, with these con clusions on the questions of dreams: 1,
There is a diversity of dreams,
2,
11,6 per cent report dreams of travel, adventure, amusement, play, 9,7 per cent report dreams of being chased or threatened, 8,9 per cent dream of movies and stories, 5,6 per cent dream of accidents, injuries, fight ings, etc,
3,
Boys dream more than girls about fighting, acci dentally falling, murders and ffpowerless feelings” •
4,
Girls dream more about beneficient elves and magic happenings, associations with friends and relatives, strange people and places, minor misfortunes to relatives, and ”being chased,”
5,
Content of dreams is likely to reflect an exper ience, wish, fear, fancy, or circumstance of waking,
6,
Dreams are likely to reflect unpleasant events more frequently than pleasant events.
7,
Some dreams may be subtle distortions of unack nowledged or unconscious motives and drives, to be understood only through rather thorough study of a child’s history.
9*
Dreams and their place In child study are fre-
41 quently over
e m p h a s i z e d . 2 9
In their magazine article on the activities and pre ferences of school children, Witty and Kopel3^ believe that methods for obtaining curriculum content be based on chil d r e n ^ problems, needs, and interests; that they should be functional, and have immediate meaning and application. They sum up their article by saying that there is a need to develop curricula associated with this multiplicity and diversity of intersts; that it is necessary to select interests for motivating individual or group work, since many favored patterns appear unwholesome or undesirable; and that interest in reading gives way to apparently less desirable, but more engaging activities when children reach the age of twelve• By taking this particular inventory of Witty and Kopelfs so much in detail, it is possible to see what anal ysis can be made from such a study.
From a teacherfs point
of view of practicability, it is so long and detailed that in most schools it would be almost prohibitive because of the amount of time which it would take to make a complete survey of each child In the class.
It*has been recommended that this
is an ideal inventory to use when dealing with children who
^ Condensed from Paul Witty and David Kopel, "The Dreams and Wishes of Elementary School Children,’1 Journal of Educational Psychology, 20:199-205, March 1939. •Z f)
Condensed from Paul Witty and David Kopel, trThe Studies of the Activities and Preferences of School Children,” Educational Administration and Supervision, 24:429-441, September 1938.
42 need work in remedial reading.
In cases of this kind, the
teacher would be able to understand her pupils to a much greater advantage.
Since the majority of the children who
need remedial reading training are those with an average intelligence quotient, it is quite possible that they have failed to read because of a lack of interest in the subject* Remedial treatment calls for discovery of the fields in which the child is interested and then basing the reading material upon those interests. .In such cases where the remedial teacher has a smaller group than the average classroom teacher, and does largely Individual work anyway, the time spent upon a diagnostic survey of this kind would be invaluable. Inclusion of child interst in plans for a curriculum.. Prances Presler, Head of the Department of Group and Creative Activities, for the Winnetka, Illinois schools reports an in terest inventory of sufficient quality to consider in this thesis.31
She has a sheet based on the spontaneous questions
of thousands of children.
She uses it verbally with young
children, and in a written form with older children where the writing checking problem does not interfere with their actual recording.
In order to know something of the inter
ests of a group of children it is wise to give the test as
31
Prances Presler, "Including Child Interest Plans for a Curriculum--II,11 The Instructor, 48;16ff., October 1939.
43 early as possible after school opens for the year.
It is a
combination of a check list in which several possible sub jects are listed for checking, and free-association questions. The entire questionnaire is based upon subject-matter prefer ences • Question one is the check list in answer to ’’What are you interested in knowing about?” these two questions:
Question two contains
’’What I want to know about my first
choice,” and ”What I want to know about my second choice.” Question three begins with ”1 often wonder . .
Question
four leaves room to fill in the blanks for ”What I like to do at home . . ., at school . . ., outdoors . . ., during vacation . . .; What I would like to learn to do . . .; What things I like to work with . •
Question five provides
places to fill in the blanks for ’’Names of books I like . . ., stories . . .; and Stories I like best are true ____, funny , make believe _____ , hero_.____ • Presler makes a summary of her investigations in the Winnetka schools in which she believes: 1.
Similarity of individual charts of children of -the same mental age as concerns key interests, definite order of types of interests; that is, such order as that of strong animal interest cons’istently preceding marked earth-sky interest, and the last consistently followed by marked human-body and machine interest were found to be the case. These outstanding characteristics of children’s questions from groups in different parts of the United States, representing differ ent races, urban and rural communities, and vary ing economic status.
44 2.
This interest inventory guides curriculum in social science, science, group literature and in the individual’s free reading programs*
3.
Becuase of the influence of physical and social environment upon children’s thinking, a regi stration of things present and things definitely absent in the environment is apt to result in the questions. These may help to determine choice of topics and undertakings to use from the local situation.
4.
It Is better to pitch subject-matter too easy than too difficult. The summary class chart should aid in determining readiness as well as Interest.
5.
The knowledge of interests from a survey using this inventory test can be used to form free time activities, out-of-school clubs, and so on. 32
The Presler Inventory, because it Is so short, fails to give a werj inclusive and complete knowledge of the things which children want to know.
The fields are necessarily
broad, and therefore condition to a great extent the answers of the children.
It gives the Information according to sub
ject-matter and does not give the children a chance to ex press the types of things which they like to do.
On the other
hand, according to the opinions of various authors and exper imenters with interest surveys of elementary school children, this question sheet does give specified fields; it gives the child a choice of answers.
The child may express his like or
dislike by checking or not checking a given subject.
Pour
other questions allow him to make an entirely free-association
Presler, o£. cit., p. 78
45 choice of answers.
The survey is short enough to allow the
teacher to administer it in groups.
The information can be
charted for an entire class on one sheet.
The information
should be of assistance to a teacher when planning work for the children according to their expressed interests within the subject-matter limits set up by the inventory. III.
PSYCHOLOGICAL BASES FOR THE STUDY OF CHILDREN’S INTERESTS IN SCHOOL ACTIVITIES
Seagoe has given a number of psychological bases for curriculum trends upon which the interests of children de pend.
When discussing the principles which should be applied
to learning, the matter of the interest entering into the situation needs to be considered.
In brief, she believes
that: 1. Purpose is an essential element in the learning process. Education has stressed problem-solving. Much research has been done by Tolman, Wheeler, Perkins, and Thorndike to prove there must be purpose before any desired response can be stamped in. If there is no interest, then the teacher must build it before the lesson. 2. The greater the activity of the learner, the more effective the learning. Skaggs and others have shown that opportunity for self-activity on the part of pupils is directly related to pupil interest.*3 If a child has had opportunity to study under teachers
33
May V. Seagoe, ’’Psychological Basis for Curricu lum Trends,” Curriculum Journal, 9:309ff, November 1938.
46 who have "based their teaching upon proven psychological prin ciples he should be " judged upon his ability to meet new conditions intelligently and effectively, and to fashion new tools when old ones no longer do the work."5^ Children have a faculty- for learning when the acti vities are appealing.
They learn what they try out and
prove to their own satisfaction*
Eginton says, "Learning is
effective when pupils initiate their own activities and feel a need for doing them, ie:
are genuinely interested."55
Crawford believes that functional education is built around things to do instead of things to know.
Each lesson
unit is built around’"How to do" this or that.
He goes on
to say that the psychological reasons for basing education on functional usages are: 1.
It is motivated.
2..
It provides for teacher stimulation.
3.
It makes good use of difficulty, frustration, or * thwarting.
4.
It provides for learning by doing.
5.
Its units of learning correspond to the action patterns in which it is to function.
6. .Its units are capable of considerable expansion*
^ Calla May Thomas, "A Study in Defense of the Con cept of Childrenrs Interests Influencing the Elementary School Curriculum," (unpublished Master1s thesis, The University of Southern California, Los Angeles, June 1937), 97 pp. 55 D. P. Eginton, "Discovering Pupil Interests," Journal of Education, 116:281-2, June 2, 1933.
47 7, 8.
It provides for much thinking and knowing, but .organizes this for the guidance of action*. It makes good use of dynamic attitudes* It is better to store up attitudes toward a situation to be met, than try to store up knowledges. An attitude in such a situation becomes a readinessto-act. Thus it will equip a learner for future situations by providing him with a wholesome and useful set of attitudes#3® IV.
s u m m a r y op c h a p t e r
study
Chapter II has dealt with the background material which was necessary for the writer to understand when plan ning a survey of childrenfs interests in elementary schools. Melbo gives a general summing up of interests as the ffU n satisfied capacities,1 agreeing with the basic wishes of de sires for security, new experience, social approval, and re sponse .”37 The majority of the interest -surveys made in the early days of investigations were given to adults for vocational reasons.
Only a few of those reported by Pryer were con
cerned with small children.
A number of inventories have
been devised since 1919, when Clarence Yoakum began work . with his seminar class.
The most inclusive general
36
C. C. Crawford, ,fThe Psychology of Functional Edu cation,” Educational Method, 18:61-64, November 1938.. 37
Irving Melbo, ”A Review of the Literature on Chil d r e n s Interests,” Twelfth Yearbook of the California Elemen tary -School Principals! Association (Sacramento, California: News Publishing Company, May 1940J, §•» 13*
48 survey which came to the attention of this writer is the one by Witty and Kopel, and a shorter one with an entirely dif ferent emphasis by Presler.
Neither one becomes quite the
type of inventory with which teachers in an experience cur riculum are concerned. The: permanence of interests concerns many who think that there is a possibility for the use of interests in cur riculum work.
'Prom the studies which have been made it
would appear that interests are more permanent with age, and experience;- guidance would assist in broadening interests; and abilities enter into choice. Recent studies which have affected the historical development of the subject of childrenfs interests have been done in practically all: subject-matter fields for adults, and in some fields for children, such as radio programs, nature interests, industrial arts, social studies, physical education, leisure time reading, and poor reading.
A ser
ies of diagnostic forms, especially appropriate for poor readers have been devised by Witty and Kopel.
Presler re
ports an interest inventory of subject-matter which is of worth. Seagoe has outlined a number of psychological bases for curriculum trends, and Crawford holds the thesis that functional education is built around things to do instead of things to know.. These various points of view give credence and re-
49 spectability to the writer’s theory that the interest of chil dren has a rightful place in the construction of a curriculum bases upon child-experience.
In order to know what exper
iences are of worth in the daily school lives of these ten to twelve year old children, it is wise to know how these indi viduals look, how they feel, and what they think they need and want.
In the next two chapters is given a panoramic view
of such children*
CHAPTER III CHARACTERISTICS AND NEEDS OF TEN TO TWELVE YEAR OLD CHILDREN Parents and educators have for many years been study ing the needs and the characteristics of children.
Boys and
girls are now seen as individuals and not as "little children who should be seen but not heard."
A great deal of attention
has been directed toward Knowing just what they truly like. Still more conversation has gone on about "know the child”, and yet it is surprising how little actually is known about a child by his own classroom teacher.
She is concerned with
the mass education of thirty-five squirming, wiggling children who are eager to have something of interest happen to them, and who give her little time for reflection unless she observes this wiggling in a scientific manner.
It is doubtful that if
teachers were asked "How large are your ten year old boys?", "Do they enjoy the same things that seven year olds do?", that they would know the answers unless they had been made aware of the possibilities of the values of knowing the an swers.
After some of the questions have been considered, the
point arises, what can the school do to satisfy the needs after they are discovered? The teacher needs to bear in mind that as a child grows from infancy to maturity, he seeks to satisfy his per sonal needs for security, recognition, a sense of belonging
51 to the social group in which he lives, and a sense of achieve ment*
In general, it might be said that there are four main
groups of needs in the world: vocational.
personal, social, civic, and
The elementary school is concerned with the
first two, and partly with the third, insofar as the growing child begins to feel an interest in and a responsibility to the larger community, the state, and the nation of which he is a member. Stoltz^* believes that the needs of all children are divided into five points:
the need for balance of rest and
activity, for belonging to a group, for friends, for under standing and control of their environment, and for language. No matter how well planned a school’s program may be, it will function only as it is appropriate for any boy or girl at a particular time. Teachers can make an informal evaluation by studying the child who is not relaxed, one who has no friend, another who is not accepted by other children, one who is not in creasing in his understanding, or still another who cannot express himself.
This is the field for individual guidance.
Another way to consider the needs and characteristics of children is to think of the four major types of growth with which the elementary teacher is concerned as she attempts
Herbert R. Stoltz, "Understanding the Child’s Needs,” National Education Association Journal. 27:194• October 193S.
52 to guide them through the daily program*
She has to think of
how they grow physically, how they grow mentally or intellec tually, and socially, as well as how they progress emotionally while they are concerned with problems which perplex, embarass, or discourage them as they cope with their fellows. I.
PHYSICAL CHARACTERISTICS AND NEEDS
Children in the ten to twelve year level need a school environment which will allow them to grow to the best of each individual’s ability.
Perhaps the first need to be considered
is that of good health. serve or improve it.
Every effort should be made to pre
Children of ten to twelve need to have
a chance to experience the care of their own health and safety.
At this level they are old enough to assume such a
responsibility to a much greater degree than when they were seven.
They are now old enough to take this responsibility
for brushing their own teeth without being told.
In the
years below, teachers stress with children good health habits and attitudes.
Now when they are ten, eleven, and twelve,
these things should be habitual.
The health program is a
continuance, but each child begins to have an awareness of his own physical prowess and ”shows off” in a different way. The children of five, six and seven show a delight in running and skipping to music, the eight year old boys begin to ”act silly” during rhythmic time, and unless the work is presented by an understanding teacher the ten to twelve year old boys
53 eye the period with disgust. Lee,2 when discussing the girls who belong to this period, says that girls like dancing better than any other form of play.
Folk dancing is combined with many elements
of expression, and when developed, gives room for original ity, and affords a wider avenue of growth than perhaps any other form of play for either sex. Folk dances have already proved their superiority to the so-called aesthetic dances' that appeared in this country about the same time.
They are more firmly planted upon in
stinct, are more expressive, and are a truer form of art. Folk dancing might be equally important to boys if they had not so many other means of growth. Nimkoff gives these principles of growth which are pertinent when considering the things which are happening to children when he says that: 1.
Each physical trait has its own rate of growth.
2.
Growth in any one physical trait need not be even or uniform.
3.
Maximum physical growth is not necessarily the end to be desired.
4.
Physical growth is essentially an individual matter.3
2 Joseph Lee, Play in Education (New York: millan Company, 1920), p. 397-8.
The Mac
3 Meyer Nimkoff, pie Child (Chicago: cott Company, 1932), p. 303.
J. B. Lippin-
54 Baldwin^ characterizes the period as one of intense activity.
Baby chubbiness has lengthened into long, slim
legs and hardening muscles.
The new strength and muscular
coordination are utilized and increased by running, jumping, swimming and other physical activities.
This is an age for
the development of skills in which the finer coordinations are brought into play. There is a need to develop a variety of motor skills because of flexibility in adjustments, and because motor skills are more easily learned early in life than later. With this type of need, it is evident that playgrounds with open spaces for play are needed. There has been a great deal of discussion whether girls should play the same games that boys do.
Anderson^
state s_that on most scientific physical education tests, the average performance of the sexes is
almost equivalent.
Girls
seem to want to play about the same games, although from ob servation, touch football for eleven and twelve year olds tends more toward a boys1 game since it is much rougher than the majority of girls like.
Girls develop earlier than boys.
Boys are physically stronger than girls and usually reach a
4 Sarah E. Baldwin, "The School and the Child," Child Psychology - A Journal a£ Parent Education 16:10, October 1934* 5
John E. Anderson, Happy Childhood (New York: D. Appleton Century Company, 1933), P* 227.
55 slightly higher level in respect to motor skills, especially of those of the athletic and skill type* As children get to be nine and older, teachers ob serve that they have a felt need to play games which have definite rules, and the beginning of team work is started* Generally speaking, this age is one of steady, even, continuous growth as compared to that of the eight year olds, and.again later when children are about thirteen to fourteen* The boys have consistently neglected to comb their hair, and have gone about with their shirt-tails hanging out even^be fore it became a mark of respectability with certain kinds of flowered shirts. Norsworthy and Whitley have said that eleven year old children are anywhere from 51 to 58 inches tall. They are slightly over 53 inches on the average, with the boys slightly in the lead* From eleven to twelve girls may gain as much as 2% inches before their twelfth birthday. The period of acceleration for boys usually begins after twelve. In weight the girls average 63 pounds and the boys average 72. Boys gain about four pounds and girls gain six pounds. There is an uneven growth which begins the "awkward11 age for girls.® This is the beginning of an.age of awkwardness and self consciousness.
Some of this state in girls may be
caused by the hips and pelvic bones which undergo changes and frequently result in modified carriage and walk. In both sexes the resistance to disease is high.
As
Naomi Norsworthy and Mary Whitley, The Psychology of Childhood (New York: The Macmillan Company, 1925), pp* 290-1.
56 younger children they have been exposed to and had most of the so-called children1s diseases. II.
INTELLECTUAL GROWTH
At this age children become more independent.
They
do not care especially for their parents to visit school, they have the attitude that they do not have to be looked after so definitely.
In general they begin to demand a logi
cal reason from the adult for behavior in one way or another. The conflicts which come with this age of independence are many.
Some of them, according to Arlitt,? are explained by
the development of the sex urge which in the structure of modern society is delayed a decade or more. Children grow intellectually in many ways as have been shown in different studies.
It has been pointed out
by Lane** that there are four types of intelligence.
The
crossword puzzle type is where the child vrho possesses in formation which he can take from pigeon-holes in his mind and fit with other bits of stored information shines in for mal school subjects, and the standardized tests.
Another
child may have mechanical intelligence which allows him to manipulate tools with a high degree of accuracy and skill,
7
Ada Hart Arlitt, Adolescent Psychology (New York: American Book Company, 1933), p. 11•
8
Robert Hill Lane,' The Teacher MJSlfementarv School (New York: Houghton Mifflin. Company, 1941), p . 94T“
57 and yet be an utter failure in spelling.
A third type might
be called aesthetic intelligence as evidenced by outstanding accomplishment in music, drama, rhythm, creative arts.
The
fourth type is called social intelligence which is the ability to meet and handle people in social situations with remark able skill.
Children in school very often possess this
ability to meet others in a social situation, yet cannot work simple arithmetic problems, spell common words, or paint a picture with any appreciable degree of skill. It is imperative that the teacher recall frequently that all intelligence is not based upon the standardized tests, and not to feel that her duty to a child is done merely because he can or cannot parrot back the unrelated bits of information which she has told him to learn.
She should re
member that there is a total life situation with which to reckon.
The mind is a part of a person1s body which has the
power to understand things, in the ways in which use is made of them. Children enjoy doing what they can do best.
Each
child has his own conception of what will give him prestige. His opinions are colored to a great extent by the occupations of his relatives and of his heroes.
As a rule, positions
which involve some control over other people are supposed to provide prestige.
However, in a jiesire for prestige, not
only children, but some adults too, not infrequently lose sight of their capacities, and then it becomes a case of
58 interest versus ability*
If teachers attempt to encourage
children to face reality honestly, and give them a proper set of values, the children should become adults who are more correctly balanced than the past generations. Nimkoff9
believes that the lower the child’s general
intelligence, the greater the likelihood of his making a poor choice of occupation*
It is important that the child’s
choice of occupation square with his capacities, and then it becomes necessary that his capacities be appraised adequately* How shall teachers determine the nature of a child’s work capacities? perience;
First, by knowing the child’s background of ex second, by estimating the associates which he has;
and third, by objective tests of ability. III.
SOCIAL GROWTH
The social characteristics and needs of the ten to twelve year old show that the child is highly suggestible and readily follows leadership that satisfies his desire for new experience* or nearly so.
Children jplay with others of their own age Girls do not chum with boys and apparently
lack sympathy for one another’s interests.
Through associa
tion with others of their own age, they develop a sense of honesty and loyalty, which condemns the tattle-tale.
9
Meyer Nimkoff, The Child (Chicago: cott Company, 1932), p. 303*
Their
J. B. Lippin-
59 sense of justice is very strong, especially when it concerns friends.
Children of this age think that the junior high
pupils are"very nearly adults, and those who are younger than themselves are mere babies*
Usually the child who is
considered inferior is shunned and unv/elcome in the games. They have a well-defined sense of ownership, they are impul sive and have imperfect reasoning ability, and seemingly un bounded energy.
It seems to adults that they are unlimited
in the number of activities in which they engage.
They are
eager to investigate, and their experimentation often leads them to do things which to adults seem like willful mischief. This is an ideal time for development of responsibility through participation in group work. These social groups have many opportunities for rais ing problems, planning their solutions, carrying out the plans and finally judging or evaluating the result.
In such
group activities, children have the opportunity to learn how to follow as well as how to lead. These children need to feel adequate to their social groups.
The wise teacher takes advantage of these factors
when planning the group work in her social studies program. Lee has divided the ages of childhood into four periods when discussing play in education: 1. Period of babyhood, from birth to about three years old during which the child*s life is largely in relation to his mother.
60 2. Dramatic age, three to six, in which the impulse to impersonate color almost all of his activity# 3. Self-assertion or Big Injun age, six to eleven, dominated ..largely by the fighting instinct#
U*
Age of loyalty, eleven and up#
Stages one and two are the same for boys and girls. Stages three is a little different in character and some in dates, while in stage four the divergence is very marked# There is an overlapping but it is necessary to ob serve within each period, the budding-off place of each major instinct. It is better to have a failure of any education at all at a certain time than a mis-education#1^ Hlfhen discussing The Age of Loyalty, L e e ^ goes on to say that at about the age of eleven, as early as nine in some boys and as late as twelve in others according to their growth curve, the boy begins to play not as an individual against other individuals, but develops a sense of team spirit against other teams. games stiil continue;
Teachers note that the individualistic and the individual rivalry increases.
But no matter where the boy goes, if the boys wish to swim, the individual boy has to go swimming;
if they make jokes,
ride their bicycles, the boy does so as a member of a horde. They develop a gang spirit, and a spirit of sex antagonism is paramount. more heroic.
The boy at this stage is less civilized, but His main desire now is to belong, to live and
act, succeed or fail, not as an individual, but a member of
10 Joseph Lee. Play 1q Education (Mew York: millan Company, 19175, pp. 65-7. 11 -Ifeid., p. 319.
The Mac
61 a social group made up of boys his own age* Setting up a classroom with the correct environment to promote adequate social growth requires that a teacher not only know the needs and characteristics of the children of her own teaching level, but that she know what type of development has gone on before.
She needs to know how each
child has progressed, not just the play interests, lesson materials, and general environment to which he has been ex posed.
As has been noted, not all children develop at the
same rate of speed,
lfl/hat is the teacherto expect of each
child who comes to her as an individual?
She has to use mass
education methods, because that is the way the public school system in the United States is organized, but she has to re cognize that each child has a right to grow as fast as he can. Recognizing these factors, Nimkoff has dividjed the play of children into three periods: hood, and Later Childhood.
Infancy, Early Child
Each contains its own factors
which are characteristic of the period. Period of Infancy— sensori-motor, experimental, and unregulated and individualistic. Period of Early Childhood— marked sensori-motor im provement, adherence to rigid rules, beginnings of group play. Period of Later Childhood— a utilitarian interest, group interests, competitive interest.^
12
Nimkoff, £j>* cit.. p. 181.
62 To sum up the social needs of children of this age, each child needs to belong to a group, to have a sense of be longing and adequacy to the situation; strong friends;
to have one or more
to understand the world in which he grows;
to learn how to symbolize and organize his experiences through language;
to have stimulating classroom environment which is
conducive to group work;
to have tasks and demands which are
suitable for his own individual growth level, and which pro vide motives for action appealing.to his own interests. IV.
EMOTIONAL GROWTH
There seems to be an agreement among leaders in edu cation that boys and girls from ten to fourteen years of age develop an aversion for each other’s society.
They are im
patient and lack sympathy^ with the group aims and interests of the other sex.
When left to themselves they do not play
together frequently.
Boys will not read girls1 books and
most girls, unless they are tomboys, will not read books for boys.
The physical restlessness may find substitutes in
hard work and in athletics. The disturbing thoughts and emotions need sublimation in some form of creative work. It is here that talents in art, in music, in craftsmanship, in writing may be helpfully developed, also the ability to organize, .and direct others, to be of service to groups of one’s, fellows.13
13 (New York:
M. V. O ’Shea, The Child: His Nature and gi,s Needs The Children’s Foundation, 1924) > P* 40*
63 O fShea goes on to say that one interesting phase of this pre-adolescent age is that while there is a definite sex consciousness, there is not a reciprocal sex attraction. The boy thinks of the girl as ,lgirlM, not as any particular girl for any length of time. relations.
He does not seek close social
In fact both boys and girls of this age are very
unsocial toward each other.
They might be called unsocial
rather than anti-social. The typical boy of this period is agoistic, thought less, blundering, rough, noisy, rude and unsocial.
He is
interested in woods and water, and in live things, and in moving things. Until a boy is about twelve years old, his chief interest and affection are centered in his father. The third phase in the process of emotional development is the play-mate phase, the desire for power and independ ence leads him to cast his lot with his play group. With girls there is not the father-stage always— but usually the playmate stage beginning about ten and con tinuing. to fifteen. The flgirl crushesn of this period are well k n o w n . M It is common knowledge that children do not grow physically, mentally, socially, or emotionally at the same rate of speed.
So it is reasonable to recall that some
children of ten to twelve may be in the early stages of adolescence.
There is a marked difference in this matter
of the time of onset of adolescence in different races.
The
Mediterranean nations show a distinctly earlier beginning of
14 Nimkoff, op,, cit.. p. 110.
64 adolescence than is found among the Nordic nations* O ’Shea gives these stages of childhood which illus trate the possibility of lapping-over into the next period, for children from ten to twelve:
B a JEJL z - fih A iq .h p .o ii Boys— three to ten years. Girls— two and one-half to nine years. Pre-Adolescence Boys— ten to fourteen years. Girls— nine to thirteen years.
EllbeytX Youths— fourteen to sixteen years. Maidens— thirteen to sixteen years. In the Pre-adolescence period boys are typical at twelve, andgirls are typical at eleven. Boys are not appreciably larger than girls of eleven. Their measure ments and general appearances are strikingly alike. Girls of twelve are superior to boys of twelve in active sports and larger than he is in all her physical measurements. But there are differences in tempera- mental likes and dislikes. The most significant age change is in the progressive socialization from the individualistic play of the three year old to the team ,game of the sixteen year old.!5 Each child has a need for recognition, security, and satisfactory achievement in and at school.
his daily life at
He needs to belong to a group
he is wanted in their activities.
home, atplay, and know that
He needs to have certain
responsibilities and be able to accomplish them to his own satisfaction.
15
O ’Shea, op. cit.. p. 69
65 L a n e ^ has given four suggestions for the school which desires to make the social and emotional adjustment of the pupils adequate.
He recommends that the school be organized
in a social maturity basis, in order to provide for child membership in a congenial group affording both security and recognition.
Second, the right kind of classroom environment
can be set up allowing children freedom of movement in their plans.
Third, the wise teacher will provide experiences
affording the child many opportunities for social living as a member of his group.
The emotional child learns to live
with other people in a setting which gives him a chance to do some of the things expected of him in the world of adults and children.
Fourth, in this adequate environment with suf
ficient experiences, the child is shown how to meet situations properly. So that it will be possible to determine whether or not the items in the inventory of this survey are worthy of the time spent on them, some of the things which are known to interest many children should be considered, such as those discussed by Lane,17
He says that children are interested
peoule— such as the fireman, policeman, airplane pilot,
^ Robert Hill Lane, The Teacher in the Modern Ele mentary School (New York: Houghton Mifflin Company, 194-1) t pp, 95-6. ^
Ibid.. pp. 96-7.
66 radio artist, movie star; in places— foreign lands; in the natural world— pets, plants, the sun, moon, stars, waves, tides; in adventure— human interest stories in the daily papers, the radio, movies; in tools, machinery, and the human beings who use them; in making things with their hands— wood-work, metal work, dressmaking, cooking, model making; in things of beauty— music, sculpture; in the mystical, the bizarre, the unusual— fairy tales, myths, legends. O'Shea-^ says that the general collecting interests of children are at their peak between nine and three-quarters and eleven and one-fourth years of age.
Children are most
interested in the quantity of the collection from eight to twelve years of age.
Boys collect scraps of metal, marbles,
birds1 eggs, stamps and cigar bands; while girls collect but tons, picture cards, colored glass, pottery chips, and scraps of textiles.
In Nature Study the boys collect animals
teeth, claws, legs, live frogs, insects, lizards, and so on; while the girls have samples of food products, soap, perfume, toilet articles. classification.
Usually only a crude attempt is made at The eight and nine year olds are interested
in the size and color of their collections, but the eleven and olders are interested in the price, shape and artistic effect.
18
Q fShea, op. cit•, pp. 4-6-7.
67 V,
SUMMARY OF CHAPTER STUDY
Children live in a world which is largely made up fpr adults.
If the grown-ups in the educational world would
try a little harder to realize that children have to grow each at his own rate of ^peed, physically, mentally, socially and emotionally, a great many of the heart aches of Jlittle children would be avoided*
It is impossible to expect a
child to be able to do exactly the same things each child of ten years of age is doing.,
He may not be made up that way,
except for the happenstance of birth.
I t ’is true that certain
things appeal to most children of ten, but it is not neces sarily true.
It is the teacher1s business to provide the
correct environment which will contribute to the individual likes, dislikes, capacities, and abilities of each child. Children at this stage of life need to have many oppor tunities to raise, plan, execute, and judge their problems. They need to feel adequate to their social group.
Some of
them are leaving the self-assertion stage and going into the age of loyalty.
They are in a period of Later Childhood in
which they have a utilitarian interest, group interests, and competitive interests. Emotionally girls and boys have a part-aversion for each other.
Their measurements and general appearances are
very similar, yet their begins to be differences in temper amental likes and dislikes.
68 To provide for the individual differences in children the wise teacher gives them an opportunity to participate in group activities*
She gives the emotional child the chance
to work without being drive, she helps him when he feels that he is inadequate to the situation* Many interests are manifested by children in people, places, the natural world, adventure, tools, handcrafts, beauty, and the unusual* Children are natural collectors.
Boys make collec
tions of things which have to do with the lives of men, and girls collect things of the world of women. In the next two chapters of this thesis the survey of the school interests of 499 children from ten to twelve years of age is presented*
CHAPTER IV INTERPRETATION OF THE BACKGROUND OF THE CHILDREN INVOLVED IN THE SURVEY In Chapter IV is presented the intellectual and ex perience background of the children who were concerned in this study. I.
INTELLECTUAL BACKGROUND OF THE CHILDREN
When groups of children to mark the check-list were considered, teachers were chosen who were known by their superintendent and supervisor to be giving their classes the maximum in learning experiences by approved methods#
The
next step was to select teachers in schools where the chil dren were of about the same ability and nationality; and from homes of approximately the same income brackets.
Each class
contained the average classroom situation where the members ranged from low to high intelligence.
That is, none had been
removed because of very low or very high mental ability; nor were any of them taking any special work. For the ten year old boys, the range of IQ was from 75 to one case aboVe 139.
The median was 102.45•
The 75 ten
year old boys ranged from 75 to three cases above 139, with a median of 106.1. children was 104*8.
The total median for the 136 ten year The 99 eleven year old boys ranged from
75 to 134 with a median of 98.9.
The 118 eleven year old
70 girls ranged from 70 to 2 cases above 139j with a median of 105.2.
The total median for the 217 eleven year olds was
102.0.
It was interesting to note how few twelve year olds
were in these schools•
In the sixteen classrooms of 499
children constituting the fourth, fifth, and sixth grades, there were only 51 twelve year old boys and 50 twelve year old girls.
The boys ranged from 70 to 119 in intelligence
quotient, with a median of 93.8. 119, with a median of 97.2. 95.5.
The girls ranged from 70 to
The median for both sexes was
To make these figures more clear they are put into ta
bulation form below for summary. TABLE I TABULATION OF MEDIAN INTELLIGENCE QUOTIENTS FOR TOTAL GROUP
Years
Boys
Girls
Total Median
10
102.45
106.1
104.78
11
98.8
105.2
102.0
12
93.8
97.2
95.5
98.35
102.83
100.75
Averages
Of the ten year olds, 42 per cent, and 41 per cent of the eleven year olds had intelligence quotients above 110.
71 TABLE II TABULATION OF INTELLIGENCE QUOTIENTS FOE TEN YEAH OLD GROUP 65 BOYS SCORES
FREQUENCIES
71 GIRLS
%
7 F
,
%
136 TOTAL -
F
%
1
2
3
4
4
3.0
135-139
2
3
0
0
2
1.5
130-134
1
2
0
0
1
1.0
125-129
4
6
5
7
9
6.5
120-124
4
6
8
11
12
8.5
115-119
7
11
8
11
15
11.0
110-114
5
8
10
14
15
11.0
105-109
12
18
11
16
723
17.0
100-104
11
16
11
15
22
5.5
95- 99
4
6
5
7
9
6.5
90- 94
2
3
6
9
8
6.0
85- 89
8
12
1
2
9
7.0
"4to I o to
3
5
0
0
3
2.5
75- 79
1
2
3
4
4
3.0
0
0
0
0
0
0
65- 69
0
0
0
0
0
0
Below 65
0
0
0
0
0
0
0 1
Above 139
Median
102.A5 106.67_
Cases above 110— 58 Cases below 90— 16
106.1
109.05 -104*23-005^ ___
72 TABLE III TABULATION OF INTELLIGENCE QUOTIENTS FOE ELEVEN YEAR OLD GROUP
__ SCORES
_99_B0YS__
FREQUENCIES &
.
118 GIRLS
___217 TOT Alt .
F __
F
____ %
- ____
0
0
2
2
2
1.0
135-139
0
0
0
0
0
0
130-134
1
1
2
2
3
1.5
125-129
5
5
6
5
11
5.0
120-124
2
2
10
8
12
5.0
115-119
4
4
12
10
16
7.0
110-114
9
10
11
9
20
9.5
105-109
11
11
19
16
30
13.5
100-104
H
14
18
15
32
14.5
95- 99
15
15
10
9
25
12.0
90- 94
17
17
9
8
26
12.5
85- 89
14
14
12
10
26
12.0
80- 84
4
4
6
5
m
4.5
75- 79
3
3
0
0
3
1.5
0
0
1
1
1
.5
65- 69
0
0
0
0
0
0
Below 65
0
0
0
.0__
0
0
1 0
Above 139
median
98.8
Cases above 110— 64 Cases below 90— 40
91,2 __ 105.2 . 95,6
102.0 , _92.5
73 TABLE IV TABULATION OF INTELLIGENCE\QUOTIENTS FOB TWELVE YEAH OLD GROUP
51 BOYS
-5D_ GIRLS
101 TOTAL
SCORES
F
%
F
%
F
%
Above 139
0
0
0
0
0
0
135-139
0
0
0
0
0
0
130-134
0
0
0
0
0
0
125-129
0
0
1
2
1
.5
120-1244
0
0
2
4
2
2.5
115-119
3
6
0
0
3
3.0
110-114
3
6
2
4
5
5.0
105-109
4
8
3
6
7
7.0
100-104
10
20
12
24
22
22.0
95- 99
3
6
9
18
12
12.0
90- 94
10
20
7
14
17
17.0
85- 89
6
11
4
8
10
9.5
80- 84
7
14
6
12
13
13.0
75- 79
4
7
2
4
6
5.5
1
2
1
2
2.
2.0
0
0
1
2
1
1.5
0
0
0
0
0
31*2,
86.8
70-74 65- 69 Below. 65 Median
,
0
.
_
22,8 _____
Cases above 110-10 Cases below 90 -32
.
86.6
This is an interesting distribution of cases, since the number higher than 110 in each case is much higher than those below 90•
When analyzing some of the individual cases of those
above 110, it was found that had some checked "Dislike” and "Uncertainty” more frequently than some of the median or low intelligence pupils*
It might be explained by saying that
people with higher intelligence become more discriminatory and are likely to have more definite likes and dislikes than others, thereby becoming more critical in their judgment. In some cases, however, several of the pupils with higher IQ marked most items "Uncertain” and "Dislike”.
Their
individual papers show that they had very definite prefer ences for certain types of school activities.
For instance,
one boy preferred gardening, science, and physical activities, and expressed a definite negativeness toward the language arts. One girl marked one^third of Jthe items with "Like”, dividing the rest of the 78 items between "Uncertainty" and "Dislike”. Her preferences were for creative arts, and items which she could perform by herself.
She had a negative reaction toward
group work and committees. II.
EXPERIENCE BACKGROUND OF THE CHILDREN
Most of the high intelligence quotient pupils were careful to show a lack of checking for experience when they marked "Uncertainty".
This was not true in each case, but
was the general tendency.
On the whole, either the children
75 were unable to recall whether they had had experience in a given activity; were careless in their markings; forgot to check when the teacher gave them the opportunity; were con fused by the vocabulary (such as calling Organized Games at Noon just playing games); or what was the difficulty, the writer is unable to determine*
The writer checked each paper
of four classes to whom she, herself, gave the tests, and found that in some cases, children who were known to have ex perienced, certain activities had failed to place a check mark before the item on the check-list.
Upon questioning some of
them about it, most answered, ”0h, that’s right.
Now I remem
ber.” The particular teachers were selected because they were known to have been :giving their classes experiences in these various activities, yet the children often failed to admit it.
There are so many factors which enter into chil
dren’s behavior and into the personalities of even the most outstanding teachers, that it is quite difficult to attempt to make a correlation between the children’s admissions of experience and their ’’Likes” and ’’Dislikes” .
This finding
leaves an opportunity for someone to make a study on this particular point in order to determine what concrete informa tion children retain from actual experience. III.
SUMMARY OF CHAPTER
The 499 children involved in this study were found to
76 be normal pupils as indicated by a total median intelligence quotient of 100.75*
There were a few more than the usual
number of children with very high intelligence. Out of the 499 children in the fourth, fifth, and sixth grades in these classes, 101 were twelve years of age. At first this number seems small, but with a steady promo tional policy, children normally enter upon the junior high school level at twelve years of age. Upon examining individual papers of children with very high intelligence quotients, some of them showed especially discriminatory powers when checking the items of the check list. It was not possible to come to any conclusions upon the checking for experience which they were asked to do. Many of them were known to have had the experiences, but failed to admit it on their papers*
CHAPTER V EVALUATION OF THE DATA FOUND IN THE QUESTIONNAIRE ON CHILDREN'S INTERESTS IN SCHOOL ACTIVITIES In this chapter, an evaluation is given of the data found in the check-list on children's interests in school activities.
These data are-organized into ten sections under
which the items of the check-list fall, and are presented under the headings appropriate to the concern of each.
In
the first section of the chapter, the method used for the tabulation of the data is described, and in the final section is given the summary of the study presented in this chapter. I.
METHOD OF TABULATION OF DATA
The children marked each Item once with "Like", "Dis like", or "Uncertainty" as a basis for distinguishing their choice.
The tables which resulted to provide a basis for
comparison of ten, eleven, and twelve year olds, and again of boys and girls, became a very complicated tabulation of eighteen items.
Ihen converted into percentages, there were
eighteen items.
This arrangement makes an interesting table
as the items are put into a comparative basis v/hich is help ful in studying individual groups.
For comparison of the
total tables, the actual count of each item for ten year old boys, then for ten year old girls, and so on, was converted into a composite figure, thereby making only six numbers.
78 The method used to get a.composite figure was to give a value of one (l) to "Like” , minus one (-1) to "Dislike”, and Zero (0) to "Uncertainty”.
The result was divided by the
total number of children in that group, who were examined. The greatest figure, then, could be 1.00 where every child in the group had marked the item "Like”, with no one marking it "Dislike", or "Uncertainty".
The lowest figure would be a
minus value where every child had marked the item "Dislike". The former happened in a number of cases for entire groups, but the latter was not the case.
Some of the total items
fell into the minus quantity and-those items are discussed separately because of their peculiarities. Frequently, it is of worth to know the total number of children expressing "Like" or "Dislike", or to compare one item with another. this information.
The composite figure does not give
Anyone interested can refer to Tables
sixteen to twenty-five in the Appendix.
Where the informa
tion seems significant, it appears in the text. So that there is a comparative basis for discussing the composite figures from plus one to minus one, the scores of .75 and above are called Extra High in Interest. from .50 to .74 are High in Interest. show Some Interest.
Scores
Scores from .25 to .49
Scores from .0 to .2.4 show Little Inter
est, and scores below .0 show Negative Interest.
These are
limits which were selected arbitrarily and some items seem to be exceptions.
79 No particular summary is made at the end of the anal ysis of each table, inasmuch as few items relate to or depend upon others in the group, but are just similar.
However, for
the sake of organization and clarity, each table is analyzed, II.
DATA ON SCHOOL PARTICIPATION
The four items, "Helping the Teacher", "Helping in the Office", "Assisting with Paper Drives", "Assisting with School Council", have been grouped together in one table, Table V, on School Participation, because of the similarity of activity involved.
Other classifications of activities are possible
and perhaps just as plausible, but for the purpose of this discussion, they were grouped in this manner.
Sometimes
items which seemed to be related were separated so that the children would not be confused or influenced by their too near proximity, "Helping the Teacher," popular.
This item proved to be quite
Some children seemed to enjoy the personal contact
with the teacher in a more or less informal manner.
Others
would rather spend their time on the playground in an entirely different atmosphere.
Perhaps this preference was due to the
personality of the playground teacher. There seemed to be a small amount of lessening in the interest of the eleven year old boys, although their total composite value brought them into the Extra High Interest group.
80 TABLE V COMPARISON OF 499 CHILDREN’S ATTITUDES TOWARD SCHOOL PARTICIPATION
ITEMS
10 Year Olds Boys
1.
Helping Teacher
2.
Helping in Office .53
3.
Paper Drives
4.
School Council
Number of Cases
Av
11 Year Olds _12 Year Olds
Girls _Boys __ Girls'.Boys
.93 1.00
Girls^
.88
.96
1.00
1.00
.96
.77
.67
.77
•75
.78
.72
.67
•52
.68
.49
.61
.64
.68
.68
•_67
53
•66
-*49
. .70
33
. -30
.
69
This table should read:
_
-*
_
-.109 Item 1.
128
_
Helping Teacher had a com
posite value of .93 for 69 Ten Year Old Boys, 1.00 for B6 Ten Year Old Oirls, etc.
_ 499
81 ’’Helping those in the Office«"
This was an item in
which, although most of the groups fell in the Extra High In terest classification, the ten year olds fell a little lower than the others.
This finding may be due to the fact they
have less experience because they are too young to take the responsibility of carrying on business for the principal, the nurse, or the clerk.
Perhaps the personality of the
principal or the clerk may have affected the choices made by the children. "Assisting with, Ennsz D£i££n.lf The item of ”Assisting with Paper Drives” is one which may be considered from a num ber of angles.
Often the Parent Teacher Organization conducts
the paper drive in order to earn money for their group. enthusiasm is reflected in the children’s interests.
Their
In
other cases the school carried on its own drive and the inter est and enthusiasm of the individual teacher toward earning money for her own student body fund will be reflected in the children’s interests.
Some times only a few children are
allowed to go out into the halls or the playground to toe up the papers, and they are very enthusiastic.
Sometimes they
choose to go because they want ”to get out of the room” , and at other times because they have a sense of loyalty to their school.
This item only carried a value of .68 for all of
the six groups.
Since the median composite figure for all
of the seventy-eight items was .60, this finding shows that
B2 the interest in assisting with paper drives was eight points above normal. The boys showed a greater interest in 11Assisting with Paper Drives1’ than did the girls, except for a slight differ ence in the twelve year olds.
The
boys seem to revel in the
opportunity to run about and don’t
careif they do get dirty
from the newsprint.
The girls are more particular.
’’Belong to a School Council."
"Belong to a School
Council" such as Safety, Thrift, and the like, is an item which can make or break the morale of a school. who conduct the councils can carry
The teachers
them overwith great en
thusiasm by their own personality as well as by an interest ing presentation of their material; or lose in effectiveness by lackadaisical methods.
If children who represent the
student government of an elementary school are allowed to become "bossy", or continually to "pick on" others, a defi nite dislike for membership in the council can be set up. The results of the check-list indicate that ten year old boys and girls show an average like for belonging to such a council. of. .60.
Their medians fell eight points above the
normal
Usually they are the children in the fourth grade
and are just becoming interested in group membership.
In
some schools their membership is not solicited, as some of them are too young to take such responsibilities, but many are eager for the experiences.
The interest of the boys of
83 eleven years of age was considerably less than that of the eleven year old girls; the boys of twelve years of age was still
less, gbing from .68 to .53 to .4-9, while that of the
girls increased slightly.
Boys show an increasing tendency
to want to play more outdoor games and often resent taking time out at recess or before school to attend meetings of the council. ^Belonging to a School Council.11
The total average
for the six groups in nBeJong to a School Council11 was .62, two points above the median for the seventy-eight items.
A
School Council, in the opinion of this writer, can be such an asset to a school that methods need to be found which will stimulate interest to a further degree.
More study by
teachers and principals is needed upon the material, methods, time of day for meetings, teacher-leaders, general procedures, personnel of the councils, type
of children in the council,
and the actual needs of the school in regard to having the council. III.
DATA ON ROOM PARTICIPATION
The data on the items grouped under the topic Room Participation are presented in Table VI.
The attempt to bring
daily happenings of the world into the school room through the newspapers, has been a procedure which has met with much criticism from educators* articles from the papers at
Too often, the children bring home which deal with the bizarre
84 TABLE,VI COMPARISON OF 499 CHILDREN1S ATTITUDES TOWARD ROOM PARTICIPATION
ITEMS'
10 Year Old Boys
11_ Year. Old . 12. Year Old
Girls .Bovs
Girls
Bo y s
Girls
1. Discuss News Events
.75
.67
.52
.52
.58
.52
.59
2. Choose Class Officers
.75
.98
.95
.84
.65
•86
.84
Be Class Officers .78
.82
.67
.84
.57
.72
.73
3.
4. Take Care of Classroom
.75
.84
.55
.71
.49
.78
.68
5* Prepare Materials for Lesson
.78
.86
.58
.95
.60
.76
•75
6. Plan .Classroom . Arrangement ._
.72
,66
,51
.88
.58 ._ ..64
.66
69
86
109
. 128
Number of Cases
This table should be read:
Item 1.
57
50 _ 699
Discuss News Events had
a composite value of .75 for 69 Ten Year Old Boys, .67 for 86 Ten Year Old Girls; ;etc.
85 events, the odd occurrences, murders, and merely pictures. One difficulty has been to pursuade ten, eleven, and twelve year old children to pay attention to something in the papers other than the comic section.
The social studies value of
the clippings often is lost by the poor oral English involved. The carry-over from the skill and drill period of the English lessons seems almost negative at times.
The lack of interest
shown by the children who are supposed to be listening to the report manifests itself in various manners and attitudes. "Discuss Nev/s Events.”
From the survey it would appear
that the ten year olds are most interested in the period in which news events are carried
on than children of eleven and
twelve, although they do not have the reading accomplishment which the others do.
The average for the six groups in the
composite figures was .59.
The diminishing composite figures
from .75 of the ten year old boys to .52
for twelve year old
girls bears attention by teachers. Upon examining Table VIII upon Language Arts, it may be noted that children show a higher degree of interest in reading the newspapers, than they do in giving the reports. This item gave a total composite figure of .79 against .59 for the activity involved. before others to give a
Perhaps the idea of getting up
report, and the risk involved of
being criticized by the teacher, tends to reduce the interest. "Choose Class Officers" and "Be Class Officer."
Two
items were placed upon the check-list which have to do with
the same topic, “Choose Class Officers” and ffBe class Officer• Many times children like to do the choosing, but hesitate for various reasons to do the things which they have wished off on someone else.
This finding becomes evident by noting that
the total composite figure for the former was .34 while the latter was .73«
As may be
noted in the analysis of a number
of the other activities, the eleven year olds reversed the “Like” or d i s l i k e ” on an item which the ten and twelve olds expressed.
year
In both of these items thecomposite figure
was greater for the girls than for the boys and twelve year old children1sexpressions. olds seemed, to be less predictable.
in both the ten The eleven year
However, the total com
posite figures for both items was in the High Interest group and above the average of .60. Other items.
The other items of ,!Take Care of Class
room,” “Prepare Materials for Lessons (such as mix paints, etc.)” and “Plan Classroom Arrangement” are influenced by the same factor as the first item in the check-list, “Help Your Teacher” , but failed to rate as high on the total rat ing sheet.
In general, the girls were more interested in
these activities than were the boys.
Twelve year old girls,
perhaps, are becoming more interested in the boys and want to spend their time otherwise.
87 TABLE VII COMPARISON OF 499 CHILDREN* S ATTITUDES TOWARD SCHOOL-GROUP PARTICIPATION
ITEMS
10 Year- Old Bovs
11 Year Old
12 Year Old
Girls
Girls Boys
Boys.
Av
Girls
1. Go to Assemblies to see-Children* s Plays
.91
1.00
.89
.98
1.00
1.00
.96
2. Have All-School Affairs, May Day, etc.
.78
.90
.72
to to •
.67
1.00
.82
3. Belong to a Verse Choir
.25
.29
.12
.27
.00
.32
.10
4. Sing in Chorus
.29
.71
.19
.70
.32
.70
to .
5. Play in Orchestra
*48
.37
140
.37
.32
.32
.38
6. Play in Rhythm Band
.58
.57
.21
.30
.28
.34
.38
7. Give Programs for Other Classes
•71_
.87
.61
.83
.70
,J0_
f73
69
86
109
12$
Number of Cases
This table should be read:
Item 1.
- 5SL- „ and the
eleven year old boys went down to minus .06.
In each case
the girls thoughtmore of the procedure than did the boys, and the ten year olds liked it better than the others. wCommunity Singing11 rated a composite figure of .74 with a greater degree of interest by the girls. The total composite figure for all groups was .5# which came very nearly to the norm of .60.
This
placed Music,
as a subject, in the middle of the High Interest group. IX.
DATA ON SCIENCE
The data on Science are presented in Table XII.
It
is obvious that in a general survey of this kind it was not possible to include all of the activities with which the elementary curriculum might be concerned.
Only those which
are typical, and those upon which specific information was desired were included. group upon Science.
Five such items were placed in the
The total composite figure came to .66
which is considered by this writer, quite respectable, since
.
105
TABLE XII
COMPARISON OF 499 CHILDREN*S ATTITUDES TOWARD SCIENCE
ITEMS
10 Year Old Boys
11 Year Old
G i r l s . Boys
12 Year Old
Girls
Boys
Girls
Av..
1. Arrange Flowers
.30
.80
.01
.88
.07
.90
.49
2. Work in Garden
.94
.79
.76
.73
.83
.64
.78
3. Help With Land scaping
.61
.36
.54
.34
.60
.3$
4« Experiment with Magnets, Elec tricity, etc.
.96
.62
.83
.54
.88
Si Care for Pets
.99
.90
.88
.87
to •
86
109
Number of Cases
____ 62_
This table should be read:
Item 1.
.
57
«-47
.42
.71
.81
.88
.-50..
499
Arrange Flowers had a
composite value of .30 for 69 Ten Year Old Boys, .80 for 86 Ten Year Old Girls, etc.
106 science in the elementary schools has been rather neglected. Perhaps the lack of scientific information on the part of the teachers, just as in the case of their lack of music training, has been responsible. ”Arrange Flowers” , according to this survey, is an ac tivity which interests the girls a great deal, since it is placed in the top of the Extra High Interest group.
The boys,
partly because of their inexperience, and partly because they consider it !fsissyft, showed Little Interest, going down to .01 with the eleven year old boys.
This is an activity which
has captivated the hearts of the w^omen adults of the country during the past seven or eight years, and the little girls are showing an especial aptitude for flower arrangement. Surprisingly enough, the girls showed more interest in gardening than was thought would be the case by many teachers. The boys went very high in the Extra High Interest group, and the girls went into the low brackets in the same group, with a total composite figure of .78. ,fDo Experiments with Magnets, Electricity, etc.”, also went into the high levels of Extra High Interest for the boys and a little less than the norm for the girls, with a total composite figure of .71. ,fCare for Pets” proved to as popular as educators have thought.
The total composite figure was .88, with a slight
lessening for the twelve year olds.
107 X.
DATA ON BODILY SKILLS
The items of Table XIII on Bodily Skills were not all actual physical activities, but those connected with them. Surprisingly, the total group gave a very low composite figure of .43. The boys showed a little more than average interest in the item "Take care of Courts, Balls, etc.”, and the girls apparently thought it was boys1 work, or work that was too difficult or dirty for them.
Close to 33 1/3 per cent of the
girls marked the item with "Uncertainty” . "Organized Games at Noon” is a topic which has caused much controversy in the past few years.
In some schools the
children seem to enjoy the definite-ness and the routine of being told just where and what to play.
In other schools,
particularly in closely populated communities where children go home to lunch, the program has been most unsatisfactory. Each of the schools concerned in this survey have at one time or another had an organized playground, and then again a free one, so that the children were familiar with both plans.
Eighteen per cent of the children expressed actual
dislike for an Organized Playground, and twelve per cent expressed "Uncertainty”. The next two items, "Be a Scorekeeper”, and "Umpire Games”, are passive activities often engaged in by children who are not feeling well, who have some physical defect, who
108 TABLE XIII COMPARISON OF 499 CHILDREN'S ATTITUDES TOWARD BODILY SKILLS
BASED
10 Year Old
11 Year Old
12 Year Old
Boys
Girls
Boys
Girls
Bovs
Girls
1. Take Care of Courts, Balls, etc. .65
.41
•65
.48
.70
.40
.51
2. Play Organized Games at Noon •59
•48
.38
.61
•44
.49
3 . Be a Scorekeeper ..41
.51
.28
.34
.32
•34
.33
4* Umpire Games
.59
.56
.73
.30
.67
.40
.51
5. Organize Teams, Tournaments, etc. .59
•50
•53
.46
.65
.60
.55
6. Have Folk Dancing .62
.91
.27
.91
•44
.78
.65
.45.
.12
.65
_ •32
3D-
499
.47
1
7. Create New Dances .10 _ .5_3_ Number of Cases. _ ...
69
This table should be reads
86
.
. .JLQSL 128
Item 1.
.5JL.
Av.
Take Care of Courts,
Balls, etc., had a composite value of .65 for 69 Ten Year Old Boys, .41 for 86 Ten Year Old Girls, etc.
109 are so poorly coordinated that they are ousted by the other members of the team, or who are "bullies at heart". Scorekeeper", was not a very popular item.
It rated a compo
site figure of .33, showing only Some Interest. Games" had a total composite figure of .51.
"Be a
"Umpire
The boys showed
a greater interest in both items than did the girls. "Have Folk Dancing" showed a greater interest than many people would have expected. interested.
The girls were very much
The boys showed less interest.
posite figure was .65.
The total com
This is a subject which needs to be
handled with a maximum knowledge of child psychology in order to pursuade the boys to participate willingly and goodnaturedly.
Boys of this age have an aversion to members of
the other sex and are unsocial.
It may be possible that
this is one type of physical activity which had better be left to the Junior High School, when the mere awareness of each other goes into definite interest.
On the other hand,
some teachers are very successful with their Folk Dancing Periods, and the boys of their classes are interested in spite of their natural tendencies. The last item in the table, "Create Hew Dances", appears to
interest the girls to a very moderate degree,
and the boys to a negative degree. gave that topic a rating of .10.
The ten year old boys The eleven year old boys
gave it .03, and the twelve year old boys gave it a minus .12.
The value of trying to attempt much work in creative
110 dancing is doubtful at these ages. XI.
DATA ON MISCELLANEOUS ITEMS
Very few of the items in Table XIV on Miscellaneous Activities, are related.
In some classifications certain
items of this table are called Social Studies, or Skills and Drills.
Part of the items can be placed upon a compara
tive basis with those in other tables. "Work Problems in Arithmetic” had a slightly greater than normal interest, with a composite figure of .64.
The
boys showed a slightly greater interest in arithmetic than did the girls. The next three items, ”Study About Other People, Mexi cans, etc.”, ”Build Large Houses for Plays, Mexican, etc.”, and ”Make Small Models, Boats, Airplanes”, were placed in the check-list in order to get children’s reactions to extensive activity work which has been popular in the modern program of education for,the last fifteen years.
The theory advanced
by these exponents has been that children enjoy making things in social studies periods; that in order to make things they must
have facts and information about their topic; that they
will read willingly because they need these facts in order to build the things.
This reasoning then, becomes a circle
and they believe that the lessons have been taught painlessly because the children want to do what they are doing.
111 TABLE XIV COMPARISON OF 499 CHILDREN1S ATTITUDES TOWARD MISCELLANEOUS ACTIVITIES
Items
10 Year Old .. 11 Year Old Girls
Bovs
.70
12 Year Old
AV.
Girls
Bovs
Girls
.51
.52
.74
.58
.64
2. Study About Other People (Mexicans, etc.) .71 .90
.66
.60
.84
.76
.75
3. Build Large Houses for Plays (Mexican, Chinese, etc.) .75
.74
.60
•66
.24
.56
4. Make Small Models (Boats, Airplanes)*88
.31
1.00
.16
.95
.24
.72
.80
.53
.84
.53
.84
.67
.71
.72
.77
.73
.74
.73
.84
1.00
.82
.96
1.00
1.00
.93
8. Help in Cafeteria .4#
•64
.50
.70
.47
.64
.57
9. See a Movie
.94
.98
.94
.95
1.00
.96
.96
10. See a Stillfilm
.77
.80
.76
.62
.77
.76
.74
11. Go on Trios
.93
1.00
.34
95_
1.00
Number of Cases
69
86
109
Boys 1. Work Problems in Arithmetic
.83
.39
5. Learn How to Act in Social Situations .54 6. Work in Committees *75 7. Give Parties
This table should be read:
Item 1*
-•
128
5.7...
.96 - S L 499
Work Problems in Arith
metic had a composite value of .83 for 69 Ten Year Old Boys, .70 for 86 Ten Year Old Girls, etc.
112 This survey showed that children like to study about other people.
Their composite figure was .75, indicating
High Interest. ”Build Large Houses for Plays (Mexican, Chinese, etc.)* appeals more to the boys than to the girls, probably because of the construction involved.
The ten year olds like to build
such properties better than did the eleven or twelve year olds. The ten year old girls rated this High in Interest, but the twelve year olds rated it with Little Interest. The same was true of *Make Small Models (Boats, Air planes, etc.)*, although not going as low.
The composite
figure for *Build Large Houses*, was .56, and for *Build Small Models”, it was .72. The sixth item, *Work in Committees” , which is one of the organization plans for activity work, was rated consis tently high by all six groups with a composite figure of .73. The data in the table on Practical Arts show that children were only moderately interested in Construction. *Learn How to Act in Social Situations* was rated higher by the girls than by the boys.
”Give Parties” was
rated Extra High by both boys and girls. The last three items, *See a Movie” , ”See a Stillfilm” , ”Go on Trips” , came out with Extra High Interest rat ing, with very little difference in preference between boys and girls.
113 XII.
SUMMARY OF CHAPTER STUDY
So that it is possible to compare the values which ten, eleven, and twelve year old children placed upon the activities carried on in a modern program of elementary edu cation a numerically arranged summary sheet of the ratings given to the items was made. Table XV.
This material is presented in
It should be noticed which items are in the Extra
High Interest group and which ones fell into the Some Inter est and also the Little Interest groups. After studying the composite figures, the actual count and percentage of actual count tables, in conjunction with experienced person1s opinions and written courses of study, the writer has discovered that there are a great many acti vities carried on in the modern program which bear careful consideration by teachers, principals, supervisors, and superintendents. First:
School Councils are needed in each school to
assist with building morale, although the median of the children1s interest is just average.
Hew methods and tech
niques unquestionably need to be devised, so that interest would be compatible with need. Second:
Children like to read the newspapers, but
do not care to share their findings with others.
This find
ing may be due to lack of an application of Child Psychology on the part of the teacher when the oral English side of the
114 COMPARISON OF ATTITUDES OF 499 CHILDREN1TOWARD SCHOOL ACTIVITIES EXTRA HIGH II INTEREST
*.75.,..m Listen to radiostories.98 Go on trips 96 Help teacher 96 See -a school movie 96 Go to assembly, to see 96 children1s programs Read story books 91 90 Give Parties 90 Sing popular songs 88 Care for pets 87 Make clay things 87 Make presents 84 Choose class officers Listen to music 83 Have all-school affairs 82 (May Day) Read newspapers 79 Work in garden 78 Prepare materials for lessons 75 Study about other people, Mexicans, etc.75 HIGH IN INTEREST ■50 to .7A
Help with paper drives 68 Help take care of class 68 room Learn how to act in social situations 67 Help plan classroom 66 arrangement Have folk dancing 65 Work arithmetic problems 65 Paint individual pictures 63 Belong to an.all-school Council (safety, thrift) 62 61 Read from text-books Broadcast imaginary radio 61 programs Discuss news events 59 Help in cafeteria 57 56 Make puppets Build large houses for 56 plays (Mexican, etc.) Make exhibits for library, etc. 55 Organize teams, tourna ments 55 Keep individual spelling lists 54 Listen to radio music 54 Paint murals-, (pictures with other children) 53 Be a reporter for a school newspaper 53 Study from spelling books 51 Take care of courts:, balls 51
Work on committees .73 Be a class officer 73 Give programs for others 73 Have community singing 74 See a stillfilm 74 Make small models (boats) 72 Help in office 72 Talk over microphone 72 Make scrapbooks 72 Experiment with magnets, electricity, etc. 71 Sing songs in music books 70 This table should be read: Listen to radio stories received a value of .98 on a scale of minus (-1) to plus one (■*■!) as rated by 499 children.
115 COMPARISON OF ATTITUDES OF 499 CHILDREN TOWARD SCHOOL ACTIVITIES (continued) SOME INTEREST >25 to
LITTLE INTEREST .0 to .2A
Play organized games at Tap out a song before you noon •49 sing it Arrange flowers 49 Verse choir (all school) Sing in the all-school chorus 48 Make costumes 48 Read Poetry 47 Help with landscaping 47 Listen to radio— science 46 Interview people of the school newspaper 41 Make maps 41 Act as a master of cere monies 41 40 Write original stories 38 Play in the orchestra Play in a rhythm band 34 Copy writing from the board 34 Be a scorekeeper 33 Create new dances 32 Read music (do, re, me) 31 Have verse choir in own room 31 Copy pictures rather than make them up 29 Write poetry 26
.13 10
This table should be read: Play organized games at noon received a value of .49 on a scale of minus one (-1) to plus one (il) as rated by 499 ^children.
116 recitation is regarded.
The reports may be too frequent, so
that children become bored by listening. Third:
The children appear to enjoy auditorium pro
grams put on by other children, but do not care so much about the participation when it comes their turn.
More audience
situations from the kindergarten up, are needed. Fourth:
The children prefer Verse Choir in their own
classroom, rather than to voices.
belong to a group with picked
The former plan of procedure may be preferable so
that there is a more natural home-room situation.
If educa
tors believe that this is a wholesome project, it needs to be started in the kindergarten and carried on each year. Fifth:
The boys are very negative toward Verse Choir
in general. Sixth:
So many children expressed doubt in regard to
belonging to the school orchestra, rhythm band, and chorus, that it seems wise for principals to plan more periods for appreciation of these activities. Seventh:
Spelling, writing, and oral English received
so little support that it is believed by this writer that the methods and techniques need to be studied, in order to deter mine the causes of and plan for remedying this lack of inter est. Eighth:
The school newspaper is an excellent device
and should have better support from the children.
The teacher’s
enthusiasm for such a project carried over to that of the class.
117 It seems wise for the methods of issuing a newspaper to be studies, and for better procedures to be devised, Ninth:
In the field of Radio Listening, the children
showed little interest in the Science and News programs.
They
showed a high degree of interest in the stories and music. Tenth:
In the field of Practical Arts, the children
showed only a moderate interest in Puppetry.
A richer curri
culum in the Practical Arts and better techniques and better organization of lesson plans on the part of the teacher could help toward making this a more worthwhile activity.
Because
of the difficulties with a coping saw, stringed marionettes might be better left to the Junior High School. Eleventh:
Making maps was an activity in which chil
dren showed a very low degree of interest.
Apparently, new
techniques need to be devised in order to make instruction in geography more alive. Twelfth:
Music Listening, both in the classroom and
over the radio received very high interest, considering the small amount of work which has been done by teachers within the past few years. Thirteenth:
The children showed Very Little Interest
in learning to sing through syllable reading.
Other methods
have been devised by which children can learn to sing.
Per
haps they would show a higher rating on a check-sheet of this kind.
113 Fourteenth:
Organized Games at Noon need one hundred
per cent cooperation in order to function properly.
Only
about seventy per cent of the children expressed desire to participate. Fifteenth:
Folk Dancing showed only medium interest.
Teachers need to have better preparation and study techniques of presentation, as the boys showed an increasing dislike as they became older. Sixteenth:
Social Studies conducted with Activity
Work from a Dramatic Play— Practical Arts standpoint appeals to the ten year olds, and increasingly little to the twelve year old.
It appears that it would be better for the teacher
of twelve year olds to plan her lessons in large blocks of more formal intellectual subject-matter. Seventeenth:
The Visual Aids are of great interest to
many children. Eighteenth:
As a whole, the Language Arts appeared to
have the lowest interest of any of the subject-matter groups. In the concluding chapter of this thesis are presented the general findings, conclusions, and recommendations for future work with school activities.
CHAPTER VI SUMMARY, CONCLUSIONS, AND RECOMMENDATIONS The purpose of this study of Children’s Interests in School Activities was to discover (l) the extent to which children’s interests should be considered in elementary edu cation; (2) which activities are of interest to children; (3) which low natural interest activities should be taught to children despite their seeming disinterest.
The study
took into account library research and an inventory of seventy-eight items which was given to 499 ten to twelve year old children. Some of the findings of the inventory illustrate fun damental principles foivnulated by theorists. to the contrary.
Some others are
As a result, the writer has attempted to
analyze them by theory, practice, and admission of children. In addition, several recommendations have been made for curriculum makers, and for persons who wish to pursue this subject of children’s interests further. I.
SUMMARY AND CONCLUSIONS
First, library research has shown that interest sur veys have been popular since 1919, but that most of them have dealt with adults and are vocational tests. been concerned with little children.
Only a few have
In none is interpreta
tion made of actual activities of children at school.
120 Second, psychologists have shown that interests become more permanent with age; that guidance would assist in broad ening interests; and that the native intelligence of children affect choice of activities#
The latter was found to be true
in this inventory. Third, various educators and psychologists who have studied the problems of learning and interest, believe that functional education is built around things to do, rather than things to know.
The data from the inventory bears out
this theory, as the items which were based upon things to know did not rate very near the top of the list, such as "Learn how to act in Social Situations” , ”Study Spelling” , ”Study Arithmetic” .
In the cases of audience situations
where there were things for the audience to appreciate this inventory shows that those items rated very high.
If the
problem became one of participation before an audience, the rating was low. Fourth, some activities appealed more to one sex than to the other, such as ”Arrange Flowers” .
The girls showed
high interest and the boys showed low interest. was true of the items in Science.
The reverse
"Experiment with magnets,
electricity, etc.” and "Help with the landscaping” was rated high by the boys and low by the girls.
By study of the data
given in individual tables, this tendency can be seen more clearly than by mere examination of the total rating for all ages and both sexes, as the averages might be a representing
121 figure for this point. Fifth, age is an appreciable factor in determining in terest in certain cases. which depends upon age.
”Helping in the Office” is one item The ten year olds are not experienced
enough to cope with the problems of office work.
Mature
eleven year olds and twelve year olds have more chances and here again experience enters into the problem. ”Have Folk Dancing” appealed more to ten year old boys and girls than to either the eleven or twelve year olds. Sixth, children were especially interested in new spectacular helps to education, such as Visual Aids and Radio. Both boys and girls rated these items toward the top of the list.
There was little difference in their choices according
to age or sex. Seventh, past experience in an activity is a factor contributing to interest.
Although the questionnaire said
”Draw a circle around the letter L if you really like to do these things or think you would”, the item ”Play in tra” rated very low.
the Orches
Few children in a school have the oppor
tunity to play in an orchestra.
This item rated one of the
very lowest of all the seventy-eight. Eighth, the Language Arts program which has been car ried on in formal and modern programs with different emphasis, but with the same content, rated so very low that it should be the definite concern of teachers and curriculum makers. This section averaged the lowest of all in interest, and far
122 below the average. Ninth, Art and Music rated so very low that it should be the concern of the teachers colleges to give teachers ade quate training in these specialized topics. II.
RECOMMENDATIONS
First, curriculum makers and teachers need to expend more effort toward enlivening the Language Arts program. Basis of mastery of the English language rests upon this pro gram and it therefore, should be of great concern to educators. Second, as a result of making this inventory of children’s activities it was found that teachers need to have a better teaching knowledge of art, music, practical arts and science. Teachers colleges need to take these points more into account, and teachers now in the profession need
to obtain a better
background of information and techniques. Third, teachers need to have a clearer understanding of child psychology so that they can guide their classes more ably in these worthwhile activities.
If Folk Dancing is
presented in the correct ways, twelve year old boys can enjoy the period.
Some teachers make their classes feel that it is
fun and that they are learning the social graces. Fourth, teachers should use pupil interest as a partial guide to determine activities in which they wish their pupils to participate.
This study of the interests in school
123 activities of 499 children gives indications of the trend of thinking done by ten to twelve year olds. Fifth, curriculum makers should consider the interests of children more when determining curriculum content, rather than holding that children can be‘ interested in anything— if the teacher is alert and is herself interested.
This
statement may be true in some cases, but some items might better be left for a different age or sex, rather than to advise artificial stimulation and maintain that ten to twelve year olds can be given the same activities on their own level. III.
RECOMMENDATIONS FOR FURTHER STUDIES
First, more studies need to be conducted to determine the relation between experience of children and their expres sion of attitudes toward school activities. Second, more fields of exploration should be tapped through studies in interests of children. Third, prediction of transfer
of training from one
activity to another is one type of study which needs to be undertaken. Fourth, determination of how much influence the home background of children has upon their interests in activities at school should be studied by research workers in the field of the interests of elementary children.
BIBLIOGRAPHY
A. BOOKS Adams, Pay, The Initiation of an Activity Program into a Public School. New York: Bureau of Publications, Teachers College, Columbia University, Publication No* 598, 1934. 80 pp. Anderson, John E., Happy Childhood. New York: D. Appleton Century Company, 1933. 321 pp. This book gives an excellent discussion of the physical characteristics of the ten to twelve year old children. Arlitt, Ada Hart, Adolescent Psychology. New York: The American Book Company, 1933. 250 pp. Since some twelve year olds are nearing the adolescent period, this study of their behavior is quite pertinent to the topic. , The Child from One to Twelve. New York: Whitlesey House, the McGraw-Hill Book Company, 1931. 228 pp. This is a book written primarily for parents to help them understand the growth and development of children. Bennett, Chester C., An Inquiry Into the Genesis of Poor Reading. Bureau of Publications, Teachers College, Columbia University, 1938. Bode, Boyd H., Progressive Education at the Crossroads. New York: Newson and Company, 1938. 128 pp. Interests as-related to activity and environment are among some of the points discussed in this book. Burton, William Henry, Children1s Civic Information. Los Angeles: The University of Southern California Press, 1936. 307 pp. Approximately 9,000 children were measured in regard to their civic information. . Included In the study is a summary of the method used in order to make up such a check-list• Dewey, John, Democracy and Education. New York: The Macmil lan Company, 1932. 547 pp. Dewey defines education in its relation to experiences and abilities, in this book. , Interest and Effort in Education. New York: Houghton Miff1in Company, 1913. 102 pp. In this volume Dewey defines the types of educative interest, and interest as such.
126 Fryer, Douglas, The Measurement of Interests. Hew York: Henry Holt and Company, 1931. 488 pp. There Is a complete discussion of the history of the measurement of interests, analysis of the various types of Inventories and check-lists which have been developed, and samples of some of the inventories in this very ex cel 1ent volume. Kilpatrick, William Heard, Education for a Changing Civili zation. New York: The Macmillan Company, 1926. 143 pp. Kilpatrick was championing the cause of socializing the curriculum, and recommending that the child be put acti vely at work in order to experience better ways of be having • Lane, Robert Hill, A Work Book for Principals and Supervisors, New York: The Macmillan Company, 1930. 263 pp/ The title is indicative of the material in the book, with its definite suggestions, helps, and critical outlines for principals and supervisors. , The Progressive Elementary School, New York: Houghton MIfllin Company, 1938. 19? pp. A study of elementary school practices found In the best schools. , The Teacher in the Modern Elementary School. New York* Houghton Mifflin Company, 1941. 397 pp. An acceptable philosophy of education for teachers has been outlined and the general terms of how it is possible to apply the theory In general practice is given ade quately and clearly in this book by a recognized leader of elementary education. Lee, Joseph, Play in Education. New York: The Macmillan Company, 1917. 500 pp. The various stages of development of children are dis cussed in relation to children at play. This is a valu able book in relation to children at play for anyone interested in the subject of children's interests. Lehman, H. C., and Paul A. %tty, The Psychology of Play Activities. New York: Barnes, 1927. 242 pp. There is an excellent classification of the ages of growth of children In this book. Melvin, A. Cordon, The Technique of Progressive Teaching. New York: The John Day Company, 1932. 405 pp. A great many methods and techniques for the teachers of elementary schools are given in this volume.
127 Nimkoff, Meyer P., The Child, Chicago: J. B. Lippincott Company, 1932, 303 pp. The value to this thesis is the discussion of the prin ciples child development in which the various stages of growth are discussed, Norsworthy, Naomi and Mary Whitley, The Psychology of Child hood, New York: The Macmillan Company, 1925, 375 pp. O ’Shea, M, V., The Child: His Nature and His Needs. New York: The Children’s Foundation, 1924. 516 pp. This is a survey of knowledge concerning child nature and the promotion of the well-being and the education of the young. For this study of Children’s Interests the book contains much material pertinent to the discussion of the general characteristics of children. Tiegs, Ernest W., The Management of Learning in the Elementary Schools. New York: Longsmans, Green and Company, 1937* This book contains many definite and concrete suggestions for teaching children. One topic especially of interest in this study is a discussion of subject fields versus centers of interest. Interest, attention and motivation are points which are brought out in the entire book as being related to each other. Tiegs, Ernest W., and Claude Crawford, Statistics for Teachers, New York: Houghton Mifflin Company, 1930. 212 pp. This is an understandable and very readable book of statistics which the teachers can use in their classrooms. Waddell, C. W., Corrine Seeds, and Natalie White, Major Units in the Social Studies. 1932. 290 pp. The philosophy of education carried on at the University of California at Los Angeles Training School and three major units of work discussed in detail give the reader a complete picture of the social studies policies in this school. Washburne, Carleton, Adjusting the School to the Child. New York: World Book Company, 1932. 189 pp. This book contains methods and techniques for^ adjusting the school to the individual needs of the child. Woodworth, R. S., Dynamic Psychology. New York: Columbia University Press, 1918, School Pulbication No. 344. Wrightstone, Jacob Wayne, Appraisal of Newer Elementary School Practices. New York: Bureau of Publications, 1938. 221 pp.
128 This is a critical review of the various practices which have been carried on in the elementary schools during the past few years♦ B.
PERIODICALS
Arnold, Felix, "Interest and Attention,ff Psychology Bulletin, 1905. .Baldwin, Sarah, E., "The School and the Child,” Child Psy chology - A Journal of Parent Education, 16:10, October 1934. This article contains a description of the physical char acteristics of children. Batten, M., ”Teaching Through Pupils’ Interests,” il Instruc tor , 45:25, January 1936. The author gives five logical arguments for teaching through pupil interest. Butts, Franklin A., ”Study of the Social and Economical Interests of Children,” School and Society, 50:172-3, August 1939. The purpose of this study was to discover the real in terest of as many factors as possible which affect chil dren’s thinking. Cobb, W. K., "Consider the Social Side,” California ParentTeacher, 17:12, April 1941. Six essentials to man’s happiness are given in this articles . Cole, Carl E., "Original .Interests and the Social Studies Program,” The Social Studies, 30:292-294, November 1939. This is an account of an attempt to broaden the instruc tional basis of daily living by giving pupils a choice of a wide range of activities in which high school students may earn credit. Crawford, C. C., "The Psychology of Functional Education,” Educational Method, 18:61-64, November 1938. The author believes that functional education should be built around things to do instead of things to know. He gives eight reasons, based upon psychology, for his be liefs . Davies, J. E., and L. K. Patton, "Construction of a Verbal Manual Interest Questionnaire,” School Review, 44:694700, November 1936.
129 Dunlap, Jack W., "Preferences as Indicators of Specific Academic Achievement," Journal of Educational Psychology, 26:411-415, September 1935. The findings of a questionnaire of items selected from two courses of study given to junior high students, con cluded that if the preference blanks were refined, the expressed preference of an individual could be used to increase materially the accuracy of the prediction of future academic success of the students. Dunlap, J. W., "Relationship Between Constancy of Expressed Preferences and Certain Other Factors," Journal of Edu cational Research, 27:521-6, October 1936. This is an account of a study where seventh grade students marked the Dunlap Preference Blanks to determine the con stancy of response from subject-matter field to field, the interrelationship between subjects, and correlation of constancy with achievement and intelligence, and the constancy of boys versus girls. Eginton, D. P., "Discovering Pupil Interests>" Journal of Edu cation, 116:281-2, June 1933. There is a splendid discussion of methods to use when attempting to discover pupil interests. Firman, Sidney G., "Taking the First Steps.in Progressive Edu-. cation," Progressive Education, 12:30-34, January 1935. This article is based on the philosophy of progressive education, and how to introduce new methods into a school system. Frederick, 0. I., "Pupil Interest and Needs as a Basis for Curriculum Development," Curriculum Journal 9:300, November 1938. The author believes that the interests of children can be provided for more, adequately if the curriculum is organized in such a way to promote the gradual growth of pupils toward maturity. Hildreth, G. H., "Interests and Skills at School," Child Study 7:261-7, June 1930.. This author believes that when natural interests in some subject of worth are lacking, it is the duty of the teacher to develop desirable interests. Judd, C. H., "How Shall the Enriched Curriculum be Made Systematic?" Elementary School Journal, 37:653-67, May 1937. Judd advocates treating childrenfs experiences as raw materials to be arranged in systematic order.
130 Kilpatrick, W. H., "Recent Psychological Developments; What They Mean for Curriculum Making,” National Education Association Journal, 24:297-9, December 1935* This article is bases upon the theory that children willl learn what they put themselves wholeheartedly into. Mahan, F. J., "Children's Interests Versus Social Needs,” School Executives, 50:509-10, July 1930. Three justifications for learning a thing, or engaging in activity are given in this article. Meredith, G-. H., ’’Utilizing Pupil Interest in Curriculum Making,” California Journal Elementary Education, 6:9-13, August 1937. Criteria are set up to judge the quality of pupil pur-, poses. Presler, .Frances, ’’Including Child Interest in Plans for a Curriculum II,” The Instructor. 48:l6r-17 and 76-78, October 1939. This is an account of a question sheet based upon the spontaneous questions of thousands of children. The check-sheet is given for the use of anyone wishing to use child interest as a factor in planning curriculum. Schneider, Herman, ’’Selecting Young Men for Particular Jobs,” American Machine, 38:597-600, 1913. Seagoe, May V., ’’Psychological Basis for Curriculum Trends,” Curriculum Journal, 9:309, November 1938. Seven psychological principles to be applied to learning in the emerging curriculum are given. Sheldon, D. R., ’’Children's Interests,” Elementary School Journal, 33:205-14, November 1932. This author believes that the home background is a factor to take into account when discussing children's interests. Stevenson, E. M., "Children's Nature Interests,” Elementary School Journal, 32:276-84, December 1931. This is an account of children's interests in nature experiments• Stolz, Hervert R., "Understanding the Child's Needs,” National Education Association Journal, 27:194, October 1938.. The social needs of children are discussed in this article. Stone, Virginia, ’’How Far Can We Use Child Interest in Build ing the Curriculum?" Progressive Education, 8:377-8, April 1937.
131 The author believes that the key to the'subject of chil d r e n^ interests is the teacher who knows children as well as her block of subject matter. Stott, L. V., "Children’s Interests and Teachers’ Judgements,” Progressive Education, 8:192-5, March 1931. This author feels that teachers should know when to raise the level of interest, and yet know when to allow them to develop naturally. Wheedon, V. P., ’’Research Needed in Interest Evaluation,” Educational Research Bulletin, 16:67-71, March 193'7. This is a discussion of some of the problems'of research which is needed in interest evaluation. Witty, Paul and David Kopel, ’’Studies of the Activities and Preferences of School Children,” Educational Administra tion and Supervision, 24:429-441, September 1938. This is a detailed description of the activities and preferences of school children, and some of the results. , ’’The Dreams and Wishes of Elementary School Children,” Journal of Educational Research, 30:199-205, March 1939. There is an excellent analysis of the section of the check list which deals with the dreams and wishes of elementary school children. , ’’The Interest Inventory in Directing Children’s Reading,” Education, 59:11-16, September 1958. This is an analysis of the findings of examination of 3,400 school children in regard to their interest in reading. Wrightstone, J. Wayne, ’’Constructing an Observational Tech nique,” Teachers College Records, 37:1-9, October, 1935This is a description of the way to plan an observational technique, the ways to record data, and how to correlate such data. , ’’Measuring ’Intangibles’ in Progressive Schools,” Progressive Education, 12:95-97, February 1935. The ’’intangibles” of education are discussed in this article. Direct observational techniques are discussed as the best methods for meeting the issue. C.
PUBLICATIONS OF LEARNED ORGANIZATIONS
Hockett, Ruth M., Editor, ’’Teachers Guide to Child Develop ment,” California Curriculum Commission, Sacramento: California State Printing Office, 1930, 658 pp. The State of California published a volume which contains
132 the prescribed course of study for fourth, fifth, and sixth grade teachers. Hocket, John A., "Children’s Interests and the Educational Program,” Twelfth Yearbook of the California Elementary School Principal’s Association. Sacramento, California: News Publishing Company, May 1940, 154 pp. The author discusses the meaning of children’s interests, how they can be utilized in education, and what is of interest to children. Melbo, Irving, ,fA Review of the Literature on Children’s Interests,” Twelfth Yearbook of the California Elemen tary School Principal’s Association. Sacramento, Calif ornia: News Publishing Company, May 1940, 154 pp. The author reviews, meticulously, the literature which has been published upon children’s interests. Sears, J. B., "The School and the Curriculum,” Thriteenth Yearbook of the California Elementary School Principal’s Association. Sacramento, California: News Publishing Company, 1941, 160 pp. The present day concept of the curriculum is summed up by the author. He says that they rest upon a group of established facts and are not merely supTDositions. National Education Association. Department of Elementary School Principals. Radio and the Classroom. Washington, D.C.: The Association, 1940-41, p. 96. School Publication No. 344. ’’Recreation— A Community Enter prise.” Los Angeles City Schools, Office of the Superin tendent, 1940. D.
UNPUBLISHED MATERIALS
Dean, Doris Mae, ”An Evaluation of the Carry-over Possibili ties of Physical Recreational Activities for the Elemen tary Level, Based on Child Interests and Needs.” Unpub lished Master’s thesis, The University of Southern Calif ornia, Los Angeles, August 1935. 104 pp. This Master’s thesis was especially helpful in this study with its discussion of the physical characteristics of the nine to twelve year olds. Noll', Myra, Crawford, ’’Boys’ Interests Concerning Home Econo mics.” Unpublished Master’s thesis, the University of Southern California, Los Angeles, August 1938. 152 pp. The chapter on the construction of the questionnaire was most helpful.
133 Reilly, Arinie Elizabeth, ”A Survey of Children’s Interests and Reactions to Radio Programs.” Unpublished'Master’s thesis, The University of Southern California, Los Angeles, June, 1937. 97 pp. An analysis of the problems which are faced in this study assisted this writer materially. Thomas, Calla May, ”A Study in Defense of the Concept of Children’s Interests Influencing the Elementary School Curriculum.” Unpublished Master’s thesis, The Univer sity of Southern California, Los Angeles, June 1935. 75 pp. The findings included the aims and objectives of the Course of Study based upon the concept of Child Interest. Voiles, Stephanie Hill, ”A Study of the Leisure Time Reading of Elementary School Children.” Unpublished Master’s thesis, The University of Southern California, Los Angeles, June 1937.
APPENDIX
TABLE XVI TOTAL -NUMBER OF.CHILDREN EXPRESSING LIKE AND DISLIKE FOR SCHOOL PARTICIPATION
ITEMS
.
TEN YEAR OLDS 69...Bovs
86 Girls 109 Bovs.
L
?
D
L
?
65
3
1
86
-
2. Helping in Office 41 25
1
67 18
3. Paper Drives
53
7
54 22
A. School Council _
52 1?
1. Helping Teacher
7
ELEVEN YEAR OLDS
P
_L 98
? _XL
TWELVE YEAR OLDS
1-28. Gir l s _ 57 Bovs L
?
D
L
? 3
50 Girls
P
L
?
49
1
P
8
2
124
2
1
54
1
79 23
6
104 19
5
45 10
2
41
7
2
9
82 19
8
76 38 14
41 10
6
35 12
3
5 „ j65_LL. 7
7.2. 23.1*
92 29
7
.
36.13- 8
36.13... 1
The table should be read: 65 of the 69 ten year old boys liked Helping the Teacher* Three of the 69 ten year old boys examined were uncertain whether or not they liked to help the teacher. One of the 69 ten year old boys disliked to help the teacher.
TABLE XVII TOTAL NUMBER OF CHILDREN EXPRESSING LIKE AND DISLIKE FOR ROOM PARTICIPATION
ITEMS
TEN YEAR OLDS .69 Bovs
ELEVEN YEAR OLDS
86 Girls 109 Bovs 128 Girls L
?
D
67 10
9
?
P
55 10
3
2 . Choose Class Officers 56 9
4
81
3. Be Class Officers 58
7
4
73 11
4* Take Care of Class room 54 13
2
75
5. Prepare Material for Lesson
60
5
6. Plam Classroom Arrangement /
54
9
L
TWELVE YEAR OLDS
L
?
P
L
9
57 Boys D
50 Girls.
?
D
L
?
D
40 io
7
35
6
9
40 14 3 4
44
5
1
40 10
7
36 14
-
L
1 . Discuss News Events 74 18 17
1
87 21 20
-
89 15
4
108 20
2
82 18
9
110 15 3
8
3
72 25 12
106 16
5
32 21
4
40
9
1
4
78. 4
4
74 23 11
107 16
4
40 11
6
39 10
1
4
6£L21. 2
70 25 14
101 21
6
37 16
4
37
8
5
4
136
The table should be read: 55 of the 69 ten year old boys examined liked to Discuss News Events. Ten of the 69 ten year old boys were uncertain whether they liked to dis cuss news events or not. Three of the 69 ten year old boys said they disliked to dis cuss news events.
TABLE XVIII TOTAL NUMBER OF CHILDREN EXPRESSING LIKE AND DISLIKE FOR SCHOOL-GROUP PARTICIPATION
ITEM
TEN YEAR OLDS
86 Girls
69.
Bo
?
D
L
?
1. Go to Assemblies to see Children’s Plays 64. 4
1
84
2
2. Have All-School Affairs (May Day, etc.) 57 8
3
79
5
L
y s
ELEVEN YEAR OLDS
.
P
2
TWELVE YEASL OLDS
109
Bo
L
?
P
L
?
D
L
101
4
4
126
1
1
50
7
86 16
7
114 12
2
43
9
ys
128 Girls _ _5 7 .
B
o ys
P
5
5.0 Gir.ls_ L
?
47
3
46
4
P
-
3. Belong to a Verse Choir 28 27 11
39 33 14
28 40 41
49 65 14
18 20 18
23 20
7
4 . Sing in Chorus
67 13
6
51 28 30
99 17 10
31 13 13
39
7
4
8
44 29 12
56 41 12
62 51 15
28 19 10
20 26
A
6
59 17 10
45 41 22
62 43 23
29 15 13
24 19
7
78
78 20 11
36 13 16
5. Play in Orchestra 41 16 6 . Play in Rhythm Band
46 17
7. Give Programs for Other Classes .53
2^ 9
5
3
110 14
L
A3 11
3
5
The table should be read: 64 o f the 6 9 ten year old boys liked to Go to Assemblies to see Children’s Plays. Four o f the 6 9 ten year old boys were uncertain whether they liked to go to assemblies to see children’s plays. One o f the 6 9 ten year old boys disliked to go to assemblies to see children’s plays.
TABLE XIX TOTAL HUMBER OF CHILDREN EXPRESSING LIKE AND DISLIKE FOR LANGUAGE ARTS
ITEMS___________
TEN YEAR OLDS______ ELEVEN YEAR OLDS L
69 Bovs 86 Girls. L ? D ? D
1. Keep Individual Spelling List
47 12 10
2. Study from Spelling Books
54
_1Q9 Bovs L ? D
TWELVE YEAR OLDS
128 Girls L ? D
50 Girls L ? D 37 10‘. 3
6
61 29 19
aa 30 10
33 14 10
a 11
62 19 2 a
32 12 34
40
61 19
7
a
66
3. Verse Choir in Own . Classroom 36 24
7
46 31
a
40 31 33
72 37 19
4» Keep Diaries
33 13 10
54 24
a
42 41 25
ao 36
5. Write Letters
49
5 10
53 ia 31
90 13 24
6* Write Original Stories
44 11 12
6a 11
7
51 28 30
7. Write Poetry
40 19
9
54 20 12
33 11 19 39 22
a 12
57 Bovs L ? D
6
8
24 17 15
23 15
7
27 22
26 13
6
36 11 10
40
4
6
73 27 27
28 16 13
29 15
6
33 32 33
67 30 30
13 17 21
30 11
9
55 11 20
51 22 36
36 10 32
32 11 13
35
6
9
52 23 11
53 34 17
66 49
23 19 10
23 15
7
70
9
a
9
3
36
a . Copy Writing from Board
7
9
138
9. Act as Master of Ceremonies
TABLE XIX (continued) TOTAL NUMBER OF CHILDREN EXPRESSING LIKE AND DISLIKE FOR LANGUAGE ARTS
ITEMS
TEN YEAR OLDS1 L
ELEVEN YEAR OLDS
69 Bovs 86 Girls ? D L D
109 Bovs L ? D
10. Read Story-Books 66
2
1
82
-
11. Read Text-Books
56
9
4
63
4 19
76 17 16
12. Read Newspapers
60
7
2
72
9
90 14
13. Read Poetry
45 11 12
63
9 14
55 24 29
4
95 11
3
5
128 Girls L 9 D
57 Bovs L D
50 Girls L D
3
53
4
-
47
3
-
84 21 23
42
9
6
42
6
2
47
7
3
42
2
6
29 13 15
38
8
4
5
38 16
3
38
9
3
120
3
107 16
5
95 18 15 101 20
5
76
8
2
85 15
15. Interview People 40 19
6
47 29
9
53 42 13
67 48 12
31 18
8
25 17
8
16. Reporter for a School Newsnaoer A7 16
5
53 22 11
68 32
73
39 13
5
32
9
8
8
-3
7
o i—i
14. Talk Over Micro phone 57
4
TWELVE YEAR OLDS
9
159
The table should be reads 47 of the 69 ten year old boys examined liked to Keep Indi vidual Spelling Lists* 12 of the 69 ten year old boys were uncertain whether or not they liked to keep individual spelling lists. Ten of the 69 ten year old boys disliked to keep individual spelling lists.
TABLE XX TOTAL NUMBER OF CHILDREN EXPRESSING LIKE AND DISLIKE FOR RADIO
ITEMS.
TEN YEAR OLDS
__________ L
ELEVEN YEAR OLDS
69 Bovs 86 Girls ? D L ? D
1. Listen to Radio Program on Science 54
7
6
45 22 19
2. Listen to Radio Program of Music 59
4
6
80
3. Listen to Radio Pro62 gram of News
5
2
47 18 21
4* Listen to Radio Pro66 gram of Stories
1
2
86
5. Broadcast Imaginary Radio Program 51 15
3
65 17.
The table should be a Radio Program on liked to listen to liked to listen to
4
-
109 Bovs L ? D
128 Girls L ? D
70 23 16
70 37 21
2
4__
TWELVE YEAR OLDS
69 15 25 80 16 13 102
4
3
72 31
6
106 12
57 Boys . 50 Girls L ? P L ? D 36 13 9
41
8
6 10
29 13
8
43
5
2
40 10
7
35
8
7
53
4
-
50
-
-
91.10 _ 7 _ 37 12
7
75 22 31 127
1
-
J u I L 6
read: 54 of the 69 ten year old boys examined liked to Listen to Science. Seven of the 69 ten year old boys were uncertain whether they a radio program on science. Six of the 69 ten year old boys dis a radio program on sciance.
140
TABLE XXI TOTAL NUMBER OF CHILDREN EXPRESSING LIKE AND)'DISLIKE FOR PRACTICAL ARTS
ITEMS___________________ TEN YEAR OLDS_______ ELEVEN YEAR OLDS 69 Bovs L
9 •
D
1. Make Things for Exhibits in Library, etc. 46 16 6
86 Girls
128 Girls
5
34 14
2
40 10
7
46
4
-
4
33 15
7
30 18
2
1
24 22 11
38 10
2
39 10 ♦
39
5
6
29 17 11
28 16
5
48
6
3
43
4
3
53
2
1
45
5
8
88 35
9
60 14 12 67 16 72
55 23
52 12
5 .... 70 12
3. Make Puppets
48 13
5
4* Make Costumes
39 16 12
5. Paint Individual Pictures
52
5
?
D
5
34 18
110 14
3
69 30 10
83 41
3
36 38 35
104 21
9
76 14 19
103 14 11
?
D
8
72 29
4
70 30
L
L
50 Girls D
D
D
57 Bovs
9
9
9
L
2. Make Scrapbooks
6 10
109 Bovs
TWELVE YEAR OLDS
L
8
L
’
6. Paint Murals with Other Children 44 15
9
53 21 12
66 24 19
7. Make Clay Figures. Bowls, etc. ’63
3
3
80
3
2
93
6
9
112
7
S. Make Presents for Other People 64
3
2
84
1
1
91 13
4
121
6
75 39 12 9
TABLE XXI (continued) TOTAL NUMBER OF CHILDREN EXPRESSING LIKE AND DISLIKE FOR PRACTICAL ARTS
ITEMS
‘
86 Girls
69 Boys
9. Make Maps
.
L
?
D
56
6
7
L
?
TWELVE YEAR OLDS
ELEVEN YEAR OLDS
TEN YEAR OLDS
D
109 Bovs L
?
D
128 Girls L
?
D
50 Girls
57 Boys L
?
D 3
45 17 24
78 18 13
78 25 21
42 11
10. Copy Pictures Rather ..Than Make_.Them. Un 30 5 33 . __29 14 43
55 27 27
Lb 38 LL
26 13 18
L
?
D
30 11
9
20 13 17
The table should be read: Item 1. Make Things for Exhibits in Library, etc., 46 of the 69 ten year old boys examined liked to do this. Sixteen of the 69 ten year old boys were uncertain whether or not they liked to Make Things for Exhibit in Library. Six of the ten year old boys examined disliked to lake Things for Exhibit in Library.,
TABLE XXII TOTAL NUMBER OF CHILDREN EXPRESSING LIKE AND DISLIKE FOR MUSIC
ITEMS_______
TEN YEAR OLDS_______ ELEVEN YEAR OLDS L
1
69 Bovs 86 Girls ? D L 9 D
109 Boys L 9 D
TWELVE YEAR OLDS
128 Girls L ? D
57 Bovs 50 Girls? L ? D L 9 D
82 19 27
26 12 19
33
6 11
. Learn
to Read Music (do, re, mi) 42
7 19
65 13
8
43 19 4V
2 . Listen to Muisc 61
4
3
81
2 3
82 13 13
120
4
3
48
4
5
48
2
-
3. Sing Songs in Music Books 53
8
7
82
3
1
68 16 25
110 11
7
41
9
7
43
4
3
4* Sing Popular Songs 63 2
3
84
1
1
99
124
-
48
3
5
49
1
-
47 16
3
58 19
9
45 47 17
53 58 16
28 19 10
24 21
5
44 22 20
33 35 40
51 40 37
23 14 20
23 13 14
72 11
79 15 15
(records, etc.)
5. Create New Songs
6. Tap Out Song Before You Sing It 31 20 15
8
2
4
7. Have Community Sing-
Jtag______ .....
5.6.JLP
1
3
110 14
4
43
8
6
43
4
3
The table should be read: 42 of the 69 ten year old boys examined liked to Learn to Read Music. Seven of the 69 boys were uncertain whether or not they liked to learn to read music. Ninteen of the 69 ten year old boys disliked to learn to read music.
TABLE XXIII TOTAL NUMBER OF CHILDREN EXPRESSING LIKE AND DISLIKE FOR SCIENCE
ITEMS
TEN YEAR. OLDS L
ELEVEN YEAR OLDS
69 Bovs 86 Girls ? D L ? D
109 Boys L ? D
TWELVE YEAR OLDS
128 Girls L ? P
57 Boys 50 Girls L L ? P D
1. Arrange Flowers
37 13 16
75
5
6
39 31 33
117
6
5
21 19 17
2. Work in Garden7
66
2
1
71 12
3
91 10
102 18
8
49
3. Help with Land scaping
45 21
3
43 29 13
70 28 11
4* Experiment with Magnets, Electricity, plants, etc. 66 3
60 19
7
95 10
4
5, Care for Pets
79.
2
.9.3 .9
2_. 11L 11
68
1
5.
8
46
3
1
5
2
36 10
4
58 55 14
37 17
3
24 2 1
5
85 27 16
51
5
1
29 14
6
r
51
3
3
..4.4__ k-,. 2
This table should be read: 37 of the 69 ten year old boys examined liked to Arrange Flowers. Thirteen of the 69 ten year old boys were uncertain whether they liked to arrange flowers or not. Sixteen of the 69 ten year old boys disliked to arrange flowers.
144
TABLE XXIV TOTAL HUMBER OF CHILDREN EXPRESSING LIKE AND DISLIKE FOR BODILY SKILLS
ITEMS
TEN" YEAEI OLDS L
69 B o y s i 86 Girls L ? D D
1. Take Care of Courts, Balls, etc.? 50 13 2. Play Organized Games at Noon 52
ELEVEN YEAR OLDS
5
6 11
12S Girls L ? D
57 Boys 50 Girls L L D D
6
74 41 13
45
7
5
26 IS
6
5 20
74 12 23
7S 20 30
42
S
7
32 10
S
43 24 13 61
TWELVE YEAR OLDS
109 Bovs L ? D 77 26
3. Be a Scorekeeper
41 15 13
59 12 15
57 24 27
67 36 23
31 13 13
27 13 10
4* Umpire Games
51
7 10
59 16 11
77 13 17
66 35 27
39
9
9
30 10 10
53 23 10
69 2S 11
72 40 13
40 14
3
34 12
4
SI
43
3
4
37
9
4
5. Organize Teams, Tournament s, e tc. 46 17 6. Have Folk Dancing 54
5
4 11
7t Create New Dances 29 1$ 22
2
3
59 21 29
54 23
S
30 50 27
119
7
2
72 LI 1L-
40
2 15
IS U .
25
This table should be read: 50 of the ten year old boys examined like to Take Care of Courts, Balls, etc* Thirteen of the 69 ten year old boys were uncertain whether they liked to take care of courts. Five of the ten year old boys disliked to take care of courts.
TABLE-XXV 'TOTAL NUMBER OF CHILDREN EXPRESSING LIKE AND DISLIKE FOR MISCELLANEOUS ACTIVITIES
ITEMS
TEN YEAR_OLDS_______ ELEVEN YEAR OLDS L
1. Work Problems in Arithmetic
69 Bovs ? D
86 Girls L ? D
109 Bovs L ? D
TWELVE YEAR OLDS
128 Girls L ? D
57 Bovs 50 Girls L ? D L ? D
60
6 3
71
4 11
79
7 23
95 U 19
46
7
4
37
5
3
2. Study About Other People, (Mexicans, etc.) 62
4 3
79
5
2
34 13 12
94 17 17
49
7
1
42
4
4
2
65 20
1
74 25
3
68 41 IB
42
11
4
34
12 4
3
46 21 19
-
56 37 35
55
1
1
26
10 14
3. Build Large Houses for Plays (Mexi cans, Chinese, etc. 54 13
4 . Make Small Models (Boats, Airplanes) 64 2
103
5
5* Learn How to Act in Social Situations
40 23 6. Work in Committees 56 7. Give Parties
60
9 7 2
3
73
9
4
67 33
9 108 16
1
36 14
7
43
6 1
4
67
13
5
36
3 105
7
45
3
40
7
3
49
1
-
82
3
-
15
93 12
4
124
16 3
1 51
9 6-
TABLE XXV (continued) TOTAL NUMBER OF CHILDREN EXPRESSING LIKE AND DlSLIKE FOR MISCELLANEOUS ACTIVITIES
TEN YEAR: OLDS
ITEMS
86 Girlsi 109 Bovs
_69 Boys L
*? D
ELEVEN YEAR OLDS
L
?
D
8. Help in Cafeteria 41 1#
8
63 14
8
66
2
1
84
2
-
10. See a Stillfilm
59
4
6
73
9
4
_on Trips... .
66
1
2
86
-
—
9* See a Movie
L
?
D
69 26 14 105 93 10A
2
2
6 10 3
2
TWELVE YEiUl OLDS
128 Girls
50 Girls
57 Bovs ?
D
L
?
D
6
36 12
9
37
8
5
2
56
1
-
49
-
1
95 15 16
49
3
5
41
6
3
57
—
—
1
-
L
?
D
95 25 124
12A
l
1
2
L
.
The table should be read: 60 of the 69 ten year old boys examined liked to Work Problems in Arithmetic. Six of the 69 ten year old boys were uncertain whether or not they liked to Yfork Problems in Arithmetic. Three of the ten year old boys disliked to Work Problems in Arithmetic.
148
TABLE XXVI TOTAL NUMBER OF CHILDREN ADMITTING EXPERIENCE IN SCHOOL PARTICIPATION
BASED UPON_________ 10 Year Olds Bovs Girls 1. Helping Teacher
11 Year Olds
12 Year Olds
Bovs
Bovs
Girls
Girls
52
79
93
125
50
45
2. Helping in Office 21
37
65
80
25
25
3. Paper Drives
39
54
82
90
40
30
As- School Council
27
AO
60
70
.35...
30
NUMBER OF CASES______ 155_______
237________ 102________
This table should be read: Item 1.
Helping Teacher, 52 of
the 69 Ten Year Old Boys examined said they had experience in this item.
149 TABLE XXVII EXACT COUNT OF 499 CHILDREN ADMITTING EXPERIENCE IN ROOM PARTICIPATION
BASED UPON
10 Year G M s
11 Year Olds
Boys
Bovs
Girls
12 Year Olds
_Glrls _ Bovs
Girls
1. Discuss News Events 59
71
80
115
40
40
2. Choose Class Officers
39
72
SO
104
35
41
3. Be Class Officer• 49
58
60
66
21
16
4. Take Care of Classroom
44
65
60
90
25
31
43
72
62
109
30
40
60
84 128
40 30 57 50 __107
5. Prepare Materials for Lesson
6 . Plan Classroom Arrangement Number of Cases
44 __ 50__ 69 86 155
The table should be reads Item 1.
109 237
Discuss News Events, 59
of the 69 ten year old boys examined said they had experience in this item.
150 TABLE XXVIII TOTAL NUMBER OF CHILDREN ADMITTING EXPERIENCE IN SCHOOL-GROUP PARTICIPATION
BASED UPON
10 Year Olds
11 Year Olds
Boys
Girls
Bovs
1. Go to Assemblies to see Children’s Plays 59
73
88
2. Have All-School Affairs (May Day, etc.) 51
68
24
Girls
12 Year Olds; Bovs
Girls
120
50
50
77
105
40
43
26
40
56
22
25
27
48
48
25
49
5 . Play in Orchestra 23
24
39
39
12
7
52
45
72
30
22
3 * Belong to a Verse Choir 4. Sing in Chorus
85
6 . Play in Rhythm Band
38
7. Give Programs for Other Classes 53 ...79 86 69 Number of Cases 155 The table should be read:
120 77 45 44 50 128 57 109 _____ __ JLQ7. . .-231
Item 1.
Go to Assemblies to see
Children’s Plays, 59 of the 69 ten year old boys examined said they had experience* in this item.
5-531TABLE XXIX TOTAL NUMBER OF CHILDREN ADMITTING EXPERIENCE IN LANGUAGE ARTS
BASED UPON,
1. Keep Individual Spelling Lists
10 X a arOlds,
ll_Year Qlds__12 JLeavOAds
Bovs
Bovs
Girls
Girls
Bovs
Girls
47
65
78
120
32
35
2. Study from Spell ing Books 55
78
88
126
45
50
3. Verse Choir in Own Classroom
32
35
50
90
27
30
4* Keep Diaries
23
28
35
65
10
20
5. Write Letters
58
78
85
115
42
47
6* Write Original Stories
55
78
70
85
31
30
7. Write Poetry
40
68
57
95
20
30
8 • Copy Writing from Board 55
78
89
115
35
45
9. Act' as Master of Ceremonies
31
42
42
65
25
20
10. Read Story-Books
57
78
90
115
45
50
11. Read Text-Books
58
83
90
115
50
46
12. Read Newspapers
57
83
90
120
45
40
13. Read Poetry
57
73
75
115;'
45
42
14. Talk Over the Microphone^
33
51
62
80
30
21
15. Interview People
30
40
35
6$
25
20
152
TABLE XXIX (continued) TOTAL NUMBER OF CHILDREN ADMITTING EXPERIENCE IN LANGUAGE ARTS
BASED UPON
10 Year Olds Boys
16. Reporter for a School Newspaper
Girls
16 69
Number of Gases
21 36 155
11 Year Olds Bovs
Girls
35 LZ 109 ”123 -237
12 Year Olds Bo y s
Girls
15 .13 57 50 ..101... ,
The table should, be read: Item 1. Keep Individual Spelling Lists, 47 of the 69 ten year old boys examined said they had experience in this item*
153
TABLE XXX TOTAL NUMBER OF CHILDREN ADMITTING EXPERIENCE IN RADIO
Based. Hnon
...
.10 Year Olds ..11 Year Olds Boys
Girls .. Boys. _Girls
12 Year Olds Bo y s
. « Girls.
1. Listen to Radio Programs on Science 42
63
70
105
32
28
2. Listen to Radio Program of Music
53
81
90
120
50
46
3. Listen to Radio Program of News
50
70
70
95
35
41
4* Listen to Radio Program of Storie*s
53
74
80
100
45
35
5. Broadcast Imaginary 80 Radio Program 29 52 . 55 .128 69 86 109 : t Number of Cases .. 155.____ _____ 237 The table should be read:
Item 1.
35_ ..... 25 57 50 107
Listen to Radio Programs
on Science, 42 of the 69 ten year old boys examined said they . had experience in this item.
154 TABLE XXXI TOTAL NUMBER OF CHILDREN ADMITTING EXPERIENCE IN PRACTICAL7.ARTS
BASED UPON
10 Year Olds Bovs
Girls
11 Year Olds Bovs
Girls
12JY_ear Olds Bovs
Girls
1. Make Things for Ex hibits in Library, etc. 35
43
50
73
25
23
2. Make Scrap Books
46
59
70
93
34
33
3. Make Costumes
30
51
37
20
25
4. Make Puppets
34
42
40
56
16
18
5. Paint Individual Pictures
51
72
95
110
40
38
6. Paint Murals With Other Children
37
46
60
82
21
25
7. Make Clay Figures, Bowls, etc.
52
83
85
125
40
38
52
86
82
120
45
45
53
71
85
105
40
35
82
8 . Make Presents for Other People 9. Make Maps
10. Copy Pictures Rather Than Make Them Un A1 69 Number of Cases
.5.5..
86
70 90. _ ... 311 ... 30____ 50 57 109 128 107 .231......... ... ...
The table should be read: Item 1. Make Things for Exhibits in Library, etc., 35 of the 69 ten year old boys examined said they had experience in this item.
155
TABLE XXXII TOTAL NUMBER OF CHILDREN ADMITTING EXPERIENCE IN MUSIC
BASED UPON
10 Year Olds Bovs
11 Year Olds Girls
12 Year Olds Bovs
Girls
Bovs
1. Learn to Read Music (do, re, mi) 49
78
85
110
36
40
2. Listen to Music (records, etc.)
54
77
90
115
45
45
3. Sing Songs in Music Books 54
83
90
123
40
45
4- Sing Popular Songs
53
78
35
125
45
42
5. Create New Songs
37
55
45
121
41
21
6. Tap Out Song Before 36 You Sing It
65
70
105
35
35
57
43 50
7. Have Community Singing AS _ 78_. .... 85 ... 120 69 86 109 128 Number of Cases . 237..... ... . .J55.-...
Girls
107
The table should be read: Item 1. Learn to Read Music (do, re, mi), 49 of the 69 ten year old boys examined said they had experience in this item.
156;
TABLE XXXIII TOTAL NUMBER OF CHILDREN ADMITTING EXPERIENCE IN SCIENCE
BASED UPON
10 Year Olds Bovs
Girls
11 Year Olds Boys. .Girls
12 Year Olds Bovs
1 Girls
1. Arrange Flowers
37
77
45
106
21
35
2. Work in Garden
46
67
66
95
40
25
3. Help With Land scaping
26
31
60
58
41
12
Magnets, Electricity, Plants, etc. 40
58
65
80
26
25
4 # Experiment with
5. Care'for Pets
LI
67 _ 77 95 __ 86 109 128 237 ... .15.5____
69
Number of Cases
The table should be read:
Item 1.
31 _ 25 57 50 107
Arrange flowers, 37 of
the 69 ten year old boys examined admitted experience in this item#
157 TABLE XXXIV TOTAL NUMBER OF CHILDREN ADMITTING EXPERIENCE IN BODILY SKILLS
BASED UPON
10 Year Olds Bovs.
11 Year Olds . 12 Year Olds
Girls.
Boys
Girls ...Boys . ! Girls
1, Take Care of Courts, Balls, etc, 32
43
55
125
25
25
2, Play Organized Games at Noon 4#
73
84
115
45
38
3 , Be a Scorekeeper
40
60
65
92
24
25
4* Umpire Games
34
48
75
78
24
25
5, Organize Teams, Tour naments, etc, 36
40
60
60
24
20
6 . Have Folk Dancing
43
78
90
100
32
45
7. Create New Dances
23 69
A5_.
20.
23 50
Number of Cases The table should be read:
86 115
_
_ 45 _ 60 109 128 ____ 217.,......
Item 1*
57 107
Take Care of Courts, Balls,
etc., 32 of the 69 ten year old boys examined admitted exper iencing this item.
158 TABLE XXXV TOTAL NUMBER OF CHILDREN ADMITTING EXPERIENCE IN MISCELLANEOUS ACTIVITIES
BASED UPON
10 Year Olds Boys
11 Year Olds
12 Year Olds
Girls
Boys
Girls
83
107
127
45
45
73
86
125
45
40
3. Build Large Houses for Plays (Mexican, Chinese, 50 etc.) 51
65
70
25
25
4* Make Small Models (Boats, Airplanes)
1 . Work Problems in Arith metic 53
Bovs
Girls
2. Study About Other People (Mexicans, etc.) 50
44
48
80
61
40
25
5. Learn How to Act in Social Situations 47
67
70
90
35
38
6 . Work in Committees
43
66
85
98
43
40
7. Give Parties
43
73
80
110
40
40
8. Help in Cafeteria
23
31
40
58
17
35
9. See a Movie
55
83
100
121
45
48
50
78
85
125
45
48
50
_23_
69
86
45 57
. 48 50 107
10. See a Stillfilm 11. Go on Trios Number of Cases
The table should be read:
Item 1.
___98 _/ 120. 109 128 237
.
-
Work Problems in Arithmetic,
53 of the 69 ten year old boys examined said they had experiencet this item.
159 CHILDREN'S INTERESTS IN SCHOOL ACTIVITIES
Directions for Administering the Check List: I.
Provide a sheet of pencil paper and pencil for each child. Read the directions at the top of the check list to the class emphasizing: (1) The examiner vri.ll read each line aloud to the class — then the child will place a check be fore the item if he has done it. (2)
Each item is to be circled only once in L, Z or fi
ll.
Read the
III.
In order to provide for those children with reading difficulties, the examiner will read each line aloud. Each child will place his paper under the line. The procedure for each of the 78 items will be: Cl) (2) (3) (4)
samples explaining
.carefully.
Place the paper under the line. Examiner will read aloud. Check in the margin before the item if the child has done it. Circle' the proper letter - L, j? or D.
IV.
Ask the child to count the number of L»s, ?.fs or fi's and total at the bottom of the second sheet to be sure that no item has been omitted. The number of L ’s, ?'s and 1)' s should equal 78 •
V.
After the child has completed the check-list and made the totals, ask him to write his name on the upper, left corner of his paper.
VI.
TO THE EXAMINER: After the paper has been colleced, the examiner will place the child's IQ above his birthday.
160 CHILDREN*S INTERESTS IN SCHOOL ACTIVITIES Boy Girl day_____
School_______________ Age Your Last Birth
Draw a circle around the letter L if you really like to do these things, or think you would. Draw a circle around the question mark? if you are not sure. Draw a cir cle around the letter D if you don*t like to do these things, or think you wouldn*t. Place a check in front of each activity you have done at school. Example: iPut up the school f l a g ................................ L © D v/ Go on errands......................................... I P ? D Help your t e a c h e r L ?E Help those in the o f f i c e ...................... .. . .L ? D Help with paper d r i v e s ................................ L ? D Belong to a school council (safety, thrift, etc.). . .L ? D Discuss news events .................................. L ? D Choose class o f f i c e r s .L ? D Be class o f f i c e r ............ ..........................L ? D Take care of c l a s s r o o m ................................ L ? D Prepare materials for lessons (Mix paints, etc.) . . .L ? D Plan classroom arrangement . • . . . .L ? D Go to assemblies to see children*s plays, etc. . . . .L ? D Have all-school affairs (May Day, e t c . ) ............. L ? D Belong to a verse c h o i r ..............................L ? D .................................. L ? D Sing in the chorus Play in the orchestra .L ? D Play in the rhythm b a n d .............................. L ? D Give programs for other c l a s s e s ...................... L ? D Keep an individual spelling l i s t . ............ . . .L ? D Study from the spelling b o o k s ....................... L ? D Have verse choir in my ownc l a s s r o o m .................. L ? D Keep diaries . . . . . . .L ? D Write l e t t e r s ................. .............. .. . . .L ? D Write original stbfies . . . . . . . . .. . . . . . . .L ? D Write poetry . L ?D Copy writing from the board .......... . . .L ? D Act as a master of c e r e m o n i e s L ?D Read story-books ........ L ? D Read text-books . ........................ Read n e w s p a p e r s .L ? D Read poetry .................................... L ? D
L?D
161 - 2 ? D 9 D 9 D
Talk over the microphone .......... Interview people ................... Be a reporter for a school newspaper Listen to Listen to Listen to Listen to Broadcast
radio program on science . radio program of music . . radio program of news . . radio program of stories . an imaginary radio program
• • • • • • • • • • • ♦ ♦ • • • • • ♦ • • • • • • ♦ • •
Make things for exhibits in the library, Make s c r a p b o o k s ................. . Make costumes ..................... Make puppets ....................... Paint individual pictures ........ • « Paint murals with other children . . « • Make clay figures, bowls, etc. . . • Make presents for other people . . . Make m a p s ............... Copy pictures rather than make them up . Learn to read music (do, re, mi) . . Listen to music (records, etc.) . . Sing songs in music books ........ Sing popular songs ............. .. . Create new songs ............... .. . Tap out a song before you sing it Have community singing .............
etc.
.L ? D .L 9 D .L ? D .L 9 D ? D
• • .L
9 9 9
9 • • • • • .L ? • • ♦ « • .L ? ? • • • • • .L 9 9 9
D D D D D D D D D D
• • • • • • • .L ? D • • • • • « • .L ? D • • • • • • • .L ? D 9 D 9 D • • • • • • • .L ? D 9 D
Arrange flowers ................. . . . . . . . Work in the garden ............................ Help with l a n d s c a p i n g ......................... Do experiments with magnets, electricity, plants, etc. . . . . . . . . . . . . . . ........ • • Care for p e t s ...............
L ? D L ? D L ? D L ? D L ? D
Take ccare of courts, balls and other game equipment L ? D Play organized games at n o o n ....................... L ? D ................... L ? D Be a scorekeeper . . . . . . . . Umpire^games.......... • . ............. L ? D Organize teams, tournaments, etc.................... L ? D Have folk dancing ........................ .L? D Create new dances . . ........................... L ? D Work problems in a r i t h m e t i c ....................... L ? D Study about other prople (Mexicans, Indians, etc.) .L ? D Build large houses for plays (Mexican, Chinese, e t c . ) ................................
.L?D
162 - 3 Make small models (boats, a i r p l a n e s ) ............... L ? D Learn how to act in social s i t u a t i o n s .L ? D (When we meet people, when we have guests, when we go to restaurants, etc.) Wrork in committees ......................... L ? D Give parties • .......... • • •.................. L ? D Help in cafeteria ..................... L ? D See a m o v i e ........................ T . ’. ......... L ? D See a s t i l l f i l m ............... ....................L ? D .................................... L ? D Go on trips