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To explore relations among parents' self-reported disciplinary styles, preschoolers' playground behavioral orientations, and peer status, 106 mothers and fathers of preschool-age children (age range = 40-71 months) participated in home disciplinary style interviews. Observations of their children's playground behavior in preschool settings and measures of sociometric status were also obtained. Results indicated that children of more inductive mothers and fathers (i.e., less power assertive) exhibited fewer disruptive playground behaviors. In addition, daughters and older preschoolers of inductive mothers exhibited more prosocial behavior. Children of inductive mothers were also more preferred by peers. Few significant relations were found between paternal discipline and child behavior/peer status. Age-related patterns of behavior also indicated that older preschoolers who engaged in more prosocial and less antisocial and disruptive playground behavior were more preferred by peers. In addition, child behaviors were found to mediate maternal discipline and peer status.

To explore relations among parents' self-reported disciplinary styles, preschoolers' playground behavioral orientations, and peer status, 106 mothers and fathers of preschool-age children (age range = 40-71 months) participated in home disciplinary style interviews. Observations of their children's playground behavior in preschool settings and measures of sociometric status were also obtained. Results indicated that children of more inductive mothers and fathers (i.e., less power assertive) exhibited fewer disruptive playground behaviors. In addition, daughters and older preschoolers of inductive mothers exhibited more prosocial behavior. Children of inductive mothers were also more preferred by peers. Few significant relations were found between paternal discipline and child behavior/peer status. Age-related patterns of behavior also indicated that older preschoolers who engaged in more prosocial and less antisocial and disruptive playground behavior were more preferred by peers. In addition, child behaviors were found to mediate maternal discipline and peer status.

The purpose of the present study was to compare the parenting attitudes of AfricanAmerican, European American (native to the United States), Asian American, Asian-Indian, and Hispanic mothers (immigrant population who were not natives of the United States). Research has indicated that parents develop their parenting styles based on their cultural socialization, family background, personality style, and personality of their children (Belsky, 1984). One hundred and eighty two mothers participated in the study. The parenting attitudes of the mothers were measured using the Adolescent-Adult Parenting Inventory (AAPI, Bavolek, 1984), a 32 item assessment. I way ANOVA performed on each of the 4 subscale scores of the parenting attitudes indicated that the five cultural groups differed in their parental attitudes. Post-hoc Tukey tests for ethnic group differences in the parental attitude subscale scores yielded significant results for 16 of the 40 pairwise comparisons. These results suggest that some groups of ethnic mothers place stricter expectations, demands and control on their children.

The major objectives of this study were to develop a questionnaire based on the National Association for the Education of Young Children guidelines (1986) for developmentally appropriate practice in early childhood education and to use this questionnaire for obtaining information regarding kindergarten teachers' beliefs and practices. The Teacher Questionnaire containing two subscales, the Teachers' Beliefs Scale and the Instructional Activities Scale, was constructed and administered to 113 kindergarten teachers from four Southern states. In addition to encouraging psychometric properties, positive correlations were found between develomentally appropriate beliefs and activities (r = .63, p = .000) as well as between developmentally inappropriate beliefs and activities (r = .71, p = .000). The teachers with higher ratings on developmentally appropriate beliefs felt more in control of planning and implementation of instruction than did the teachers with lower ratings. The Teacher Questionnaire shows promise of being a useful instrument for the study of teachers' perceptions of their beliefs and practices. The information obtained supports the contention that there is a great deal of teaching in today's kindergartens which is not congruent with NAEYC standards for developmentally appropriate practice.The publication of guidelines for developmentally appropriate early childhood educational practices by the National Association for the Education of Young Children (NAEYC, 1986) served as an impetus to develop a means for identifying kindergarten teachers who value and exemplify such practices and those who do not. The authors decided to construct a questionnaire that could be used for this purpose. This article describes the development and characteristics of The Teacher Questionnaire and the information obtained from administering the questionnaire to 113 kindergarten teachers.

This study investigated the clothing selections for purchase of preschool and kindergarten‐aged children in a midsized southern city. The theory of consumer socialization provided framework for the study. Seven hundred questionnaires were distributed to parents/ guardians of 3‐, 4‐, 5‐, and 6‐year‐old children at public and private schools and preschools. A total of 314 usable questionnaires were completed by mothers, yielding a 45% response rate. T tests, ANOVA, and frequencies were used to analyze data. The effects of demographic variables were investigated in relation to three consumer socialization constructs. Findings indicated that consumer socialization of children begins at an early age and is related to selected demographic characteristics. Results of this study are important for those involved in the children's wear business, as well as for clothing and retailing educators. © 1993 John Wiley & Sons, Inc.

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