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  • TITLE
  • CERTIFICATE
  • DECLARATION
  • ACKNOWLEDGEMENT
  • CONTENTS
  • LIST OF TABLES
  • List of figures
  • List of appendices
  • 1. Introduction
  • 1.1 Introduction
  • The present study: A preview scope
  • 1.2. Scope
  • 1.3. Aim
  • 1.4. Objectives
  • 1.5. The areas of the study: The concept explained
  • Behavioural profile
  • Self-concept
  • Expressive behaviour
  • Mood
  • 1.6. The components of the study
  • Age group
  • Gender of the child
  • Income
  • Selection of clothing
  • Dress
  • Colour
  • 2. Related Literature
  • 2.1. Types of dresses
  • 2.2. Importance of clothing
  • 2.3. Importance of clothing budget
  • 2.4. Consumer buying behaviour
  • 2.5. Clothing consumption of three income families
  • 2.6. Importance of colour, design and value of colour in clothing.
  • 2.6. a. Colour
  • 2.6. b. Value
  • 2.6. c. Design
  • 2.7. Factors influencing clothing selection
  • Socioeconomic Factors Affecting Clothing
  • Increased Income
  • Changing Status of Women
  • Family Location
  • Psychological Needs
  • Social Value
  • Family Cycle
  • Values
  • Cast, Creed and Religion.
  • Good taste
  • Style and Fashion
  • 2.8. Individuality of pro-school children.
  • 2.9. Personality pattern
  • 2.10. Behavioural profile or termperament
  • Definitions
  • Bahaviour profile or temperament - Categories
  • 2.11. Personality
  • Definitions
  • Attribute of Personality
  • Traits of personality
  • Determinants of personality
  • Factors influencing Personality
  • a. Age.
  • b. Sex.
  • c. Birth Order.
  • d. Intelligence
  • e. Family size
  • f. Cultural Demands.
  • g. Dresses.
  • 2.12. Self-concept
  • Definition
  • Components of the self-concept.
  • Factors influencing self-concept
  • Physique
  • Socio-economic status
  • Race and Nationality
  • Parental factors
  • Age and maturity
  • Intelligence
  • Gender
  • Names and Nick names
  • Level of aspirations
  • Inter-personal and social adjustments
  • Mental Health.
  • Parental interest, concern and discipline
  • Mood
  • 2.13. Role of clothing in the personality development of children.
  • 2.14. Selection of materials for childrens dresses.
  • 2.15. Evaluation of the literature and the position of the present study
  • 2.16. the present study - A resume
  • 3. Hypotheses
  • Preliminary considerations Derivation of Hypotheses
  • 4. The study - structure and method
  • 4.1. Introduction
  • 4.2. Design of the study
  • 4.3. Nature of the study
  • 4.4. Sample
  • 4.5. Identification of the areas
  • 4.6. Tools for the measurement
  • 4.6.1. Construction of the schedule of expressive behaviour
  • First form
  • Final form
  • Administration of the schedule.
  • Scoring
  • 4.6.2. Construction of the Pre-schoolers Self Concept and Picture Test (PSCPT)
  • Final form
  • Administration of the test.
  • Scoring
  • 4.6.3. Construction of the test for colour, design, value of colour preference and identification of dresses for various occasion
  • Construction of the tool
  • Test for preference of hues
  • Test for Preference of design.
  • Test for preference of value of colour.
  • Tests for identification of style.
  • The tool description
  • Administration of the test
  • Scoring
  • .4.6.4. Interview schedule for mothers
  • Description of the Schedule
  • scoring
  • 4.6.5. Parent questionaire for behavioural profile or temparament.
  • 4.7 Pilot study
  • 4.8. Main study
  • Measuremen
  • 4.9. Treatment of the date
  • F - test - (analysis of variance)
  • t- test
  • Critical ratio
  • Correlation
  • The chi square Test
  • Yates Correction
  • 5. Results
  • Part - I
  • 5.1. Effect of Income on the following:
  • 5.1.1. Self-concept
  • 1.a. Effect of income on self-concept of pre-school children
  • 1.b. Difference in the self-concept of pre-school children for Individual income group.
  • 5.1.2. Colour preference
  • 2.b. Difference in the preference of colour belonging to various income groups
  • 5.1.3. Design preference
  • 5.1.4. Colour value preference
  • 5.1.5. Identification of garments for various occasions
  • 5.b. Difference in the identification of garments for various occasions belonging to various income levels.
  • 5.1.6. Intensity of reaction
  • 6.b. Difference in the Intensity of reaction belonging various income levels.
  • 5.1.7 Reaction pattern Purchasing Habits
  • 7.b. Difference in the reaction pattern belonging to various income levels.
  • 5.1.8. Percentage of clothing allowance for children
  • 5.1.9. Amounts spent for a dress
  • 5.1.10. Persons involved in clothing purchases
  • 5.1.11. Families taking opinion of the child while purchasing
  • 5.1.12. Preference of dresses
  • 5.1.13. Factors influencing clothing purchases
  • 5.1.14. Clothing preferences
  • 5.1.15. Number of dresses the children possess
  • 5.1.16. Preference of material for childrens clothing
  • 5.1.17. Preference of Readymade, Home-made and Tailor made garments
  • 5.1.18. Problems faced while purchasing childrens clothing.
  • 5.1.19. Identification of dresses for various occasions
  • Part - II
  • Effect of dressing
  • 5.2. Difference between well dressed and III dressed children in the following:
  • 5.2.1. Self concept
  • 5.2.2. Reaction pattern
  • 5.2.3. Intensity of reaction
  • 5.2.4. Colour preference
  • 1. Self-concept of well dressed and ill dressed children
  • 2. Reaction pattern of well dressed and ill dressed children
  • 3. Intensity of reaction of well dressed and ill dressed children
  • 4. Colour preference of well dressed and ill dressed children
  • 5.2.5. Design preference
  • 5.2.6. Colour value preference
  • 5. Design preference of well dressed and ill dressed children
  • 6. Value preference of well dressed and ill dressed children
  • 5.2.7. Identification of dresses for various occasions
  • 5.2.8. Expressive behaviour
  • 7. Identification of dresses for various occasions by well dressed and ill dressed children
  • 8. Difference in the expressive behaviour of well dressed and ordinarily dressed children
  • Part - III
  • Gender
  • 5.3 Difference of male and female children in the following:
  • 5.3.1 Self concept
  • 5.3.2 Reaction pattern
  • 5.3.3 Intensity of reaction
  • 9. Self concept of male and female children
  • 10. Reaction pattern of male and female children
  • 5.3.4 Colour preference
  • 5.3.5 Design preference
  • 11. Intensity of reaction of male and female children
  • 5.3.6 Colour value preference
  • 5.3.7 Identification of dresses for various occasions.
  • Part -IV
  • Relation between various components of the study:
  • 5.4. Correlation Co-efficient of the following:
  • 5.4.1. Temperament and self-concept
  • 5.4.2. Preference of colour and self-concept
  • .5.4.3. Preference design and self-concept
  • 5.4.4. Colour value preference and Self-concept.
  • 5.4.5. Self-concept and ideal self concept
  • 5.4.6. Preference of design mother-child agreement
  • 5.4.7. Preference of colour mother-child agreement
  • 5.4.8. Reaction pattern and colour preferences
  • 5.4.9. Reaction pattern and design preference
  • 5.4.10. Reaction pattern and value of colour preference
  • 5.4.11. Intensity of Reaction and colour preference
  • 5.4.12. Intensity of Reaction and design preference
  • 5.4.13. Intensity of Reaction and value of colour preference
  • 6. Discussions
  • Part-I
  • Effect of income
  • 6.1 Effect of income on the following:
  • 6.1.1 Self-concept
  • 6.1.2 Preference of colour
  • 6.1.3 Preference of design
  • 6.1.4 Preference of colour value
  • 6.1.5 Identification of dresses for various occasions
  • 6.1.6 Intensity of reaction
  • 6.1.7 Reaction pattern
  • 6.1.8 Purchase of dresses
  • 6.1.9. Percentage of clothing allowance for children
  • 6.1.10. Amount spent for a dress
  • 6.1.11. Persons involved in clothing purchases
  • 6.1.12. Seeking opinion of the child while purchasing.
  • 6.1.13. Preference of dresses
  • 6.1.14. Factors Influencing clothing purchases
  • 6.1.15 Time of purchase
  • 6.1.16 Clothing preference
  • 6.1.17. Number of dresses the child possess
  • 6.1.18. Preference of material
  • 6.1.19. Preference of Readymade, Home-made and Tailor made garments
  • 6.1.20. Problems faced
  • 6.1.21. Identification of dresses for various occasions
  • Part-II
  • Effect of dressing
  • 6.2. Difference between well dressed and ill dressed children in the following:
  • 6.2.1. Self concept
  • 6.2.2. Reaction pattern
  • 6.2.3. Intensity of reaction
  • 6.2.4. Colour preference
  • 6.2.5. Design preference
  • 6.2.6 Value preference
  • 6.2.7. Identification of dresses for various occasions
  • 6.2.8. Expressive behaviour
  • Part-III
  • Effect of Gender
  • 6.3 Difference of male and female children in the following:
  • 6.3.1. Self concept
  • 6.3.2. Reaction pattern
  • 6.3.3. Intensity of reaction
  • 6.3.4. Preference of colour
  • 6.3.5. Preference of design
  • 6.3.6. Preference of the value of colour
  • 6.3.7. Identification of dresses for various occasions
  • Part-IV
  • Relation between various components of the study
  • 6.4. Correlation Co-efficient of the following:
  • 6.4.1 Temperament and self-concept
  • 6.4.2 Self-concept and preference of colour
  • 6.4.3. Self-concept and preference of design
  • 6.4.4. Self-concept and value of colour preference
  • 6.4.5. Self-concept and ideal self concept
  • 6.4.6. Colour and design preference by mother-child for childs dresses.
  • 6.4.7. Reaction pattern and colour, design and colour value preference
  • 6.4.8. Intensity of reaction and preference of colour, design and colour value.
  • 7. Summary and Conclusions
  • 7.1 Summary
  • Aim
  • SAMPLE
  • Tools
  • Collection of data
  • Treatment of the data
  • 7.2 Conclusions
  • 7.3 Problems and limitations of the study
  • 7.4 Implication of the study.
  • REFERENCES
  • APPENDICES
  • APPENDIX I Personal data sheet
  • APPENDIX II Observation schedule
  • a) Dressy dresses for male and female children
  • APPENDIX III Pre-schoolers self concept picture test (PSCPT)
  • 1. Relaxed / Anxious
  • 2. Talkative / Taciturn
  • 3. Alert / Lazy
  • 4. Outgoing / Resewed
  • 5. Friendly / Rude
  • 6. Energetic / Dull
  • 7. Generous / Selfish
  • APPENDIX IV Tests for Preferences of
  • a. Hues
  • b. Design (given only in one hue)
  • c. Value of colour (given only in one hue)
  • d. Dresses for various occasions
  • V Interview schedule to elicit informations regarding selection of clothes
  • VI Parent questionnaire for behavioral profile or temperament of pre-school children (Thomas and chess 1969, 1972)