Date of Award:

5-1969

Document Type:

Thesis

Degree Name:

Master of Science (MS)

Department:

Human Development and Family Studies

Department name when degree awarded

Family and Child Development

Committee Chair(s)

Jay D. Schvaneveldt

Committee

Jay D. Schvaneveldt

Committee

Don C. Carter

Committee

Arthur E. Jackson

Abstract

The Metropolitan Readiness Test, 1964 edition, Form A, was administered to forty children who were enrolled in kindergarten classes in Logan, Utah, during the school year 1967-1968. Twenty of these children (nursery attenders) had attended the Utah State University Child Development Laboratory for at least two, but not more than three quarters with at least half of this nursery experience being during the year preceding kindergarten. The other 20 children (non-attenders) had not experienced any type of pre-school or day care program prior to kindergarten. The two groups were matched by pairs on age, sex, kindergarten teacher and socio-economic level of the father. The sample of 40 included 12 pairs of boys and eight pairs of girls.

The primary null hypothesis was rejected because the nursery attenders did significantly better (to the .05 level) on the Metropolitan Readiness Test than the non-attenders. In analyzing this result, sex was found to be an important variable. The boy nursery school attenders did significantly better (to the .01 level) than the boy non-attenders on the Metropolitan Readiness Test. There was no significant difference between the scores of the girl nursery attenders and the girl non-attenders although the nursery attenders tended to score higher on the Metropolitan Readiness Test.

However, the secondary null hypothesis was held tenable. The variables of mother's education, mother working outside of home, number of children in family and birth order position were not found to be significantly related to readiness.

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