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m

U 0 » SCCMfCIMXCS EDUCATION

SiibBiitted t o the Graduate r a c u l t y of Texas Technological Collaga

i n P a r t i a l r ia l f i l lment of the Baquirameiits for

the Degree of

MASTER ( SCXSECE IN HC»fB SCOKOMICS

Approved

Chairman of^the Ci»mBitt«e

7^y

Accepted

^ •W d/^ Dean of the QradWate/School

August, 1966

73 19U

ACKNOWLBDGMSMTS

The writer is deeply grateful to the many persons

who made this study possible. She wishes to express her

appreciation particularly to the directors of the Lubbock Day

Nurseries for their assistance, patience and cooperation; to

the busy working mothers for taking time to participate in

the studyr to Dr. Ann Buntin and Dr. Margaret Sitton for

their able guidance and encouragement at all times; to Dr.

Owen Caskey for his time and assistance with statistical

aspects of the study.

She wishes to express her deepest gratitude to members

of her family; to her parents for their understanding, their

encouragement and babysitting; to her husband for his

patience, invaluable assistance, and capable dishwashing; to

her children Phil and Mary Margaret for sharing '*mommy** with

the libraxry.

ii

TABLE OF CONTENTS

Page

ACKNOWLEDGMENTS ii

LIST OF TABLES v

Chapter I. INTRODUCTION 1

Statement of the Problem 2 Purposes of the Study 3 Need for the study 4 Hypotheses 6 Definition of Terms 7 Scope of the Study 7

II. REVIEW OF LITERATURE 9

History of Day--Care Centers 9 Related Research on Day-Care Centers 15 Services of the Day-Care Centers 17

Need for Day-Care Services 23

III. PROCEDURE AND TREATMENT OF DATA 28

Procedure 28

Collection and Tabulation of Data 31

Treatment of Data 36

IV. ANALYSIS AND INTERPRETATION OP DATA ,39

Analysis and Interpretation 39

Tests of the Hypotheses 47 V. SUMMARY, CONCLUSIONS AND RECOMMENDATIONS

FOR FURTHER RESEARCH 73

iii

Page Sumaiary 73 Conclusions 74 Recommendations for Further Research 79

BIBLIOGRAPHY 80

Books 80 Articles and Periodicals 80

Public Documents 81

APPENDICES 83

Appendix A ~ Questionnaire One 84 Appendix B - Questionnaire Two 96 Appendix C - Letter of Transmittal 106 Appendix D - Mother's Comments on Services

of Lubbock Day Nurseries 108

iv

LIST OF TABIES

Table Page

I. Distribution and Return of Questionnaire One 30

II. Distribution and Return of Questionnaire Two 31

I I I . Employing Firm and Posit ion Held by Working

Mothers 40

IV. Age of Working Mothers 41

V. Children Enrolled in the Lubbock Day Nurseries. 43

VI. Gross Annual Income of Working Mothers 44

VII. Educational Achievements of Working Mothers . . 45

VIII. Educational Achievement of Husbands of Working

Mothers 46

IX. Physical Facilities of Lubbock Day Nurseries. . 49

X. Staff of the Day Nurseries. . 54

XI. Staff of the Day Nurseries 57

XII. Program of the Day Nurseries 61

XIII. Outdoor Play Equipment and Materials 66

XIV. Indoor Play Equipment and Materials 68

XV. Child Care Preference of Working Mothers. . . . 71

CHAPTER I

INTRODUCTION

Woman's place is in the home,.,.and the office, class­

room, department store, service trades, factory, editorial

office, or in many other places of paid eaaployment. Current

social and economic trends in the United States indicate the

increase of a dual role of home maker and employment. Of

the t%«anty-three million women employed in 1962, approximately

fourteen million were married, and of these, three million

had children under six years of age.

In his address at the National Conference on Day Care

Services, Hubert H. Humphrey, Vice President of the United

States, said:

When American mothers work, their thoughts most anxiously turn to the well being of their children. Wia are well aware of the physical tragedy that can befall children when they are improperly cared for, but far more wide-spread is the intangible harm of arrested intellectual growth. The minds of children must be challenged and encouraged to grow. They cannot grow in an atmosphere of monotony, boredom and with nothing to do.

^President's Commission on Status, American Woman, (Washington, D. C , U, S, Govt, Printing Office, 1963), p. 27.

The c h i l d needs s trength t o lean on, a shoulder t o cry on, and an example t o learn from. Let us g ive ch i ldren t h e i r due. Let us bu i ld for tomorrow by enr ich ing t h e i r l i v e s today.^

Dumpson s ta ted that c h i l d r e n ' s needs cannot be f u l l y met

u n t i l a s o c i a l c l imate has been created in every community

that assures each parent the opportunity to carry h i s f u l l

parenta l r e s p o n s i b i l i t y . Day care should be a v a i l a b l e t o

every c h i l d who needs i t and can product ive ly use i t in

order t o re inforce the growth process of the c h i l d in h i s

own home,^ Wa have day-care c e n t e r s , but do they meet the

d e s i r e s of the parents?

Statement of the Problem

The problem of t h i s i n v e s t i g a t i o n was to compare the

c h i l d care s e r v i c e s ava i lab l e t o working mothers who have pre­

school ch i ldren enro l l ed in the publ ic day-care centers of

Lubbock, Texas, with searvices des ired by the mothers. The

day-care centers are Lubbock Day Nursery No, 1, Lubbock Day

Nursery No. 2 , and Carver Heights Day Nursery, a l l of which

are under the auspices of the United Fund of Lubbock, Texas.

^Texas Pay Care t i ews le t ter . Child Welfare D i v i s i o n , Texas Dept. of Publ ic Welfare (July, 1965) , p . 3 .

^James R. Dumpson, "The Place of Day Care in Meeting Chi ldren ' s Needs", Child Wlalfare, Vo. XLIII (March, 1964) , p . 182.

Services of the day-care centers included physical f a c i l i t i e s ,

s ta f f , play equipment and materials , and da i ly program.

Questions inherent within the problem of the study

we ret

1, What were the available services of the Lubbock Day Care Centers?

2. What child-care services were desired by iforking mothers?

3 . was there a s ign i f i cant difference between the available services in the day-care centers and the desired services?

4 , Do working mothers desire to have teachers and directors with col lege training in the day-care centers?

5, Do the day-care centers have teachers and d ir i c tors with col lege training?

6. Are working mothers sa t i s f i ed with their present child-care arrangements?

Purposes of the Study

The purposes of th i s study were three-fold: (1) to

determine the available child-care services offered by the

public Day-Care Centers in Lubbock, Texas; (2) to detesnaine

chi ld-care services desired by working mothers of pre-school

children enrolled in the Day-Care Centers in Lubbock, Texas;

(3) to determine i f there i s a s igni f icant difference

between the available child-care services and the desired

c h i l d - c a r a s e r v i c e s .

Need for the Study

Keyser l ing , d i r e c t o r of the Women's Bureau of the U, S

Department of Labor, has s ta ted that f i v e and one-half

m i l l i o n more women are working today than at the peak of the

war. The l i c e n s e d publ ic and voluntary day-care f a c i l i t i e s

now a v a i l a b l e t o our chi ldren provide for only about one-

s i x t h of the nuniber cared for in Ju ly , 1945,^

A survey sponsored by the Chi ldren's Bureau and the

Women's Bureau of Census found that the ch i ldren of working

mothers were provided for in the fo l lowing wayst 46% %#ere

cared for in t h e i r own home; 31% were cared for in someone

e l s e ' s home; 13% were looked a f t e r by t h e i r mothers while at

work; 8% received no care; and 2% were cared for in group

care , such as day-care c e n t e r s . ^

Of the f o r t y - s i x per cent cared for in t h e i r own home,

near ly f i f t e e n per cent were cared for by t h e i r fa thers who

were employed at a time d i f f e r e n t from the mother or were

^ , S, Department of Labor, "Who Are the Working Mothers**, Leaf l e t 37 (1965), p , 2 .

^ . S. Department of Health, Education and wis If are , "Child Care Arrangements of Working Mothers", Children, Vol . XLIV (July-Aug. 1965) , p , 158.

onemployiad. T%Penty-one per cent were cared for in the ir own

homes by r e l a t i v e s other than the father, and ten per cent

wete cared for by non-re lat ives . Approximately one mi l l ion

children under fourteen years of age care for themselves

%Aiile the ir mothers are at work, of th i s group 38,000 were

under s ix years of age,^ The report of the status of women

showed that in the early 1960's, l icensed day care was

available to only 185,000 children.^ Since the late 1950's

and early 1960*s, the number of iirorking mothers has increased

and there i s a greater need for ohild-care f a c i l i t i e s .

A study made in 1964 by the Community Planning Council

of Lubbock, Texas, revealed that there were 555 children in

grades one, two and three who needed community services dur­

ing the hours that school i s not in sess ion.^ The public

day-care centers should be enlarged to provide care for the

school age ch i ld , or separate f a c i l i t i e s should be provided

for them.

^Ibid.

^President's Commission on Status of Women, American Woman, Washington, D. C , U. S, Govt. Printing Office, (1963), p. 19.

^Interim Report on Day Care for School-Age Children, Community Planning Council, (April 1964), p. 3,

The day-care committee surveyed day-care needs in

Lubbock, Texas, in 1960, At the time of the survey, Lubbock

had two day-care centers , Lubbock Day Nursery and Carver

Heights Day Nursery, The survey indicated the need for

future expansion,^ At the present time, Lubbock has three

day-care centers , Lubbock Day Nursery No. 1, Lubbock Day

Nursery No. 2, and Carver Heights Day Nursery. Each of the

centers has a long waiting l i s t of mothers wanting day-care

services for the ir children. A study has not been done on

nAiat ohild-care services \mm desired by working mothers

with children enrolled in the day-care centers, or whether

there were any s igni f icant differences in the child-care

services desired by working mothers and the services that

were available in the day-care centers .

Hypotheses

The following nul l hypotheses were testedi

1. There were no s igni f icant differences between the physical f a c i l i t i e s available in the Lubbock Day Nurseries and the physical f a c i l i t i e s desired by the working mothers.

2. There were no s igni f icant differences between the available s taf f of the Lubbock Day Nurseries and the s taf f desired by the working mothers.

^Report of the Day Care Committee, Community Planning Council, (July 1961), pp. 2-5.

3, There were no s ign i f i cant differences between the available program of the Lubbock Day Nurseries and the program desired by the working mothers.

Definit ion of Terms

Since words such as nursery schools> private nurseries ,

kindergartens, have been used synonymously with day-care

centers , the following terms are operationally defined for

t h i s study.

Day-care - denotes over-am service to children

requiring care while their mothers work.

ChiId-care services - denotes physical f a c i l i t i e s ,

play equipment and materials , s taff , and program

of the day-care centers .

Day-care center - a place maintained or conducted

under public or private auspices, without prof i t ,

Which cares for more than s ix children during a

part of the twenty-four hour day.

Scope of the Study

The scope of the study was to survey working mothers

with pre-school children in the public day-care centers to

determine the available child-care serv ices . There were two

^^Community Council of Austin and Travis County, Day Care for Children a Community Service, (July 1964), p. 1.

8

ques t ionna i r e s developed by the i n v e s t i g a t o r ; one of v^ich

was given to the working mothers. The ques t ionna i re for the

working mothers was designed t o show what ch i ld -ca re se rv ices

were d e s i r e d . The instrument for the d i r e c t o r s and t eachers

was designed to show what s e rv i ces vmxn ava i l ab le in the

Lubbock Day Nur se r i e s . Data for the study were co l l ec t ed in

March, 1966. The respondents in the study included seventy-

s ix working mothers, four d i r e c t o r s and e igh t t e a c h e r s .

The study included only the non-prof i t day cen te r s

sponsored by the United Fund of Lubbock, Texasi I t did not

include the p r i v a t e l y operated day-care c e n t e r s . A t o t a l

populat ion of working mothers of pre-school ch i ldren

enro l l ed in Lubbock Day Nursery No. 1, Lubbock Day Nursery

No. 2, and Carver Heights was used in the s tudy.

Related l i t e r a t u r e and research s tud ies are discussed

in Chapter I I .

CHAPTER I I

RgVIEW OF LITERATURE

H i s t o r y of Day-Care C e n t e r s

The f i r s t day n u r s e r y was opened i n 1854 on a temporary

b a s i s by the Nursery and C h i l d ' s H o s p i t a l in New York. I t

r e s u l t e d from a concern fo r c h i l d r e n l e f t a lone dur ing the

day whi le t h e i r mothers worked in domest ic s e r v i c e or i n the

f a c t o r i e s of the community. The day nursery o f fe red p u r e l y

c u s t o d i a l c a r e on a c h a r i t y b a s i s f o r t h e s e mo the r s . ^

The f i r s t permanent day -ca re n u r s e r y was opened in

P h i l a d e l p h i a i n 1863 t o meet a C i v i l War need fo r women %«ho

made c l o t h i n g fo r s o l d i e r s and c leaned h o s p i t a l s . Fol lowing

t h i s opening, day n u r s e r i e s came i n t o be ing a l l over the

United S t a t e s . Each ore r e p r e s e n t e d a p h i l a n t h r o p i c e f f o r t

on the p a r t of the community. The number of day -ca re n u r s e r -

2 i e s had i n c r e a s e d t o n i n e t y known u n i t s by 1897.

^U. S. Dept . of H e a l t h , Educa t ion , and Wis I f a r e . Day Care S e r v i c e s , C h i l d r e n ' s Bureau No. 393, (Washington, D. C , U. S. Govt. P r i n t i n g O f f i c e , 1961) , p . 3 .

2"Ear ly Childhood E d u c a t i o n " , Encyc lopedia of E d u c a t i o n a l Resea rch , e d . C h e s t e r W. H a r r i s , 3rd Ed. (New York: Macmillan C o . , 1960) , p . 386.

9,

10

With the changing social and economic scene, day

nursery personnel came to the conclusion that they needed to

exchange ideas, foacmulate plans for expansion of service, and

gather momentum on a larger front. As a consequence, the

National Federation of Day Nurseries was founded in Chicago

in 1898. This organisation represented the first cooperative

effort to instill in the minds of people that day care had

something special to offer and that standards i ere necessary

if children ware to be safeguarded. A steady growth of the

day-care centers continued, and by 1928, six hundred units

were listed by the National Federation of Day Nurseries.^

The nursery school movement experienced its first spurt

in growth when federal legislation and support were instru­

mental in establishing nursery schools throughout the country

under the W.P.A. program in the 1930's. The primary

objective was to provide employment for teachers who were out

4 of work during the depression years.

These W.P.A. nursery schools increased to 1,650 units

by 1936. Shortly thereafter, the number of W.P.A. nurseries

tapered off, and the remaining nurseries were transferred

^Dept. of Welfare, Children's Bureau, 1961, p. 4.

^Pauline S. Sears and Edith M. Douley, "Research on Teaching in the Nursery School", Handbook of Research on Teaching, (Chicago: Rand McNally and Co., 1963), p. 815.

11

to the Federal Works Agency,^

World war II brought federal aid back into the picture

in 1943. An amendment to the Lanham Act passed in 1943

provided grants to nursery schools. The nursery schools

provided care for young children in order to help mothers

meet the manpo%iar shortage by working in strategic war

6 industries.

The Lanham Act required review by educational officials

for all school projects using federal grants, and the

Extended School Services developed in most cases as integral

parts of public school systems. Funds were handled by

school officials; plans and supervision were often carried

out jointly by state and local school officials.^

The nursery schools were made grants through the War

Emergency Child Care Coamiission of the Federal Works Agency.

The W.E.C.C.C. program reached its peak in 1945 with 1,481

units. Although federal funds were withdrawn in 1946 and

many centers were closed, the importance of day nurseries

had been firmly entrenched and public opinion crystallized

Sibid.

^"Early Childhood Education", Encyclopedia of Educational Research, 1960, p. 387.

7Ibid.

12

in their favor by this time. Many communities maintained the

nursery schools which were started as war emergency nursery

schools.

In 1951, Moustakas and Berson listed 3,614 separate

units of nursery schools and child-care centers in a direc­

tory. It is not known how many of the units were child-care

centers.

During the next decade, a great variety of day nurseries

developed over the country. Day nurseries were established

for the blind, mentally retarded, deaf, orthopedically handi­

capped, emotionally disturbed, cerebral palsied, speech

handicapped, and for exceptional children. There are day

nurseries in department stores, superxaarkets, shopping centers,

recreation areas and resorts. Day nurseries are included in

housing projects, trailer parks, college student villages,

permanent military installations and migrant labor camps.

The estimated number of nursery schools and child-care

centers in 1960 was approximately 7,000 units, with the

greatest nuxnber being parent-cooperative day nurseries,

nursery schools for handicapped children, church day nurser-

9 ies, and part time nurseries.

^Ibid.

^Ibid.

13

The curricular objectives of the first day nurseries

were primarily concerned with habit training and with promo­

tion of physical health. The curriculum of the W.P.A. nursery

schools continued to stress physical health, with a strong

emphasis on nutrition. The teaching of "good" eating habits

was emphasised, along with habits of sleeping, dressing,

washing and elimination. The day nursery curriculum during

World war II continued emphasis on teaching routines, and

added longer periods of "free play".^^

Since World war II, emphasis has been placed on devel­

oping sound programs to meet the needs of the individual

child. This concern for children resulted in a National

Conference on Day Care for Children in Noveml)er, 1960. The

conference was sponsored by the Children's Bureau of the

U. S. Department of Iiabor. Some of the recomnendations set

up by the conference were: day-care services should be

provided for all children who need them from infancy to

adolescence; children with special problems should have

access to day-care services; day-care services should be

available to families with special problems other than the

employment of the mother; every day-care center for young

^^Sears, "Research on Teaching in the Nursery School", (1963), p. 817.

14

children be supervised by at least one person qualified in

early childhood educationi particular emphasis be placed on

the training of personnel for day-care services for school-

age children; all day-care programs be responsible for pro­

viding inservice training for staff, and national agencies

and communities develop recruitment programs for day-care

11 personnel.

The White House Conference on Children and Youth held

in 1960, gave the following recommendations: governmental

assistance and support be given to the establishamnt and/or

expansion of day-care services for children of working

mothers; personnel in charge of groups of pre-school children

have opportunity for college training and appropriate in-

service training; day-care services be available and

accessible to all families needing them, regardless of race,

creed, or socio-economic status, and programs should include

assisting the child to learn his role in the home and family,

12 s o c i e t y , and the world at large•*''

As a r e s u l t of the recommendations s e t up by the

^^Dept. of Welfare, Chi ldren's Bureau No. 393, 1961, p . 49 .

^^1960 White House Conference, "Recommendations Composite Report of Forum Findings", Goldea Anniversary, White House Conference on Children and Youth, (Washington, D .C. , 1960) , p . 62.

15

National Conference on Day Care and the 1960 White House

Conference on Children and Youth, i t i s the opinion of the

writer that more day-care centers w i l l be available to those

who need i t . Local, s tate and federal funds may be used to

se t up schools for training teachers and directors to work

in day-care centers within the next decade.

Related Research on Day-Care Centers

No studies on day-care centers were found that i n v e s t i ­

gated the chi ld-care services which working mothers desire

in the centers . Most research on day-care centers has been

designed to determine the need for day-care centers . An

example of t h i s type of research was conducted in Utah.

Results were obtained through the questionnaire repl ies from

68 day-care centers and the interview responses of 1,031

working mothers. Findings suggested the need for additional

day-care serv ices . Mothers' responses suggested a particular

need for services for pre-school children, including infants .

Working mothers indicated a strong need for evening serv ices ,

as well as a preference for group-care centers, rather than

family day care.^"^

Ruderman conducted a study on day care which determined

^%. S. Dept. of Health, Education and Welfare, Research Relating to Children No. 18 (1965), p. 185.

16

the patterns of aupplementary daytime care, the social and

economical circumstances associated with the arrangeaients,

and how families felt about the arrangements.^^

Results of the study revealed working mothers came

from all socio-economic strata, and that social and cultural

patterns associated with working mothers were different

today than when day-care services came into being as an

organized social service. The working mothers in this study

were not the underprivileged or inadequate mothers for whom

most existing day-eare centers were created; however, the

traditional kind of day-care population still existed; the

broken hofl», mothers on welfare, the inadequate family and

15

the extremely poor. *

Data 8ho%#ed that about one-half of the working mothers

expressed some degree of dissatisfaction with their current

child-care arrangements; about one-quarter expressed a fairly

high degree of dissatisfaction. More dissatisfaction was

shown among the better educated and higher income mothers.

Findings indicated a widespread need for supplementary child

l^Florence A. Ruderman, "Conceptualizing Needs for Day Care: Some Conclusions Drawn from the Child Welfare League Day Care Project", Child Welfare, Vol. XLIV (April 1965), p. 213.

l^ibid.

17

care for normal children in normal families vAien the mother

works.^^

A study was conducted in Los Angeles county that com­

pared existing practices in discipline with desired

practices. Parents used methods classified as punitive,

while teachers reported more frequent use of objective

methods. Teachers chose restriction, rather than spanking,

as their primary method of enforcement. Teachers were more

consistent in their enforcement of discipline than were

parents. Parents showed few modifications in their disci­

plinary approach based on age of the child, whereas teachers

used explanations with older children and had lower standards

of obedience for younger children.^7

Services of the Day-Care Centers

According to the children's code commission on program

planning for the day-care centers, the core of child-care

services should include basic standards of good living. Some

common needs which should be provided in a group program for

each child are: responsible supervision and good physical

i^Ibid.

-^7u. s . Dept. of Health, Education and Welfare, A P i l o t Study of Day-Care Centers and Their C l i e n t e l e " , Ch i ldren ' s Bureau Publ icat ion No. 428 (1965), p. 35.

18

care; security of being wanted and the feeling of belonging;

a chance to grow and develop as an individual person through

group experiences with children of his own age; and an

opportunity to learn through play by exploration and experi­

mentation that includes creative experiences.^^

Oettinger, chief of Children's Bureau, indicates the

day-care program must vary according to the needs in the

community and according to the children served. She feels

that all day-care centers should be licensed. In most states,

day-care centers must be licensed by the state licensing

authority, giving added protection for the child.^^

According to Mrs. Oettinger, the day-care should pro^

vide the following: room for children to run and play;

sturdy, well built equipment; adequate and attractive food;

enough staff to supervise and train the children.^^

Peaaberton, director of Gateway Child Care Center in

Cincinnati, feels that the curriculum content of the day­

care center program should include four major areas. These

^^Children's Code Commission, Program Planning for the Day Care Center, (Wbolfork state Office Building, Jackson, Mississippi), p. 1.

^%. S. Department of Health, Education, and Welfare, Day Care Services, Children's Bureau No. 420 (1964), p. 10.

20lbid, p. 27.

19

areas are: the linguistic, the perceptual, the conceptual

and the area of self-identification. The areas should re­

inforce each other.^^

Miss Pemberton indicates that the area of linguistics

should be emphasized the most. The teaching devices used

revolved around experiences of naming, role call, morning

greetings, games, explorations and displays. Books and

stories were used to teach labeling and orderly sequences of

events, to clear up misconceptions and stimulate play and to

reinforce group experiences. Children should be encouraged

to use the lending library, ask questions and listen to

stories read to them.^^

The perceptual area included the visual, the auditory,

the sensory and the motor. Rhythm instruments, dancing,

listening games, identifying the number of drum beats,

distinguishing between running and walking, marching and

running, skipping and running, all help in motor, as well

as auditory discrimination. Manipulative toys, such as

color cones, peg boards, nesting cups, cans and barrels,

^^John C. Hanson and Kathryn Peiaberton, "Day Care: A Therapeutic Milieu", Child Welfare Vol. XLIV, (March, 1965), p. 152.

22ibid, p. 153.

20

nesting eggs, form boards, puzzles and blocks are used in

visual learning.2^

Conceptualization involves the ability to group

together perceptively similar objectives, and the ability to

generalize what objects share in common. An example of con­

ceptualizing could be identifying qualities inherent in

objects such as "roundness", "hardness", and softness". The

child is brought information about home and family life,

coimnunity workers, animal and plant life, and %#eather through

field trips and invited guests, such as musicians, story­

tellers and puppeteers.2^

The following things were used to help build the image

of the self: each child had his own locker with his name on

it; his art productions were clearly marked with his name

and date, and he was encouraged to feel proud of his work.

Children were encouraged to bring photographs. Movies were

taken of the children and shown on rainy days. Much atten­

tion was played on sending get-well cards, invitations and

25 birthday cards to the children through the mail.

23ibid, p. 154.

24ibid, p. 155.

25ibid.

21

The areas of l i n g u i s t i c , perceptual, conceptual and

s e l f - i d e n t i f i c a t i o n were used to strengthen the day-care

program at Seven H i l l s Neighborhood Houses. These day-care

centers served slum neighborhoods, but th i s type of program

could be included in day-care centers in a l l areas.

Creative art experiences have been considered an impor­

tant part of the dai ly program for day-care centers . Slatoff

be l i eves that creative art experiences are v i t a l to the

mental and physical development of the young ch i ld . These

experiences have been provided through a c t i v i t i e s such as

dancing, music, poetry, dramatic play, games, and art exper­

iences . ^^

Slatoff indicates there should not be stereotypic

patterns on pre-established designs that inhibi t the c h i l d ' s

f ee l ing creative adequacy. He f e e l s that a child must have

strong s e l f - i d e n t i f i c a t i o n with h i s work.27

Another important service of the day-care centers i s

the s ta f f provided by the centers . A publication by the

Children's Bureau on day-care services reported that a

26Howard A. Slatoff , "Creative Art iSxperiences for the Young Child", Nursery School Portfo l io , (Washington, D. C , 1961), p. 1.

27Ibid.

22

day-care center should have the services of people with

d i f ferent types of training and experience. A day-care

center needs a director , group %#orkers, teachers, a person

competent in food serv ice , a public health nurse and a

physician. Volunteers are needed to help with hobbies,

28 special interests, and projects.

The publication suggested that the director of the

center is the core of the service and should be a person who

can establish warm friendly contacts with staff, children,

parents, and communities. In addition, she should have a

genuine concern for children and parents and should be sensi­

tive to the needs of both children and parents. All staff

in the day-care center who have contact with children must

have some knowledge of child growth and development; the

ability to give him a feeling of security and comfort; and

the ability to guide the child in accord with his individual

needs. The staff must be able to understand parents, to have

respect, and to give them support in their parental role.

The center should provide training for those on the staff who

29 have little or no training in the care of children.

2 ^ . S. Dept. of Health, Education, and Welfare, Day Care Services, Children's Bureau, No, 420 (1964), p. 29.

^^Ibid.

23

Need for Day-Care Services

Children need day care for many reasons: mothers are

working outside the home; home with only one parent; father

or mother with a physical or mental illness; mothers over­

burdened with family responsibility; children with emotional

problems and physical handicaps.^^ This need for day care

was emphasized by Humphrey When he said:

Day care is not a limited concept, it is not just for low income families and %#orking mothers. It is for the child Who needs it, when and where he needs it, and for the length of time he needs it.^^ 4

Day-care services are needed to promote physical, mental ||

••? and emotional health of children. Dr. Galloway s ta tes that '0

0 physical, mental and emotional health of children can be f. strengthened or marred in his early years. The growth of

a child is rapid, he is learning to walk, talk, run and

climb. He is also learning how things taste and smell; look

and feel; how to play alone and how to play with others. The

child begins to have a better understanding of his emotions,

fear, hate, greed, pain, pleasure, worry and trouble. The

early years are busy years for the child. Dr. Galloway

^Opept. of Welfare, "Day Care Services", Children's Bureau No. 420, 1964, p. 5.

^^Kathryn Close, 'Day Care As A Service For All Who Need It", Children (U. S. Govt. Printing Office, July-August, 1965) , p. 158.

?; f

24

be l i eves that these needs can be met under the proper guid­

ance of the director , teacher and parent.^^

Day-care services are needed for working mothers who

are not in the low socio-economic group. The largest increases

in maternal employment have occurred in middle-class famil ies

in recent years. Organized programs, such as day care,

nursery schools , recreational f a c i l i t i e s , provided for approx­

imately two per cent of the children of these working mothers. i.

The majority of these children %«ere cared for in informal ^ i

arrangements. These mothers had to use informal arrangements :

such as fathers, grandmothers, siblings, neighbors, or ip

1 maids.^^ 0

Recent research has sho%m that these informal arrange- c

roents were unsatisfactory because of resentment of fathers

and s ib l ings being care-takers; grandmothers were sometimes

old and babysitt ing was an imposition on them.^^ According

to the conclusions drawn by Ruderman on the Day-Care Project,

^^D. V. Galloway, Health standard For Day Care Centers For Pre-School Children, Nursery School Children 0£ Kindergarten Children, Children's Code Commission (Jackson, Mis s i s s ipp i ) , p. 1.

^h}. S. Dept. of Health, Education, and Welfare, "Children of working Mothers", Children's Bureau No. 382, (1960), p. 13.

34ibid.

25

many mothers desired to have their children cared for in a

day-care center. The mothers indicated that these services

provided opportunities for children to learn; to be with

other children; and to participate in a professionally

guided program.^^

Day care is needed for the very young child. A center

has been set up at the State University of New York in

Syracuse to study the influence of maternal separation on the

very young child from low income families. Caldwell and

Richmond reported that the center was used to improve the

educational chances of the deprived child. The program for

the very young child was designed to provide environmental

supplements needed to decrease the subsequent visibility of

underprivileged children. It is being used to forestall the

verbal and motivational deficit which can be observed on the

first day of formal schooling.^^

Day care is needed for children whose mothers are over­

burdened with family responsibility. Yeomans states that

day-care services offer a therapeutic kind of service to

children vdio are affected by problems within the home for

35|tuderman, "Conceptualizing Needs for Day Care", Child waifare, (1965), p. 214.

^^Bettye Caldwell and Julius Richmond, Programmed Day Care For The Very Young Child", Child Welfare, Vol. XLIV (March, 1965), p. 134.

26

^ich thare is no solution. The day care experience provides

an opportunity for the child to be with calm consistent adults.

The tensions in a home may be eased to the point where a

parent can function with less strain during the child's hours

at home,^^

In suamary, day-care centers have been in existence for

over one hundred years. The primary objectives of day-care

centers have often been for the welfare of persons other than

41 the children. The main objectives have been provision of »

custodial care for children of employed mothers, preparental n L

education of high school and col lege students, teacher B 'p

needs of the increasing nuaibers of mothers in the labor

force. Research should be done to determine need for day­

care centers , and the kinds and types of centers . I t i s the

opinion of the writer that the child-care services desired

by the mothers should be considered in es tabl i shing more day­

care centers .

^7Alfreda Yoemans, Day Care - One of the Community's Services to Children", Child Welfare, Vol. XXXIX (October, 1960), p. 7.

employment, and parent education. Present emphasis has been

placed on meeting the needs of children. ^

More day-care services must be provided to meet the f

I

w^r

27

Tlia procadttiaa ^nm6 in th is atudy and the txaatiMnt of

data arm discasaad in Chapter ZZZ,

CHAPTER III

PROCEDURE AND TREATMENT OF DATA

A survey of working mothers with pre*-school children

in the public day-care centers was made to determine the

chi ld care services they desired. Directors and teachers of

the day-care centers were surveyed also to determine the

available chi ld-care serv ices .

Care Centers. The instrument for the working mothers w i l l

be referred to as "Questionnaire One" and i s sho%m in

Appendix A. The instrument for the teachers and directors

w i l l be referred to as "Questionnaire Two" and i s shown in

Appendix B.

Questionnaire One was designed to show what child

serv ices were desired. The questionnaire was pretested by

home economics graduate students, kitchen employees of Texas

Technological College Dormitories, and wives of the dormitory

supervisors who have pre-school children. Revisions were

28

i,

I T^ifo instruments were formulated by the writer and J ---

it •0

r employed in the study: Child Care Services Desired by

Working Mothers and Child Care Services of Licensed Child ^

r

if

'mmf'^

29

made in the instrument i#here they were needed. Permission

was obtained by the investigator to get names and addresses

of working mothers from the directors of the day nurseries.

Questionnaire Two was designed to show what child-care

services are available in the Lubbock Day Nurseries. The

questionnaire was pretested by two directors of private day

nurseries. Revisions were made in the instrument where they

were needed. Permission was obtained by the investigator to

administer the questionnaire to the directors and teachers

at the day nurseries from the executive director of the

centers•

A total population of the working mothers of pre-school

children was used in the study. The Lubbock Day Nurseries

used in the study were Lubbock Day Nursery No. 1, Lubbock Day

Nursery No. 2, and Carver Heights Day Nursery.

Copies of Questionnaire One and the letter of transmittal

as shown in Appendix C, were taken to each of the centers by

the investigator and distributed to the mothers as they

picked up their children. Mothers were urged by the inves­

tigator and directors to return the questionnaire either to

the center or the writer. It was the belief of the investi­

gator that a higher percentage of returns would be obtained

by distributing the questionnaires through the centers.

''fin

t ( •J

i

30

rather than mailing the questionnaires to the mothers. Table

I shows the distribution and per cent of returns of

Questionnaire One,

TABLE I

DISTRIBUTION AND RETURN OF QUESTIONNAIRE ONE

Lubbock Day Nurseries

Lubbock Day No. 1

Lubbock Day No. 2

Carver Heights

Total

Number D i s t r i b u t e d

35

23

40

NuBiber Returned

33

18

25

Per Cent Returned

94

78

63

98 76 78

Table I shows a 78 per cent return of the questionnaires.

According to Clover, the percentage range of expected returns

is 15 - 50 per cent of the total distribution for a mail

questionnaire.'^ Personal contact with the respondents result­

ed in a higher percentage return.

Copies of Questicmnaire Two were taken to each of the

day-care centers and given to the directors and teachers.

Table II shows the distribution and return of Questionnaire

^fernon T. Clover, Business Research, (Rogers Lithograph, Inc., Lubbock, Texas, 1959(, p. 92.

4

t 0

I

I

31

Two.

TABLB II

DISTRIBUTION AND RETURN OF QUESTIONNAIRE TWO

Lubbock Day Nurseries

t D i r e c - Teach- D irec - Teach- D i r e c - Teach-

t o r s e r s t o r s e r s tors e r s

Lubbock Day No. 1 2 3 2 3 100 100

Lubbock Day No. 2 1 2 1 2 100 100 j r>

Carver Heights 1 3 1 3 100 100 t ^ r

Total 4 8 4 8 100 100

As shown i n Table I I , four d i r e c t o r s and e i g h t teachers

were employed by the Lubbock Day Nurser ies . The execut ive

d i r e c t o r of the day-care centers has her o f f i c e at Lubbock

Day Nursery No. 1, and there fore , i s shown with that group.

One hundred per cent return was obtained from the teachers

and d i r e c t o r s of the c e n t e r s .

COLLECTION AND TABULATION OF DATA

Questionnaire One was used to obtain b iographica l i n ­

formation and to i d e n t i f y the ch i ld -care s e r v i c e s des ired by

I

32

mothers whose children attend the Lubbock Day Nurseries.

Biographical information included the following: employing

firm, position held, ages of mother and pre-school children,

annual income, educational background of working mother and

husband. The child-care services were divided into four

categories; physical facilities, staff of day-care centers,

play equipment and materials, and program.

The Physical Facilities section of both questionnaires ii

included the following: enclosure of outdoor play equipment, !^ 4 :)

2

placement of outdoor play equipment, indoor storage space,

toileting and napping or resting facilities, eating equipment,

and the building and its properties. The Staff section of

the questionnaires included: directors' experience and train- r

ing; teachers' experience and training, teachers* pupil load, r

and training program for teachers and directors.

Play equipment and materials were divided into outdoor

and indoor equipment and materials. The play equipment and

materials were rated as to the degree of importance by the

following scale:

highly desirable - 4 points very desirable - 3 poinds desirable - 2 points least desirablu 1 point

The program included the following: musical experiences.

L :r f f f::f f::f f f ff

33

art experiences, science and nature study, field trips, group

activities, snacks, special occasions, quiet activity and

daily or %«eekly attendance.

Tabulation of Part I, biographical information obtained

from Questionnaire One was as follo%^t

A master biographical data sheet was formulated by

the writer. It consisted of appropriate columns

for recording the following information: ^

1. The employing firm of the working mother and i the position held by the mother. 4

:

2. The age of the working mother. f 0

3. The number and ages of pre-school children. 0

4. The gross annual income of the family of the f. %#orking mother. n

5. The educational background of the working r; mother. \f:

6. The husband's educational background.

A check (/) was recorded in the appropriate column on

the master sheet for each item responded to by a mother.

The proper numerical figure for showing the total of each

item was recorded for each column.

Part II, Section A, of Questionnaire One was composed

of eight stateaients concerning the physical facilities of

the day-care centers. Bach statement had five possible

34

choices. The mothers selected the one choice they desired.

This information was recorded with a check (/) on the master

tally sheet under the appropriate columns.

Part II, Section B, of Questionnaire One was composed

of eight statements concerning the staff of the day-care

centers. Each statement had five possible choices. Mothers

selected the one choice they desired. This infonaation was

recorded with a check (/) on the master tally sheet under the ^,

appropriate columns, Jj 4 ^22222

Part II, Section C, of Questionnaire One was composed !>::::::' -• \ \ \ *.

of a list of outdoor and indoor play equipment and materials o

that could be used by the pre-school child from two to six ^ >•

r years of age. Each item was rated as follows: ,

highly desirable - 4 points r ""*** very desirable - 3 points ^p liuiu desirable - 2 points least desirable - 1 point

Bach rating was recorded on the ma&ter tally sheet with a

check (/) in the appropriate column.

Part II, Section D, of Questionnaire One was composed

of eleven statements concerning the program of the day-care

centers. Bach statement had four possible choices. The

mothers selected the one choice they desired. Each choice

indicated by the mothers was recorded on the roaster tally

35

sheet with a check (•) in the appropriate column.

Part III of Questionnaire One was composed of four

statements concerning child care preferences of working

mothers, A frequency distribution was made to record the

choices indicated by the mothers.

Questionnaire Two, Part I, consisted of eight state­

ments concerning the physical facilities of the day-care

centers. Bach statement had five possible choices. The

directors indicated the one choice or choices which were

available at their particular center. This information was

ments concerning the staff of the day-care centers. Each

statement had five possible choices. The directors and

teachers indicated the one choice or choices available at

their particular center. Thia information was recorded with

a check (•) on the master tally sheet under the appropriate

columns.

Questionnaire Two, Part III, was composed of a list of

outdoor and indoor equipment and materials. The directors

indicated with a check (•) if the equipment or material was

available, and with an (0) if the equipment or material was

i t

recorded with a check (/) on the master tally sheet under 9

the appropriate columns. f^ F

Questionnaire Two, Part II, consisted of eight state-

36

not available. Thia information was recorded under the

appropriate columns on the master tally sheet.

Questionnaire Two, Part IV, consisted of eleven state­

ments concerning the programs of the day-care centers. Each

statement had four possible choices. The directors and

teachers indicated the one choice or choices i^ich were

available at their particular center. This information was

recorded with a check (/) on the master tally sheet under ^

i the appropriate columns, ^

4

TREATMENT OF DATA f G

Questionnaire One elicited the responses of the working

mothers, and Questionnaire Two elicited the responses of the ^

directors and teachers of the day-care centers. Responses >1

of Questionnaire One and Questionnaire Two were tabulated in ^) i

simple percentages.

Percentages of respondents selecting each alternative

of twenty-seven items on the questionnaires were determined.

The possibility of significant differences between available

child-care services and desired services was computed using

percentage distribution and chi-square. Significant

differences %#ere determined by using percentage distribution

for the following; available and desired physical facil it ies;

available and desired staff with the exception of the

37

d irectors and teachers' training and experience; and the

avai lable and desired program of the day-care centers . The

formula used to determine s ign i f i cant difference of percent­

ages betvmen the desired child-care services and the available

serv ices was as fol lows: d D^ « /(52 ^ $2 ^

^ %1 ~ standard error of percentage of teachers and d irectors ,

^ %2 " standard error of percentage of working mothers.^

Chi-square was used to determine the p o s s i b i l i t y of

s ign i f i cant differences bet%#een the available and desired

and mothers responded. The responses totaled a hundred per

cent for each group and items did not concern a fixed

f a c i l i t y . The formula used to determine s igni f icant d i f f e r ­

ence between available and desired training and experiences

of teachers and directors by the chi-square technique was as

fol lows: x2 «E (fo - fe)^ fe

Hunry E. Garrett, S t a t i s t i c s In Psychology and Education, (Longmans, Green and Co., New York, 1947), p. 219.

J' I I

4 •n

direc tor ' s and teacher's training and the available and des ir - 0

ed experiences of directors and teachers. These items lent

themselves to treatment by the chi-square because of the

type of information included and the way in which directors f;

38

fo - frequency of occurrence of observed f a c t s .

fe " expected frequency of occurrence.

The degrees of freedom were determined by the use of the

formula df = (r-1) (c-1) in which r i s the nusaber of rows and

c the number of columns in %Aiich da ta are t abu la t ed .^ The

t a b l e of p r o b a b i l i t i e s assoc ia ted with chi -square was used t o

compare d i f f e rences between the percentage of ava i l ab le c h i l d -

care s e rv i ce s and des i red ch i l d - ca r e s e r v i c e s . ^ i

The da ta co l l ec t ed from Par t I I , Sect ion C of 3 •3

I

Questionnaire One and Part III of Questionnaire Two which

was composed of outdoor and indoor play equipa»nt was analyzed

in the following manner. Percentages were computed for out­

door and indoor play equipment or materials that were rated

by the mothers. Outdoor and indoor play equipment and materi­

als were listed as available or not available in the day-care

centers by the directors. Analysis was made by a typical

opinion survey approach. Analysis and interpretations of

data are presented in Chapter IV.

0 P ?!

J:

2ibid. p. 241.

^Ibid. p. 242.

CHAPTER IV

ANALYSIS AND INTERPRETATION OF DATA

The data were analyzed to estimate the significant

differences of available and desired child-care services

through the use of percentage distribution and the chi-

square technique. The obtained biographical information

was tabulated to gain an insight regarding the type of

employment, nuadoer of pre-school children and their ages, 4 f ^ •

H'

annual income and educational background of husband and the | 0

working mother. Table III presents the place of employment and h

position held by the working mothers. t ' HI I !

ing mothers was employed by small business firms.

Representative of the small business firms %#ere barber shops,

beauty shops, dry cleaning plants, fabric stores, and

specialty shops. Nineteen per cent of the respondents were

employed by large business firms such as Litton Industries,

South%#estem Bell Telephone Company, and chain stores.

Schools %^ere mothers were employed included Dunbar High

School, Texas Technological College and Draughon's Business

39

ii

As shown in Table III, the largest percentage of work- Ci

'.'I

M t l l l

i i n i i i

! 1 1 I I I

Ull!"

40

College. Twelve per cent %#ere either training for the nurs­

ing profession and working part-time, or working full-time

for the hospitals and nursing homes. Individuals enqployed

seventeen per cent of the working mothers.

TABLB III

EMPLOYING FIRM AND POSITION HEID BY WORKING MOTHERS

Employing Firm Lubbock Lubbock Carver Total Per Day No. 1 Day No. 2 Heights Nuniber cent

Hospitals or nursing homes

Schools

Large business firms

Small business firms

Individuals

Total

18

33

2

1

4

10

1

18

5

3

3

3

11

9

9

14

31

13

12

12

19

40

17

25 76 100

.1' i 4

I 0 b •Si I

Posit ion Held

Cler ica l and secre tar ia l

Laborer

Nursing field

Professional

Domestic help

14

11

2

4

2

11

5

2

0

J

0

3

5

2

15

25

19

9

6

17

33

25

12

8

22

Total 33 18 25 76 100

41

Table III shows that the largest percentage of the

respondents was engaged in clerical or secretarial positions.

Respondents grouped as laborers viere employed in positions

such as waitress, barbers, hairdressers, lead inspector,

machine operators, assembly line %#orker, bottler, dishwasher,

and cook relief. Twenty-two per cent of the mothers were

employed as maids for individuals, small and large business

firms. The smallest percentage of mothers was found in the

professional field either as teachers or social workers.

The %#orking mothers* ages ranged from twenty to fifty-

two years of age. Table IV shows the percentage distribution

for the age of the respondents.

TABIE IV

AGE OF WORKING MOTHERS

i,

4

0 r

•5 y r

s f r'

Age Lubbock Lubbock Carver Total Per Groups Day No. 1 Day No. 2 Heights Number Cent

17 - 22

23 - 28

29 - 34

35 - 40

Over 40

No response

13

6

2

0

12

1

3

0

1

10

5

3

5

0

8

35

13

12

7

1

10

46

17

16

9

2

Total 33 18 25 76 100

42

The mothers who used the day-care centers were young

mothers, Seventy^three per cent of the mothers were under

t h i r t y - f i v e years of age. This i s because the children of

the working mothers are pre-schoolers . Herzog has stated

that in the l a s t ten years the proportion of mothers of pre­

school children in the labor force has risen more than the

proportion of mothers of school-age children.^

The numbers cf children pre-school age enrolled in the

day-care centers t o t a l 132 and are shown in Table V.

The smallest group of children i s under two years of

age since Lubbock Day Nursery No, 2 i s not equipped to care :

for in fants . The l icens ing div is ion of Texas Department of §

Public Welfare requires one teacher for every four children

under t%M> years of age which great ly increases the f

operational expense of the centers . The largest percentage

of children i s represented by the four and f ive year o lds .

The Lubbock Day Nurseries are designed to care for a maximum

of 190 chi ldren. The nuinber of children of the working

mothers who responded t o t a l s 132 % ich i s seventy per cent

of the maximum number that could be cared for in the Lubbock

Day Nurseries.

^U. S. Department of Health, Education and Welfare, Children of working Mothers, Children's Bureau Publication No. 382, (Washington, D. C , 1964), p. 5.

>

m

43 H ^ M

O a M a a

a M u

CM

O n

a o

u o a

•3 A

H

A o

o

CM

CM

(3\

IM in

CM «n

m vo CO

r^ 00 in

m

<n

m

<n

O O r-l H CM 5r vO

O O »H in lO tf CM

<n

m

M

yea

H

M ^ •0 d D

a 0 a iH H

Wl a %

iH

0 +»

M a 0 >i

r-4

to Q i H H

a u >i

CM

o +»

e »4 X CM

n

i H rH

0 M >1

<n o •P

0 M >i

CO

n O 6 •-* iH

n V4 >i

0 0 4i

n M >s

^

n 0 6 r-l H

0 M >\

m 0 •p

0 M >i

m

0 0 e »H H

0 M >»

vO O •p

e M >i

vO

43

00 wA

ro CM

r» CM

r» CM

^ CM

CM

o CM

CD

r4

VO <M

r-n

a •p o

44

Table VI presents the gross annual incomes for the

families who uaad the day-care centers.

SABLE VI

GROSS ANNUAL INCOME OF WORKING MOTHERS

Gross Annual Income ^^^^^^^ Lubbock Carver Total Per Day No. 1 Day No. 2 Heights Cent

0 - 2,499

2,500 - 3,999

4,000 - 6,999

7,000 - 9,999

10,000 - 14,999

$15,000 - 19,999

No Response

Total

18

10

5

0

6

7

3

0

15

2

4

1

2

1

39

19

12

1

2

1

2

51

25

15

2

3

2

2

33 18 25 76 100

Seventy-six per cent of the mothers earned annual incomes

of less than $4,000. This group represented many mothers who

were the sole supports of the families. Seven of these

mothers were attending college in addition to working part-

time. Ruderman, director of the day-care project for the Child

Welfare League of America, has stated that the day-care

i[

I-0

?•

centers are being used primarily by the very poor and by

45

"solo" parents. Collected data show that f i f ty-one per cent

of the %#orking mothers with children in Lubbock day-cara

centers earned annual incomes of l e s s than $2,500.

The educational achievement of the working mothers i s

shown in tsSbXn VII,

TSSLE VII

EDUCATIONAL ACHIEVEMENTS OF WORKING MOTHERS

Highest Level of Lubbock Lubbock Carver ^ . Per Education Achieved Day No. 1 Day No. 2 Heights Cent

Grades 1 - 4

Grades 5 - 6

Grades 9 - 1 1

High School

College 1 - 3 years

4 Years College

Over 4 Yrs. College

Total

8

8

33

0

0

7

7

4

0

0

18

0

2

6

11

2

3

1

25

3

10

22

22

14

4

1

4

13

29

29

18

5

2

76 100

Almost half of the working mothers did not complete

high school. This /factor would account for the low incomi

level of the families. Collected data revealed that the

2Florence A. Ruderman, "Day Care: A Challenge to Social Work", Child waifare. Vol. XLIII (March 1964), p. 118.

46

amount of incoma was in relation to the educational achieve­

ment of an individual. The five working mothers lAio had

coaqplatad four or more yeara of collage earned annual incomes

of $7,000 or above.

The highest level of education achieved by the husbands

of the working mothers is shown in fable VIII.

TABLE VIII

EDUCATIONAL ACHIEVEMENT OF HUSBANDS ii 4 ^

Highest Level of Education Achieved

Grades 1 - 4

Grades 5 - 8

Grades 9 - 1 1

High School

College 1 - 3

College - 4 ye

Over 4 years

No Response

Total

years

ars

or WORKING J

Lubbock Day No. 1

5

7

7

0

1

1

0

12

33

MOTHERS

Lubbock Day No. 2

1

2

3

1

0

0

1

10

18

Carver Heights

1

1

2

8

3

3

1

6

25

Total

7

10

12

9

4

4

2

28

76

Per Cent

9

13

16

12

5

5

3

37

100

•0

X

I CI 0

1 ? '•

>

A comparison of Table VII and Table VIXI shows the

47

educational achiaveB»nt of the mother was higher than that

of her husband. Interpretation of t h i s finding i s inconclu­

s ive bacauaa thirty-seven per cent of the mothers did not

respond to the information concerning the husband's

educational background. Four mothers wrote on the question­

naire that they were divorced, while one wrote that her

husband was deceased.

ii 'I

TESTS OF THE HYPOTHESES j

The three hypotheses refer to differences between ch i ld- ^ ^,

>•

care services available in the day-care centers and child-care £

services desired by working mothers. Thsse null hypotheses 2

were tested in this study. r

Hypothesis 1

There were no significant differences between the

physical facilities available in the Lubbock Day Nurseries

and the physical facilities desired by the working mothers.

Items one through eight undar Part II, Section A, were

used for testing hypothesis one. Analysis was based on

percentage of choices indicating available and desired

physical facilities. Because of the way in which parents

responded and the combination of facilities reported for the

three centers, some of the responses do not lend themselves

S

r I

48

to significant difference analysis. For the responses that

were reported in a manner which permitted computation of

significant difference, level of significance is given in

Table IX, With a N of 76, a CR of 2.0 was necessary for a

,05 level of significance and a CR of 2.6 is necessary for a

.01 level of significance. Table IX presents the percentages

and level of significance for the available and desired

physical facilities of the Lubbock Day Nurseries.

The working mothers desired that the day nurseries be

inspected for safety and sanitation by fire and health

departments twice a year or more. The day nurseries are

requirements of local and state health laws. Mothers pre­

ferred that outdoor play equipment be placed in a grass area.

All of the outdoor play area is covered with gravel at the

day nurseries. Directors indicated that grass could not grow

because of the constant use of the playground area.

Equipment recommended by the Child Welfare Division

of the Texas Department of Public Welfare that was available

at the day-care centers were separate lockers, small scale

3 tables and chairs, small scale bathroom fixtures and cots.

^Texas Day Care Newsletter, Child welfare Division, Texas Dept. of Public Welfare (Sept.-Oct., 1965), p. 4.

i, 'I

r

inspected once a year by these departments which meets the 5 r

f • •

49

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KEXAS TECHNOLOGICAL CPLLfcWJb LUBBOCK. TEXAS ll«9tRARV

I I I I U I I U I

111

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52

Separate lockers were not available at one of the day-care

centers. This type of equipment was desired by slightly more

than half of the mothers while the others were interested in

less desirable equipment such as wooden tables and chairs,

racks and regular bathroom fixtures.

Hypothesis 1 was rejected because analysis sho%ied that

there was a significant difference at the .01 level between

the available physical facilities and the desired physical

facilities, it was rejected although three choices were

analyzed to show no significant difference. The following

choices were available and desired by a close percentage.

individual cots.

Hypothesis 2

There were no significant differences between the

available staff of the Lubbock Day Nurseries and the staff

desired by the working mothers.

Items one through eight under Part II, Section B, were

used for testing hypothesis two. Analysis for items one, six,

seven and eight are based on percentage of choices indicating

available and desired staff.

The percentages and level of significance of the

available and desired staff of the Lubbock Day Nurseries for

f o o

separate lockers, a room temperature of 68 to 72 F, and ni

53

items one, aix, seven and eight are shown in Table X.

All of the Lubbock Day Nurseries provided one teacher

for every sixteen to tvienty children over two years of age.

One teacher for every four children two years old or under

must be provided in order to meet the requirements of the

licensing division of the Texas Department of Public Welfare.

Eighty-nine per cent of the working mothers desired to have

fe\mx children per teacher. Rules and regulations for the

operation of day-care centers set up by the Texas Department

of Public Welfare specified the following ratio of child care

4 staff to children.

It is impossible at the present time for the Lubbock Day

Nurseries to have fewer children per teacher because of lack

of funds and space.

Two of the day-care centers disciplined the children

by spanking which was desired by one-third of the mothers.

Almost half of the mothers desired that the children be

4Texas Dept. of Public Welfare, Interpretation and Application of Minimum Rul^s and Regulations for Operation of a Commercial Day Care Center, (October 1, 1961) , p. 10.

i XL £

I Children ^

2 yrs. to 3 yrs. 1 adult to 8 children t 3 yrs. to 4 yrs. 1 adult to 12 children 4 yrs. to 5 yrs. 1 adult to 15 children 5 yrs. to 6 yrs. 1 adult to 18 children 2!

54

8 S

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56

disciplined by speaking to them in a firm, positive manner.

Two of the centers carried out this form of discipline. None

of the mothers desired that the children be placed in the

bathroom for punishment. This kind of discipline was not

practiced at any of the centers.

One-half of the mothers indicated that all of the

available methods be used to improve the training of the

teachers and directors which was practiced at all of the

centers. The remaining half desired only one method be used

to improve the training of teachers and directors.

4 J* rf

4 :^ m 2

Analys i s of items two, three , four and f i v e was based 1 n on c h i - s q u a r e . Entering a standard chi-square table with 4

degrees of freedom, a CR of 13.26 i s required for a probabi l ­

i t y l e v e l at the .01 l e v e l of conf idence . The percentages

and l e v e l of s i g n i f i c a n c e of the ava i lab le and des ired s t a f f

of the Lubbock Day Nurser ies for items two, three , four and

f i v e are shown in Table XI.

Two-thirds of the working mothers des ired that the

d i r e c t o r ' s t ra in ing should include completion of high school ,

p lus at tending workshops and conferences on ch i ld care . Two

of the d i r e c t o r s had earned a c o l l e g e degree while one

d i r e c t o r held a graduate degree and one d i r e c t o r had completed

high schoo l . Eighty per cent of the mothers preferred that

I*' (

57

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59

the teachers had completed high school. Five of the teachers

had completed high school while two had taken col lege courses

and one had completed elementary school. A survey was made

of the academic training of personnel in the non-profit day-

care centers in Texas in Noveaaber, 1965. The study included

1,103 persons and the ir academic l eve l included the followingt

26 had graduate degrees) 10 had some graduate work; 139 had

earned a co l lege degree; and 247 had taken col lege courses

while 417 had completed high school. The number of people

with l e s s than a high school education totaled 264. The ^ i ft I

academic l e ve l of the directors and teachers in the Lubbock ^ J. ,

Day Nurseries is higher than the average academic level of the ^ ;

personnel employed in all the Texas non-profit day-care

centers. Directors and teachers had more years of experience

in working with children than was desired by the working

mothers.

Hypothesis 2 was rejected because analysis sho%#ed that

there was a significant difference at the .01 level between

the available staff and the desired staff. It was rejected

although one choice was analyzed to show no significant

difference. The percentage of centers who worked with parents

p>

rr

^office Memorandum, s tate Dept, of Public Welfare, (March 24, 1966), p. 4.

60

through scheduled personal conference was the same as the

percentage of mothers who desired this practice.

Hypothesis 3

There were no significant differences between the

available program of the Lubbock Day Nurseries and the program

desired by the working mothers.

Items one through eleven under Part II, Section D, were

used for testing hypothesis three. Analysis was based on I*

r percentages of choices, indicating available and desired I

significance are shown in Table XII. X

program of the day-care centers. Percentages and level of

The day-care centers varied in the kinds of program

that were offered. The aspects of the program that were

offered in all of the centers included musical experiences

as a daily activity and daily snacks of milk, fruit juices,

and cookies. Mothers desired that art experiences and

community activities be offered at the times that were avail­

able at the different centers. Almost half of the mothers

desired that science and nature study be offered twice a week

which was not available at any of the centers. Science and

nature study was offered as a daily activity, once a week, and

only on special occasions at the different centers. The day

"II

61

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ii

65

nuraeries are opened five days a week on an all day session

baais. One-third of the mothers desired that the day nurseries

be opened six daya a week.

Item nine was omitted because mothers responded to

only one choice concerning quiet activities Aiereas the

directors responded to all five choices.

Items two and four concerning art experiences and

community activities of Hypothesis 3 were accepted because

analysis showed that there was not a significant difference

I at the .05 level. Items one, three, five, six, seven, eight, i

ten and eleven of Hypothesis 3 were rejected because analysis

showed that there was a significant difference at the .01

level. These items were rejected although three choices were

analyzed to show no significant difference. The following

choices; group activities offered as a daily activity; science

and nature study offered as a daily activity and once a week;

did not show significant difference between the choices that were available and desired.

Additional data was obtained from Part II, Section C,

of Questionnaire One and Part III of Questionnaire III. Table

XIII presented the mothers' rating of outdoor equipment and the

available equipment at the day-care centers.

Table XIII showed that sand boxes, swings, balls and

66

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;!

67

slides were rated as highly desirable by the largest percentage

of mothers. All of the equipment rated as highly desirable was

available at the day nurseries. The outdoor play equipment

that was rated as least desirable by most of the mothers were

cleated boards, trees, metal barrels, rope ladders and tramp­

oline. Rope ladders and trampolines were not available,

whereas cleated boards and trees were available at one center

and metal barrels were available at all of the centers.

The Child Welfare Division of the Texas Department

of Public lifilfare has stated that cleated boards offer unlimited

possibilities. They suggested that ladders of metal, rope or

wood, and metal barrels for climbing through and over were good

additions to all day-care centers.^ It is the opinion of the

vrriter that the mothers were not familiar with cleated boards

and metal barrels and did not realize their value as outdoor

equipment.

The mothers' rating of indoor play equipment and its

availability is shovn in Table XIV.

The following indoor play equipment and materials were

rated as highly desirable by the largest percentage of mothers;

color books, crayolas, clay, push and pull toys, records and

^Texas Day Care Newsletter, Child Welfare Division, Texas Department of Public Welfare, (Sept.-Oct., 1965), p. 5.

1! I i

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68

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70

record player, building blocks, books, wooden puzzles, towel

and wash cloth, coinb for each child. Combs for each child

were not available at any of the centers. Color books and

clay were not available at one of the centers. The other

equipment was available at all of the centers. Indoor equip­

ment rated as least desirable by most of the mothers %#eret

ball point pens, electric trains and live pets. Ball point

pens and live pets were not available at any of the centers.

Electric trains were available at one of the centers.

The Child Welfare Division has stated that the

following indoor equipment is the most important and should

be included in the first list of equipment: blocks, equip-

ment for playing house, jungle bells and rhythm sticks.'

Part IIIof Questionnaire One provided additional infor­

mation on child care preferences of working mothers. This

information is shown in Table XV.

All of the mothers who responded to the item indicated

that they preferred an educational program as well as physical

care for their children. Two-thirds of the mothers indicated

that they were highly satisfied with the day-care centers while

less than one-third indicated satisfaction with the centers.

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72

Only two mothers indicated that they were d i s s a t i s f i e d with

the day nurser ies . Over two-thirds of the mothers preferred

that the ir children be cared for in a day-care center while

l e s s than one-third preferred that the children be cared for

at home. Most of the mothers \itiO preferred that their

children be cared for at home stated that th i s type of care

was too expensive. Many mothers wrote comments concerning

the ir f ee l ings toward the day-care centers . Mothers'comments

are given in Appendix D.

The summary, conclusions and recommendations for

further research are presented in Chapter V.

73

CHAPTER V

SUMMARY, CONCLCJSIONS AND RECOMMENDATIONS

FOR FURTHER RESEARCH

The purpose of the chapter is to summarize the study

and to present conclusions drawn from an analysis of the

data. Recommendations for further research are given, based if

upon the findings derived from this survey. f,

Summary of the Study

The problem of the study was to compare the available

child care services with those desired by the working mothers

whose children were attending the public day-care centers of

Lubbock, Texas. The public day-care centers are Lubbock Day

Nursery No. 1, Lubbock Day Nursery No. 2 and Carver Heights

Day Nursery, and are under the auspices of the United Fund of

Lubbock, Texas. The child-care services were classified as

physical facilities, staff, play equipment and materials, and

daily program. The study involved seventy-six working mothers,

four directors and eight teachers.

Data were obtained through two questionnaires.

Questionnaire One was responded to by the working mothers with

!

74

pra-school children enrolled in the day-care centers.

Questionnaire Two was responded to by the directors and

teachers of the Lubbock Day Nurseries. Questionnaire One and

Questionnaire Two v ere tabulated in simple percentages. The

possibility of significant differences between available

child-care services and desired services were computed using

percentage diatribution and chi-square. Analysis was made by

a typical opinion survey approach.

#

r Conclusions

Data revealed that the majority of mothers %^o used the

day-care centers ware from the lower socio-economic group.

One-half of the mothers earned annual gross incomes of less

I

than $2,500. Two-thirds of th@ mothers earned less than

$4,000. The study showed that the mothers with the very low ; 1

annual incomes were from two of the centers while mothers

with higher incomes were from one canter in a particular

section of Lubbock.

The majority of %#orking mothers who used the cJay-care

centers were young mothers. Two-thirds of the mothers were

l e s s than th i r ty - f i ve years of age.

Al l the working mothers had at l eas t one year of formal

education. Approximately one-half of the mothers had aot

75

completed high school. Several mothers idio could not read or

write Engliah were helped to ccmplete the questionnaire by

either the directors or a school-age child in the home. The

majority of mothers were employed either as laborers, domes­

tic help or in clerical or secretarial positions. The type

of position held was indicative of the academic achievement

of the working mother.

Many mothers indicated, in almost all instances, a

preference for physical facilities that were less desirable

than those which were available at the day nurseries, it is

the opinion of the writer that the reason for this finding was

that mothers did not know what was considered desirable equip­

ment and %#ere not aware of the available physical facilities.

It la interesting to note that the mothers desired that the

centers be inspected more than twice a year by the health and

fire departments although only one inspection is required.

This indicated one of the working mother's concerns for the

proper care of her children.

A preference for a day nursery staff that was lees

prepared than that which was available at the day nurseries

was expressed by the mothers. The day-care centers employ a

staff with higher qualifications than was thought necessary

by the mothers. These findings indicated that mothers did not

I i ; .

76

fael that academic achievement beyond the high school level

was necessary in caring for young children. Mothers revealed

that from one to five years of experience in working with

children was sufficient v^ereas most of the directors and

teachers had over six years of experience.

Many mothers did not express a need for the kind of

outdoor and indoor equipment that was available at the centers

although this type of equipment had been classified by

accepted authorities as very essential to the centers. Many

mothers did not know what equipment such as metal barrels and

cleated boards ware like so therefore rated tham as least

desirable. Art materials such as tempera paint, water colors,

and clay were rated as least desirable materials by soma

mothers.

Activities such as music, art, science and field trips

were offered more often at the day nurseries than were

desired by the mothers. Data revealed that all of the mothers

indicated a preference for an educational program as well as

physical care for their children but did not know the kinds of

activities that should be provided for pre-schoolers. The

directors of the centers had tried to encourage the mother's

participation and interest in the centers through exhibiting the

child's art work and posting a schedule of activities and

^^iSW"**

77

menus for the weak. Many mothers worked ten hours a day and

had additional responsibilities at home so therefore did not

have time to be interested in the program of the day-care

centers.

The following implications were drawn from the conclu-

aions; working mothers were not aware of the child-cara

aarvicas thay aUght expect in public day-care centers; the

mothers did not have the knowledge of standards considered

necessary by profaasional people in the field of child devel­

opment. This lack of understanding due to limited experience

with day-cara centers resulted in an evaluation which showed

the expectations of the mothers %#ere considerably less than

those of more educated parents might be.

The writer suggests the following recommendations for

educating mothers and future lAothers to know the standards

f •:

, 1

of quality child-care centers.

1. The high school home economice curriculum should provide learning experiences vAiich help high school students to realize the importance of well planned auid operated child-care centers. Young girls need to understand the possibility that they may carry a dual role of homemaker and wage earner. They need to realize the impor­tance of providing for their children the kind of care that will promote the physical, mental, and social well-being of each child. Students should be made aware that the leadership they assume as homemakers and wage earners will determine the quality of child-care centers that

78

Will be available to tham.

2. The working mothers need to be encouraged to attend meetings of the South Plains Pre-School Aaaociation. Mothers would ba helped to under­stand conditions and guidance necessary for the satisfactory growth and development of children that ar<3 available through the child-care ctinters. Belonging to an organization and participating in the activities would help tha mothers to feel that thay have a place in the ctxnmunity.

3. Effective ways should be provided to encourage working mothers to learn the kinds of activities and facilities that should be provided in the child-care centers in order to foster the child's growth and development. Creating a desire in working mothers to want to learn what ifi considered quality ohild-care services presents a definite challenge because of the following reasons; (1) many mothers are away from home as much as twelve hours a day and do not have time for any other activity; (2) the low academic achievement of the mothers presents conmunication problems. Seme of the mothers do not read, write, or apeak English. Soma mothers tend to accept any child-care service as desirable because a reasonably satisfactory place to leave their child is so c3esparately needed.

RecoiMnendations for Further Study

In view of the results of this research, the following

recommendations for future studies are set forths

1. A survey be conducted to include working mothers with children enrolled in commercial day-care centers and commercial boarding homes to determine desired child-care services. Commercial day-care centers and boarding homes are privately operated for profit. There are eighty-six commercial clay-care centers and boarding homes in Lubbock with approximates ly two thousand children enrolled.

, f .

i

n

79

2. A survey be conducted to include working mothers who use informal child-cara arrangements to determine satiafaction with arrangements. Informal arrangements include children that are kept by maids, relatives, neighbors, and others.

3. A survey be made of public and private day-care centers to determine the need for child-care %#orkers and teachers. The findings could be used to develop programs which prepare for employment in occupations utilizing home economics knowledge and skills.

r i;

80

BIBLIOGRAPHY

Books

Clover, Vernon T., Business Research, Rogers Lithograph, Inc., Lubbock, Texas, 1959, p. 92.

Harris, Chester W. (ed.), Encyclopedia of Educational Research, "Early Childhood Education", Macmillan Co., New York, 1960, p. 386.

Sears, Pauline S, and Dowlay, Edith M., Handbook of Research SSk Teaching, "Research on Teaching in the Nursery School", Rand McNally and Co,, Chicago, 1963, p. 815.

Slatoff, Howard A., Nursery School Portfolio, "Creative Art Experiences for the Young Child", Washington, D. C , 1961, p. 1.

Articles and Periodicals

Cald%#ell, Bettye, and Richmond, Julius, "Programmed Day Care for the Very Young Child", Child Waif are. New York, Vol. XLIV, March, 1965, p. 134.

Children's Code Commission, Program Planning for the Dav-Care Center Woolfork State Office Building, Jackson, Mississippi, (no date), p. 1.

Community Council of Austin and Travis County, Day Care For Children A Community Service, July, 1964, p. 1.

Community Planning Council, Interim Rsport on Fax Care Fo School-Age Children, United Fund, Lubbock, Texas, April, 1964, p. 3.

Community Planning Council, Report of the Day Care Committee United Fund, Lubbock, Texas, July, 1961, pp. 2-5.

81

Dumpson, James R., "The Place of Day Care in Meeting Chi ldren ' s Needs", Child Welfare, New York, Vo. XLII, March, 1964, p , 182.

Galloway, D. v . , "Health Standards for Day Care Centers for Pre-School Children, Nursery School Children or Kindergarten Children", Chi ldren's Code Commission, Jackson, M i s s i s s i p p i , (no date) p . 1.

Hansan, John B . , and Pemberton, Kathryn, "Day Care: A Therapeutic Mil ieu", Child Welfare, New York, Vol . XLIV, March, 1965, p . 152.

Ruderman, Florence A . , "Conceptualizing Needs for Day Care: Some Conclusions Drawn from the Child Welfare League Day Care Project" , Child Welfare, New York, Vol . XLIV, Apr i l , 1965, p . 213.

S ta t e Dept, of Publ ic Welfare, Office Memorandum, March 24, 1966, p . 4 ,

Yeomans, Al freda , "Day Care - One of the Community's Serv ices t o Children", Child Welfare, Vol . XXXIX, October, 1960, p. 7.

Public Documents

Close, Kathryn, "Day Care As A Service for All Who Need It", Children^ U. S. Govt. Printing Office, Washington, D. C , July-August, 1965, p. 158.

President's Commission on Status of itoraen, American Woman, U. S. Govt. Printing Office, Washington, D. C , 1963, p. 3.

Texas Day Care Newsletter, Child Welfare Division, Texas Dept. of Public Welfare, July, 1965, p. 3.

Texas Day Care Newsletter. Child Welfare Division, Texas Dept of Public Welfare, September-October, 1965, p. 4.

U. S. Dept. of Health, Education and Welfare, "Child Care Arrangements of Working Mothers", Children, Washington, D, C , No. 18, 1965, p. 185.

82

U. S. Dapt, of Health, Education and Welfare, A P i l o t Study M Pay-Care Centers and Their C l i e n t e l e , Washington, D. C , Chi ldren ' s Bureau Publ i ca t ion , No, 428, 1965, p . 35.

U. S. Dept. of Health, Education and Welfare, Day Care S e r v i c e s . Washington, D. C , Chi ldren's Bureau P u b l i c a t i o n , No, 420, 3964, p. 10.

U. S. Dept. of Health, Education and Welfare, Day Care S e r v i c e s , Washington, D. C , Chi ldren's Bureau Pub l i ca t ion , No. 393, 1961, p . 3 .

U. S. Dapt, of Health, Education and Welfare, Children of Working Mothers, Washington, D, C , Chi ldren's Bureau P u b l i c a t i o n , No. 382, 1960, p . 13.

U, S, Dept of Labor, Who Are the Working Mothers, Washington, D, C , Leaf l e t 37, 1965, p . 2 .

White House Conference on Children and Youth, 1960 White House Conference. "Recommendations Composite Report of Forum Findings", Washington, D. C , 1960, p . 62 .

•^i

APPtllDIX A

QUESTIONNAIRE ONE

CHILD CARE SERVICES

DESIRED BY WORKING MOTHERS

Texas Technological College Department of Home i conomics Education

Dr. L. Ann Buntin, Head Myra Bo%mds Timmons, Graduate Student

PURPOSE: To survey working mothers with pre-school children enrolled in selected child care centers in Lubbock, Texas, and to determine desired child care services

DIRECTIONS: This enclosed form contains questions and state­ments about your immediate family, your occupation, your child care arrangements and your desired child care services. Your answers will be kept in strict confidence and will be incorporated into the study only as summarized results. Your cooperation in this study is needed and sincerely appreciated.

Services are defined as: Physical facilities Play equipment and materials Staff Program of child care centers

PART ONE: BIOGRAPHICAL INFORMATION

1. Employing Firm of Individual

2. Position Held

3. Your Age __.

4 . Please ind ica te by numbers the age of your pre-school c h i l d or pre - schoo l c h i l d r e n .

Boys Gir l s years ^months years months ye ars ^months jye ars ^months ye a r s mon th s years ^months

years years years years

months months months months

84

85

5. Approximate annual gross income of the family. Gross in­come is income before any deductions. Check (/) one.

.$ 0 - $2,499 15,000 - 19,999

2,500 - 3,999 20,000 - 24,999

4,000 - 6,999 25,000 - 29,999

7,000 - 9,999 30,000 - over

10,000 - 14,999

6. Your educational background. (Circle last year completed.)

(a) Elementary 1 2 3 4 5 6 7 8 (b) High School 1 2 3 4

(c) College 1 2 3 4 5 6

(d) If college graduate, highest degree held

7. Educational background of husband. (Circle last year completed.)

(a) Elementary 1 2 3 4 5 6 7 8 (b) High School 1 2 3 4

(c) College 1 2 3 4 5 6

(d) If college graduate, highest degree held

PART II: CHILD CARE SERVICES DESIRED

BY WORKING MOTHERS

A. Physical Facilities

DIRECTIONS: The following statements are about the building and equipment of the day care centers. There is no right or wrong answer but use a check (/) to show your one choice of the five possibilities provided with each state­ment.

1. Building should be inspected for safety and sanitation by the Fire and Health departments

every five years

every two years

86

once a year

twice a year

more than twice a year

DIRECTIONS: Use a Check (/) to show your one choice of the five possibilities provided with each statement

2. Outdoor play area should be enclosed by

no fencing

wire fencing

wooden board fencing

concrete block fencing

3. Outdoor play equipment should be placed in a

dirt area

gravel area

gravel and grass area

grass area

4. Children's wraps and belongings should be stored in

racks

shelves

closet

separate lockers

5. Equipment for eating and other activities should be

kitchen table and chairs

card table and chairs

wooden tables and benches

chrome table and chairs

87

small scale table and chairs

6. The temperature of the rooms should be kept between

less than 65* F

65° to 68° F

68° to 72° F

72° to 75° F

75° to 80° F

DIRECTIONSs Use a check (/) to show your one choice of the five possibilities provided with each statement.

7. When resting or sleeping the children should have

quilt on the floor

couch

floor mats

individual cots

others (please name)

8. When toileting the children should have

plastic "potties"

training seat on commode

training chairs

regular bathroom fixtures

small scale bathroom fixtures

B. Staff

DIRECTIONS: The following statements are about the workers of the day care centers. There is no right or wrong answer but use a check (/) to show your one choice of the five possibilities provided with each statement.

1. The center should have one teacher for

every 16 - 20 children over two years old

88

every 10 - 15 chi ldren over two years old

every 7 - 1 0 chi ldren over two years old

every 4-6 ch i ldren over two years old

2 . The d i r e c t o r should have had the fo l lowing tra in ing

completed high school

completed high school plus attending ch i ld care iirorkshops and conferences

has taken some c o l l e g e courses

holds a c o l l e g e degree that includes courses in c h i l d develoi^aent

advanced c o l l e g e degree

3 . The d i r e c t o r should have had the fo l lowing experience Kirorking with pre-school ch i ldren .

one year experience

from two to f i v e years experience

from s i x to ten years experience

over tan years experience

l e s s than one years experience

4 . ""eac^er** r%f the c h i l d care center should have had the fo l lowing t r a i n i n g

completed elementary school

completed high school

completed high school plus having experience in working with ch i ldren

taken c o l l e g e courses plus having experience in working with ch i ldren

holds a c o l l e g e degree

5. Teachers should have had the fo l lowing experience working with pre- schoo l c h i l d r e n .

89

one year experience

from tmro to five years experience

over ten years experience

less than one years experience

6. Disciplining children by teachers should include

spanking vAien necessary

putting child in the bathroom

having child stand or sit in the corner

speaking to the child in a positive manner with firmness

all of the above

7. Teachers and director vrorks with parents through

parent only contacted when child is ill

parent only contacted when special problems occur

telephone confe cence when necessary

scheduled personal conference when necessary

others (please name)

8. Teachers and director should work to improve their training through

reading child care literature

director holds regular training sessions

belonging to and attending meetings of the South Plains Pre-School Association

all of the above

others (please name)

90

C. Play Squij aent and Materials

DIRSCTICWrS: The outdoor equipment will be used by pre-school children from two to six years of age. Please rate each item according to the following scale. Place a 4 in the blank if you think that the item is highly desirable. Place a 1 in the blank if you think that the item is very desirable. Place a 2 in the blank if you think that the item is desirable. Place a jL in the blank if you think the item is the least desirable.

Outdoor Equipment and Materials

Sand box Trees (to climb) Saw horses Metal barrels Tricycles Wagons Cleated boards Balls Wooden boxes Rope ladders Swings Trampoline Jungle gym Play houses Horizontal bars Slides

Indoor Equipment and Materials

Color book Building blocks Crayolas Scrap lumber blocks Tempera paint Hollow blocks Water colors Dolls Finger paint Doll beds Ball point pens Doll carriages Pencils "Dress-up" clothes Chalkboards/chalk Gardening tools Ciny Carpentry tools Playdough Books Blunt scissors Pictures P2 gte Scrapbooks Wrapping paper Wooden puzzles Construction paper Pe9 boards Push/pull toys Colored cans Wind-up toys Toy pistols/rifles Record player Electric trains Records Live pets

Fish bowl/aquarium Towel and washcloth for each child comb for each child

91

Collection of nature materials

Musical instruments: Bells Cymbals Drums Triangles

Comments:

D. The Program

DIRECTIONS: The following statements are about programs offered in child care centers. In each statement select the part of the program that you feel is MOST important for your child. Make only ONE choice for each statement. Please indicate by using a check (/).

1. Musical experiences such as singing, listening to records, dancing, etc., should be provided

as a daily activity

at least twice a week

once a week

only on special occasions

2. Art experiences such as coloring, finger painting, brush

painting, etc., should be provided Jj

as a daily activity

at least twice a week

once a week only on special occasions

3. Science and nature study experiences such as planting seeds, learning about animals, etc., should be provided

as a daily activity

at least twice a %#eek

once a week

only on special occasions

92

4, learning about the community through activities such as trips to the library, city hall, fire stations, etc., should be provided

as a daily activity

at least twice a week

once a week

only on special occasions

5. Group activities such as working together with play equip­ment, playing together, telling stories, presenting plays, etc., should be provided

as a daily activity

at least twice a week

once a week

only on special occasions

6. If your child could have only ONE of the following learn­ing experiences as a part of his daily activity in the center, which would be the most important activity provided for him?

musical experiences

art experiences

science and nature study experiences

community experiences

group play experiences

7. The snacks provided for children by the center should be

milk

milk and cookies or cake

fruit juice

fruit juice and cookies or cake

milk, fruit juice, and cookies or cake

93

8. The special occasions v^ich should be observed by children in the center should be

no plans made for special occasions

only birthdays should be observed

only holidays such as Valentines, Thanksgiving, etc. should be observed

birthdays and holidays should be observed

9. Children should have time for quiet activity through

listening to stories

listening to music

watching television

resting or napping

playing quietly alone

10. The center should provide a child care program so that children may attend

on an hourly basis at any time during the day

one-half day sessions in the morning

one-half day sessions in the afternoon

all day sessions

11. The center should provide a child care program so that children may attend

on a daily basis, any day of the week except Saturday or Sunday

on a five day a week schedule (not open on Saturday and Sunday)

on a s i x day a week schedule (not open on Sunday)

on a seven day a weak schedule

Ii *

94

PART III: CHIU) CARE PREFERENCE OF WORKING MOTHERS

1. Do you prefer that the licensed child care center provide an educational program as well as physical care for your child? (Please indicate with a check) Yes No.

2. Please indicate with a check (/) the child care arrange­ments you use most of the time during working hours.

^^^^ ^brother or sister paid sitter grandparent or other

relative nursery school (half-day) no one

<3ay care center (Lubbock father Nursery No. 1, 2 or Carver Heights) neighbor

commercial day care center others ^kindergarten

3. Please indicate with a check (/) the degree of satisfac­tion you feel toward your present child care arrangements.

^highly satisfactory satisfied dissatisfied

4. Please indicate with a check (/) the method of care you would prefer for your child if it were available.

cared for at home

cared for in some else's home

cared for in a licensed child care center

Comments:

APPENDIX B

QUESTIONNAIRE TWO

CHILD CARE SERVICES OF LICENSED

CHIID CARE CENTERS

Texas Technological College Department of Home Economics Education

Dr. L. Ann Buntin, Head Myra Bownds Timmons, Graduate Student

PURPOSE: To determine the available child care services of licensed child care centers in Lubbock, Texas.

DIRECTIONS: This form contains statements concerning the child care services of the licensed child care centers in Lubbock, Texas. Services are defined as:

Physical facilities Play equipment and materials Staff Program

Your answers will be kept in strict confidence and will be incorporated into the study only as summarized results. Your cooperation in this study is needed and sincerely appreciated.

PART I: PHYSICAL FACILITIES

DIRECTIONS: The following statements pertain to the physical facilities of the child care centers. Please indicate with a check (/) the choice or choices that are available at your particular center.

1. Building is inspected for safety and sanitation by the fire and health departments

tivery five years

every two years

once a year

twice a year more than twice a year

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97

2. Outdoor play area is enclosed by

no fencing

wire fencing

wooden board fencing

concrete block fencing

3. Outdoor play equipment is placed in a

dirt area

gravel area

gravel and grass area

grass area

4. Children's wraps and belongings are stored in

racks

shelves

closet

separate lockers

others ( please name)

5. Equipment for eating and other activities is

kitchen table and chairs

card table and chairs

wooden tables and wooden benches

chrome table and chairs

small scale table and chairs

others (please name)

6. The temperature of the rooms is kept between

less than 65°F

65° to 68°F

98

68° to 72°F

72° to 75°F

75° to SO^F

7, When resting or sleeping the children have

quilt on the floor

couch

floor mats

individual cots

others (please name)

8. When toileting the children have

plastic "potties"

training seat on commode

training chairs

regular bathroom fixtures

small scale bathroom fixtures

PART II: staff

DIRECTIONS: The following statements pertain to the staff of the child care centers. Please indicate with a check (/) the choice or choices that are available at your particular center.

1. The center has one teacher for

every 16 - 20 children over two years old

every 11 - 15 children over two years old

every 7 - 1 0 children over two years old

every 4 - 6 children over two years old

others (please name)

99

2 . The d i r e c t o r has had the fo l lowing t ra in ing

completed high school

completed high school plus attending ch i ld care

%#orkshops and conferences

has taken some c o l l e g e courses

holds a c o l l e g e degree that inc ludes courses in c h i l d development advanced c o l l e g e degree

3 . The d i r e c t o r has had the fo l lowing experience working with pre-school chi ldren

one year experience

from two to f i v e years experience

from s i x t o ten years experience

over two years experience

l e s s than one year experience

4 . Teachers of the ch i ld care center have had the fo l lowing t r a i n i n g

completed elementary school

coa^leted high school

completed high school plus having experience in working with chi ldren

taken c o l l e g e courses plus having experience in working with chi ldren

holds a c o l l e g e degree

5. Teachers have had the fol lowing experience working with pre- schoo l ch i ldren

one year experience

from two to f i ve years experience

from s i x to ten years experience

over ten years experience

l e s s than one year experience

100

6. Disciplining children by teacher includes

_____ spanking when necessary

putting child in bathroom

having child stand or sit in the corner

speaking to child in positive manner with firmness

all of the above

7. Teachers and director work with parents through

parent only contacted when child is ill

parent only contacted when special problems occurs

telephone conference \itinn necessary

scheduled personal conference when necessary

others (please name)

8. Teachers and directors work to improve their training through

reading child care literature

director holds regular training sessions

belonging to and attending moetings of the South Plains Pre-School Association

all of the above

others (please name)

DIRECTIONS: Please indicate with a check (/) in the blank if you have the item in your center. Please indicate with an "Q" if you do not have the item in your center.

(Outdoor Equipment and Materials)

Sand box Trees (to climb) Saw horses Metal barrels Tricycles Wagons Cleated boards Balls Wooden boxes Rope ladders Swings Trampoline Jungle Gym Play house Horizontal bars Slides

101

(Indoor Equipment and Materials)

Color book Crayolas Tempera paint Water colors Finger paint Ball point pens Pencils Chalkboards/6halk Clay Playdough Blunt scissors Paste wrapping paper Construction pi^r Push/pull toys Wind-up toys Record player Records

Building blocks _ Scrap lumber blocks Hollow blocks Dolls Doll beds Doll carriages "Dress-up" clothes Gardening tools Carpentry tools Books Pictures Scrapbooks Wooden puzzles Peg boards Colored cans Toy pistol/rifle Electric trains Live pets Fish bowl/aquarium

To%tfel and washcloth for each ch i ld CoBib for each c h i l d C o l l e c t i o n of nature mater ia l s Musical instruments: B e l l s Cymbals^ Drums

Triangles

Comments:

PART rv. PROGRAM

DIRECTIONS: The following statements are about the program carried out at the day care center. Please indicate the program carried out at your center with a check (/).

1. Musical experiences such as singing, listening to records, dancing, etc., are provided

as a daily activity

102

at least twice a week

once a week

only on special occasions

2. Art experiences such as coloring, finger painting, brush painting, etc., are provided

as a daily activity

at least twice a week

once a v»ek

only on special occasions

3. Science and nature study experiences such as planting seeds, learning about animals, etc., are provided

as a daily activity

at least twice a week

once a week

only on special occasions

:•; t •

4. Learning about the community through activities such as trips to the library, city hall, fire stations, etc., are provided

as a daily activity

at least twice a week

once a %*eek

only on special occasions

5. Group activities such as working together with play equip­ment, playing together, telling stories, presenting plays, etc., are provided

as a daily activity

at least twice a week

once a %aeek

only on special occasions

103

6. If the children could have only one of the following learn­

ing experiences as a part of his daily activity in the

center, which would be the most important activity provided for him?

musical experience

art experience

science and nature study experiences

community experiences

group play experiences

7. The snacka provided for children by the center are

milk

milk and cookies or cake

fruit juice

fruit juice and cookies or cake

milk, fruit juice, and cookies or cake

8. The special occasions which are observed by children in the center are

no plans made for special occasions

only birthdays are observed

only holidays such as Valentines, Thanksgiving, etc., are observed

birthdays and holidays are observed

9. Children have time for quiet activity through

listening to stories

listening to music

watching television

resting or napping

playing quietly alone

10. The center provides a child care program so that children may attend

104

on an hourly basis at any time during the day

one-half day sessions in the morning

one-half day sessions in the afternoon

all day sessions

11. The center provides a child care program so that chil­dren may attend

on a daily basis, any day of the week except Saturday or Sunday

on a five day a week schedule (not open on

Saturday and Sunday)

on a six day a week schedule (not open on Sunday)

on a seven day a week schedule

APPENDIX C

LBTTER OW TRANSMITTAL

LETTER OF TRANSMITTAL

Lubbock, Texas

Dear

This letter is to ask your cooperation in a study that I am doing at Texas Technological College as part of the Master's degree requirements in the Department of Home Economics Education. One purpose of the study is to get a clear idea of the kind of care working mothers want for their children.

Participation in this study would involve completing the enclosed form regarding the child care services in Which you are interested. This would require ten or fifteen minutes of your time. I, too, am a working mother and realize how valuable time is when you are at home. I would certainly appreciate your cooperation in this study. If you would like a copy of the results, one will be returned to you. All in­formation would be confidential and results would be revealed only in group statistics.

Any comments you may have concerning any aspect of the care of children not covered in the questionnaire will be appre­ciated. Please complete the enclosed form and return it in the stamped, self-addressed envelope by March 26, 1966. Again, I want to thank you for your cooperation.

Sincerely yours,

o/s Myra Timmons

Myra Timmons

106

AP^NDIX D

MOTHER'S COWIBNTS ON SERVICES

of LUBBOCK DAY NURSERIES

MOTHER'S COMMENTS ON SERVICES

OF LUBBOCK DAY NURSERIES

"I am happy nAiere he is. I also am pleased he loves it also."

"My son has been at Day Nursery Number 1 for four years, l feel there has been an interest in his complete development and because of his training thare he is ready for school this fall. I feel the teachers have a love and understanding for the children that is more isqportant than all tha degrees or 'book learning'. The teacher must discipline them as she has them more of their waking hours than I do and the child is 'formed' before he enters the 1st grade. They and we need to learn to work together in this world. To care for each other."

"My daughter has learned a lot at the Lubbock Day Nursery in educational value and in playing and getting along with others."

"Lubbock Day Nursery has a very nice program and really wonderful teachers v^o seem to be quite devoted. The only reason I'd prefer home care is to avoid dragging the children out doors every morning—during the winter, especially. How­ever, I'm quite sure the children wouldn't have nearly a well balanced schedule as the nursery maintains."

"They develop manners, how to behave, how to play with other children. They learn their stories. I wish they would learn the alphabet and to write their names. I think this is a right age they can learn every thing that they study about."

"I think that they should have the proper care and, safe toys and, also to keep them clean and, safe from germs."

'I am very satisfied with the Lubbock Day center. I have complete confidence in them, my children have grown in many respects, while staying in the center. I appreciate the

108

109

attitude of tha teachers, and employees of the center. My children have brown to love the nursery and its workers. Therefore, I'm happy with the nursery."

"I had rather leave the kids with someone I personally trust."

"I think that my daughter is being well taken care of and she learns something new each day that a parent is not always capable of teaching her."

"I have been satisfied with tha care my children have had tha only thing in which I don't know is that they say thay don't eat meat, I don't know for sure, but when they come home they are so hungry I don't think they should have meals without meat. I don't mean steak just any meat."

'I prefer the day nursery because they have the children in different age levels not altogether, because they learn how to be among other children and its something like a school for them because they also learn."

"I feel that bus service to and from the nursery school should be provided on an extra fee basis."

"I am happy to say I'm very happy about the care given my two girls. Mrs. Lamphredt and Margaret are two wonderful people and my girls have learned so very much and how to play with other children. My only wish is it were open on Saturdays. I'm very happy over every thing else."

"I have enjoyed filling out the form. I have had five children in Carver Heights Nursery and have enjoyed having such child care centers, otherwise I wouldn't have been able to work."

"The child care center is about the best thing I know for children. They are doing a real good job. Its an advan­tage for the mother and child, especially for the children being with other kids, my kids are happier in the nursery."

"I am satisfied with my child in the nursery because she learns to play with other children and she also learns so many other things that are good for her, she would not get if someone else were taking care of her at home."

110

"The short time I have had my child in tha Carver Heights day nursery I have been highly satisfied and I hope to continue to get the good services for my child from the teachers and director."

"The Carver Heights Day Nursery has done wnders for my three year old girl. She loves to paint and sing, she has Biany new friends that she wouldn't have had it she didn't attend tha nursery. Knowing that she's there and \^o are Imr teachers, I never worry about her idxile at work."

"I think that the Carver Heights Day Nursery is one of the beat thinga that could have been built in the Negro community, since thay are taking care of babies also. It is hard for a working mother to find a dependable person."

"This is a very interesting survey. Please mail me a copy of tha reaults."

It la satisfying to know my child is in nursery school."

"I know vary little as to the operation of a nursery school. The only thing that really interested me, as does many other mothera, is the care given to our children. To know that a responsible person is in charge is a great relief."

"Teachers should not be allonned to use ugly language or permit the children to do so. Parents should be telephoned immediately %«hen their child is sick. Children should be watched vary close so as to catch sickness. Teachers should not ask children to do or eat something that is against his religion.*

"I fine the provisions for child care in Lubbock are not very good. If you get one of the best nurseries you have to pay so much that you don't make anything for working. When it is your child, the best is not good enough."

''Lubbock Day Care Center compares favorable with a private nursery school which my children attended for three years in another city. I assume the children receive a nutritional balanced noon meal. I would like to see a more enriched kindergarten program for pra-school five-year olds, concentrating on appropriate levels of science and nature

I I

Ill

studies, field trips to the airport and other public places. I fully realize that what I have listed is an ideal child care center, but this sort of program is what I would pro­vide for my children if i could afford it."

"If a parent has an opportunity to visit the child care center for an hour or two, he should be permitted to do so. It makes the child (or children) proud and gives the parent a chance to see what is going on in the center."

"I've always been very satisfied with the %*ay my child h»va been taken care of and they have been very understand­ing. I will always be pleased with their work.-

"I think the children should be in the care of an adult at all times and not left in care of older school children who try to discipline them and do not know how."

r

"I really appreciate child care center for my little girl, it has been highly satisfactory with us. She likes to go to the nursery, and she also likes her teacher very much."

"Being with other children their own age and learning to get along with other children is very essential to a child, as ha will always deal with other people and this is the basis—this he cannot attain by being in a private home."

"I would really prefer to have some one come to my home, to care for my three pre-school age children. It would have to be someone that liked children and have cared for them. The person would not necessarily have to be a trained nursery or kindergarten teacher. But it is three times as expensive and therefore, entirely impossible for me. I'm very satisfied with the arrangements I now have."

I am grateful that my children are cared for as well as they are at the fee I can afford to pay. Of course, it could be improved in some areas; but I believe they get essential care and good preparation for their first year of school."

"I feel children at a very young age should be with other children their own age. They learn to play and share things with others. It also prepares them for school."