The Social Responsibility Survey Project

As we began our journey into the study of social responsibility in the home, it was our belief that the most directly applicable research is that which is relevant to the present day. We designated a team to write, conduct, and analyze a survey to parents and teachers regarding parental attitudes and student success in order to draw correlations regarding present day issues for today's children.

LaNita, Davina, and Shirley were the official Survey Team, assisted graciously by Bonnie Wood and Jess. The survey included four preschools from four different southern states: one private day care, two Head Start classrooms, and one government funded preschool with some Head Start families. The team received twenty completed family surveys and five completed teacher surveys.

Each set of gathered data provided an interesting view of the status of today's families. While fascinating in content, there was unfortunately not enough time in our course to accomplish all we wished to with this survey project. You are invited to view the data and, through the blog comments, discuss any conclusions that you draw based upon your own experiences.

The Parent Survey * The Teacher Survey

Written by Jess Tryon

Parent response surveys

Surveys went home to parents with questions regarding their children's performance, amount of time spent at home doing various types of activities, and the relationship between their children and themselves as pertaining to role modeling and discipline. Three essay questions were also asked related to parental responsibility and children.

Eighteen parent studies were returned to the researchers.

Specific demographics
Child age
The children in this study ranged from ages three to five, with the majority being four years old.

Primary caregiver
In nine families the mother is the primary caregiver; in four families the father is the primary caregiver; in four families both share equal responsibility; in one family the primary caregiver was a non-parent caregiver

Survey questions
We asked parents to rate their child's behavior with peers, at home, and at school.
 

Child's ability to relate to other children (Behavior with peers)
Ten children received a rating of "good" by their parents; eight received a rating of "fair"; no children received a rating of "poor".

Child's behavior at home
Eight parents rated their child's home behavior as "good"; nine rated it as "fair"; one rated it as "poor".

Child's behavior at care
Twelve parents rated their child's school behavior as "good"; six rated it as "fair"; no children received a rating of "poor".


We asked parents how much time their child participated in certain activities at home.

Hours per day spent in family activities
Sixteen children spend 1-2 hours per day in family activities; three spend 3-4 hours per day; one spends 5-6 hours per day.

How many hours per day does child spend in activities such as T.V., Computer, and/or Video Games (screen time)
Sixteen children spend 1-2 hours per day playing with "screen time"; four spend 3-4 hours per day; no children spend more than 4 hours per day.

Hours per week doing school activities at home
Nine children spend 1-2 hours per week doing school activities at home; eleven children spend 3-4 hours per week.



We asked three opinion write-in questions regarding various ethical issues on parenting and child social skills.

1) Do you believe that new parents should first be given a parenting class dealing with teaching their children social responsibilities and showing proper parenting skills; complete with a test that must be passed before ever leaving the hospital.

Parents were given the option to agree or disagree, and an essay area to explain their answer. Although more parents disagreed with the question as stated, all but two "disagree" votes came with the condition that they did agree with the idea of a class, but not with an exam. Two disagreements view parenting as a very individual "trial-and-error" process that cannot be taught; one clarified that classes are a good idea for first-time young mothers, but not for older or experienced mothers. Two disagreements clarified that these classes and exams should come before the mothers become pregnant. Comments in agreement also pointed to inexperienced "teen" mothers and the difficulty of being a successful parent.

2) Do you feel that it is imperative for postive social change to occur, that parents be held responsible for the actions of their children? Specificly children ages 5-17

Only four respondants disagreed with this statement, one clarifying that parental responsibility should lessen as the child gets older, especially in the late teen years. Another parent stated that children imitate other children. Sixteen families agreed that parents should be held responsible for the actions of their children.

3) What, in your opinion, is the major contributor to the lack of parenting and/or child social skills in today's society? I.e. more prisons than schools and implementations of alternative schools in our school system?

Responses to this question varied, but these parents overwhelmingly point to a lack of proper parental involvement with their children, followed by the negative influence of society, a lack of proper discipline, self-centeredness, and addictions. One response stated that today's parents were undisciplined when they were children. The least mentioned reasons behind poor parenting or child social skills were peer pressure, the laziness of parents, "bad children" and that the children's "minds are too crowded".

Survey Home * The Teacher Survey

 Written by Jess Tryon

Teacher response surveys

Each teacher whose student families participated in our survey also received a survey to complete regarding each student. They were asked to list the developmental level, social skills level, and parental involvement level for each of their students. For the developmental and social skills the choices were "above age", "average" (at age level) and "below age". For parent involvement the choices were "good", "fair", and "poor". No names were used for the anonymity of the students. Five teachers participated, with a combined student number of 65.

Numerical data indicates total number of students within that category.

Items to note:

• Students with a "good" level of parental involvement tended to fare better in both the developmental and social areas, with no students receiving a "below age" rating.
• In contrast, students with a "poor" level of parental involvement tended to fare measureably worse in both areas, with no students receiving an "above age" rating.
• The majority of students had a "fair" level of parental involvement, and were average (or at age level) in both developmental range and social skills.
• Within "developmental range" with a "fair" level of parenting, those students who were not average were split somewhat evenly between "above age" and "below age". However, there appears to be a greater impact within "social skills", where those students with "fair" parental involvement who were not "average" were more likely to be "below age".

Parent Survey * Survey Home

Written by Jess Tryon