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aspects at the .001 level of statistical significance. Comparatively by number of children
and education, the guardians did not differ in their perception of the said existing state.
Comparatively by experience in patronizing the centers for development of pre-school
children, by occupation, by age, and by education, the guardians differed in their
said expectations as a whole as well as on individual aspects at the .01 and .05
levels of statistical significance. The guardians who differed in numbers of children
did not differ in their said expectations either as a whole or in individual aspects.
4. The problems of the said existing state of the early-age education of the centers for
development of pre-school children were identified as follows: the children had no courage
to express themselves, lacked the ability to help themselves, and were slow to develop;
the safety of the physical plant and environment was inadequate; the playthings
and learning media were in need of repair as well as inadequate relative to the number
of children; some knowledge, experience, and teaching techniques were still lacking
to stimulate children toward development appropriate to their ages. The guardians’ suggestions
for the early-age educational programs were as follows. There should be a curriculum and
a process of experience programming to promote the children’s development commensurate
with their ages, making available supplies and equipment for playthings and various
corners to stimulate the children’s development. The children should be encouraged to
cultivate thinking skills and express themselves. The children’s teachers or caretakers
should possess the knowledge and ability, experience, and teaching techniques to promote
the children’s growth efficiently as would be appropriate to their ages.
