Parental Perceptions of Kindergarten Children

Abstract

Parents and teachers of twenty-one well-adjusted and twenty-one poorly-adjusted kindergarten children rated them on a semantic differential scale consisting of fifty bipolar adjectives. The hypothesis of a greater discrepancy in ratings between father and mother of poorly-adjusted children as compared with well-adjusted children was supported at the .05 level. Further, greater discrepancies were found between mother and teacher and between father and teacher of the former group as compared with the latter. The items showing significantly greater discrepancies for the poorly-adjusted children as compared with those rated as well-adjusted were identified