Research Report No. 31 
Child Rearing Practices and Intellectual Development on 
Logical Thought of Pupils in Prathom Suksa II 
by 
Ashara Sucaromana, Wanpen Phisalaphong 
Ngamta Vanindananda, Oraphin Choochom 
1984 
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       This   study   is   a   subproject   of  a  longitudinal  study "Relationships    among    Child-Rearing   Practices,   Physical   and Psychological Development". 
        The   purposes   of   this  study  were,  firstly,  to  examine relationships  among  4  different emphases of child-rearing practices (those   emphasizing  the  promotion  of  physical,  social-emotional,  intellectual  or  moral  development  of  the  preschool children) and intellectual development on logical thought in conservation of length, conservation  of number on logical thought in conservation of length, conservation  of  number and class inclusion of flowers and, secondly, to  compare  intellectual development on such logical thought of those pupils  differing  in  sex and receiving different amount of treatment in child-rearing practices toward intellectual development emphasis. 
       A  total  of  107  Prathom Suksa II pupils of the 1981 acadamic year  at  Srinakharinwirot Prasanmit Primary Demonstration School were used  as subjects of this study. They were divided into 57 boys and 50 girls. 
       Gathering of data were done at 2 different periods : 
       1.  Two sets of questionnaires, one about  the children  family background  and  the other about the way they were brought up by their parents  while  being preschoolers were individually collected through interviewing  at  the  time  the  children  were brought to school for entrance examination of the 1979 Academic Year. 
       2.  Piagetian  tasks  on  logical  thought  in conservation and class  inclusion  of  flowers  were  administered  to  the same pupils  individually  by  the  time  they  were  studying in Prathom Suksa II. (ages ranged from 7 to 8 years). 
       In  analizing  of data computer processing was utilized for all statistical  analysis. The Pearson-Product Moment Coefficient was used in  examining  relationships  among  each  emphasis  of  child-rearing practices,  conservation  of length, conservation of number, and class inclusion  of  flowers. Intellectual development on logical thought of the  pupils  were  compared betwen boys and girls. Different amount of child-rearing  practices  emphasizing  on  each  of  the  4  different developmental  phases  )physical,  social-emotional, intellectual, and moral  development)  were  also studied to find out their relationship with  the  logical  thought of each particular child. Results could be summarized as follows : 
       1.  There  was  negative  correlation  between  all of the four child-rearing  practices  emphasses  and  intellectual  development on logical thoutht in conservation of length, number and class inclusion of flowers. 
       2.  In comparing intellectual development on logical thought of boys  with  girls who received different amount of treatment in child-rearing  practices  that emphasized on intellectual development it was found  that  there  was no diffecence on logical thought between these two  groups  (boys  and girls) in conservation of lenght, conservation of number and class inclusion of flowers. 


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