Measurement and facilitation of affectionate behaviour in young children
Date
1976
Authors
Marton, John P.
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Abstract
The first portion of the research was concerned with developing reliable scoring procedures for behaviours involving affectionate~ and aggressive physical contact. Behaviours of young children directed at stuffed animals and at peers were studied. After a reliable and practicable scoring system had been developed the second portion of the research was carried out. This consisted of using simple and naturalistic procedures, in the context of reading a story, to increase the rate of affectionate behaviours in groups of young children. A story stressing affectionate behaviours by a young boy toward animals was presented in three different ways. The modes of presentation were reading the story only (Verbal Cuing treatment), reading the story and modelling the affectionate behaviours (Modelling treatment) and reading the story and modelling the affectionate behaviours and then having the children practice these behaviours (Modelling/Practice treatment). An additional group was read a different story that had a similar plot but which did not refer to affectionate behaviours (Control treatment).
Subjects were 4 and 5 year old boys and girls attending day care centres. Scoring was done on a 15 second interval basis--that is the occurrence or non-occurrence of each of four types of behaviour was recorded for each 15 second interval. The behaviours scored were affection to toys, affection to peers, aggression to toys, and aggression to peers. Behavioural definitions of affection and aggression were developed. Only behaviours involving physical contact with a stuffed toy or peer were scored. The nature of the physical contact was the main factor used in arriving at scoring decisions but accompanying verbal behaviour and facial cues were also used if necessary and if useful.
Two separate observational procedures were developed. Procedure A involved observing one child at a time in a small group. Each child was given a stuffed animal and there were no other toys available. In the present experiment, groups of four children (two boys and two girls) were used and each child was bbserve1 for 4 minutes (16 observational intervals of 15 seconds duration each). In this procedure behavioural data were obtained, in sequence, for all members of the group. Procedure B was used in large groups and also involved focusing observations on one child at a time. In setting B, one large stuffed animal was introduced and there were numerous other toys and activities available. During each interval, the behaviour of the child who had physical contact with the stuffed animal was scored. Physical contact with the stuffed animal was the sole criterion for determining who was to be observed. Interobserver reliabilities averaging 90% were attained under both procedures.
Setting A was used in the manipulation phase of the research. Children were observed in play with the stuffed animals before and immediately after the treatments. This portion of the research was completed by 24 boys and 24 girls. Of the four dependent behaviours of affection to toys, aggression to toys, affection to peers, and aggression to peers, only the behaviours directed at toys were analyzed in detail as there were not sufficient behaviours directed at peers for a meaningful analysis.
Analysis was by way of 4 x 2 x 2 analyses of variance for each class of behaviour. The variables were treatment with four levels, pre versus post manipulation with two levels, and sex. Results: indicate that the Modelling/Practice treatment significantly (p < .05) increased affection to toys in both sexes and significantly (p < .05) decreased aggression in boys. There also appeared to be a possible trend toward decreased aggression in girls, although this trend failed to reach the p < .05 level of significance. It is concluded that simple procedures for training affectionate behaviours of young children may be practicable. If interpersonal affectionate behaviours can be trained similarly to toy directed affectionate behaviours, then the refinement and use of such procedures holds promise for increasing the positiveness of interpersonal interactions involving young children.