University of Yangon Department of Psychology Post Graduate Diploma in Social Work

A Study on the Social Maturity of the Children under the Department of Social Welfare

SUBMITTED BY GROUP 11 May, 2010

A Study on the Social Maturity of the Children under the Department of Social Welfare
A Term Paper GROUP 11
Submitted to the board of examiners in Psychology Department, in partial fulfillment of the requirement for the Post Graduate Diploma in Social Work and accepted on the recommendation of:

Dr. Aung Myat Kyaw Sein Chairman Professor/Head Department of Psychology Board of Examiners in Psychology University of Yangon

Dr. Khin Aye Win Member Professor/Head (Retd.) Department of Psychology University of Yangon

U Myint Thein Member Professor/Head Director, Department of Social Welfare Department of Psychology Board of Examiners in Psychology University of Yangon

U Taik Aung Member Social Work Consultant, UNICEF Board of Examiners in Psychology University of Yangon

Dr. Cho Cho San Supervisor Assistant Lecturer Department of Psychology University of Yangon

Daw Htay Htay External Examiner Professor/Head (Retd.) Board of Examiners in Psychology University of Yangon

Members of Group 11

SR. 1. 2. 3. 4. 5. 6. 7. 8. 9.

ROLL NO. D-Sa-SW 32 D-Sa-SW 7 D-Sa-SW 63 D-Sa-SW 65 D-Sa-SW 79 D-Sa-SW 154 D-Sa-SW 156 D-Sa-SW 160 D-Sa-SW 193

NAME Mg Phone Myat Kyaw Ma Thu Thu Thaw Myint Ma Kyu Kyu Zaw Ma Khin Ni Lar Than Nang Sandi Tun Naw Say Ler Htoo Mg Aung Zaw Myint Ma Phyo Phyo Wai Mg Aung Kyi Soe

CONTENTS
Page

ACKNOWLEDGENMENTS ABSTRACT
1.0 2.0

INTRODUCTION

1 4 5 6 7 8 8 10 11 11 11 11 11 12 13 14 14 18 18 19 20 20

THEORETICAL BACKGROUND
2.1 Social development in Infancy 2.2 Social Development in Early Childhood 2.3 Social Development in Middle and Late Childhood 2.4 Social Development in Adolescence 2.5 Studied Schools in Department of Social Welfare 2.6 The Vineland Social Maturity Scale

3.0

METHODOLOGY
3.1 Purpose 3.2 Hypothesis 3.3 Subjects 3.4 Instruments 3.5 Procedure 3.6 Table of conversion of raw scores to social age

4.0

DATA ANALYSIS AND DISCUSSION

4.1 Data Analysis 4.2 Discussions 4.3 Hypothesis Testing

5.0

CONCLUSION
5.1 Limitations 5.2 Recommendations

APPENDIXS REFFERENCES

ACKNOWLEDGEMENTS
We would like to express our profound thanks to Professor Dr. U Aung Myat Kyaw Sein, Professor and Head of Department of Psychology, University of Yangon, for his kind permission to carry out this work, his encouragement and help during this work and to Dr. Aung Than Oo (deceased), Department of Psychology, University of Yangon, for teaching us and encouragement of the research. Our sincere thanks also go to Dr. Daw Khin Aye Win, Professor/Head (Retd.), Department of Psychology, University of Yangon, Dr. Daw Than Nwe, Professor/Head (Retd.), Department of Law, University of Yangon, Saya U Taik Aung, Consultant, Capacity Development, UNICEF and Saya U Myint Thein, Director, Department of Social Welfare, for their advices, encouragement and giving us their extensive knowledge. Our sincere thanks also go to supervisor Dr Cho Cho San, Assistant Lecturer in Psychology, University of Yangon, for her guidance and help throughout this work. We would like to express our appreciation Daw Khin Mar Aye, Principal of Shwe Gone Dine Residential Nursery, Daw Tin Tin Aye, Principal of Htauk Kyant Residential Nursery, Daw Ni Ni Shwe, Principal of Training School for Girls, U Soe Lwin, Principal of Kyaik Wine Boys Training School, and the Staffs who provided necessary support during the research. It is our pleasure to express our sincere thanks to all members of the staffs of Psychology Department, University of Yangon, for their constant encouragement and help during this research work. Special thanks should also go to all our friends for their support without which this term paper have not been possible.

ABSTRACT
To determine development patterns of the child under Department of Social Welfare at the age when they come into contact with a school program, the study was made of the test performance of children from four schools under Department of Social Welfare on the Vineland Social Maturity Scale. The Vineland test was conducted social work interviews. Each childs performance was examined in terms of successful items and unsuccessful items on the Vineland Scale. Early failures and late successes were categorized, identifying subareas of good and poor development. One hundred children from Department of Social Welfare are used as subjects, who are from the age of 0 to 15 years. In this study, our group targeted four orphanage schools under Social Welfare Department.

1.0

INTRODUCTION
All children are the future of our human generation. Therefore, children

development in any ways is important for not only human generation as well as our future country. In the study of child development, the origins of knowledge and behavior have an impact on it. That is why philosophers and scientists have debated for centuries about the true origins of knowledge and behavior. The origins of behavior and knowledge do not lie exclusively in either nature (genes) or nurture (the environment), but most often in both. Moreover, they also thought over like this: why do human need to develop? There is one very straightforward reason: there is no room for a full-sized adult in the mothers womb, so nature is forced to start small. More importantly, however, extending the process of development over time enables humans to fine-tune their physical, intellectual, and social capabilities to better meet the needs of the environments they face (Bjorklund, 1997). Nature has built a certain amount of flexibility, or plasticity, into the developmental process that allows the environment to modify the course of development. This flexibility has given us, as individuals and as a species, an exceptional degree of adaptability to environmental influences (Corballis, 1991; Greenough et al., 1987). Human development is the age-related physical, intellectual, social, and personal changes that occur throughout an individuals lifetime. Modern developmental psychologists believe that to understand the origins of any developmental change it is necessary to view the developing human from the perspective of combine social, cultural, and biological forces (Sigelman & Shaffer, 1995; Zigler & Stevenson, 1993). Development is seen as a series of adjustments that the mind and body make multiple factors. Moreover, these adjustments occur throughout the lifespan: from conception to death, the developmental process continues (Baltes, 1987; Baltes et al., 1980). 'Developmental psychology', also known as human development, is the scientific study of systematic psychological changes that occur in human beings over the course of the life span. Originally concerned with infants and children, the field has expanded to include adolescence and adult development, aging, and the entire life span. This field examines change across a broad range of topics including motor skills
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and other psycho-physiological processes; cognitive development involving areas such as problem solving, moral understanding, and conceptual understanding; language acquisition; social, personality, and emotional development; and selfconcept and identity formation. Child development refers to the biological and psychological changes that occur in human beings between birth and the end of adolescence, as the individual progresses from dependency to increasing autonomy. Because these developmental changes may be strongly influenced by genetic factors and events during prenatal life, genetics and prenatal development are usually included as part of the study of child development. Developmental change may occur as a result of genetically-controlled processes known as maturation, or as a result of environmental factors and learning, but most commonly involves an interaction between the two. Many tests on developmental checklists have been developed to measure a childs development. One of the tests that are much used is Vineland Social Maturity Scale. The Vineland Social Maturity Scale was originally devised by E.A. Doll in 1935 and since then this test is being used in many parts of the world. It provided itself to be uniquely useful instrument in measuring Social Maturity of children and young adults. Since its first publication it had served the useful purpose of estimating the differential social capacities of an individual. The use of this scale must have confirmed its usefulness with mentally retarded children. The results to date appear so promising that the use of this scale at many other clinics, guidance center may bring forth further valuable information. With the arrival of more research findings in our own country may eventually produce a scale that can be widely used in our country. It is important that this instrument just not only provides a measure of Social Age and Social Quotation. It will also indicate the social deficits and social assets in a growing child. With the presently popular skills training procedures these information would go a long way in training the retarded children to be socially self sufficient. In this paper, our group studied the social maturity scale of the children from 0 to 15 years. The meanings of children are defined differently all over the world. According to the United Nation Convention on the Right of the Child, the child means every human being below, the age of 18 years unless, under the law applicable to the
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child, majority is attained earlier. And also our country, Myanmar, have a specific definition for the child. According to Myanmar Child Law, 1993, Chapter (1), Title and Definition, Section 2(a) child means a person who has not attained the age of 16 years. This paper wants to study the social Quotient of the children from 0 to 15 years under Social Welfare Department.

2.0

THEORETICAL BACKGROUND
Development is the pattern of movement or change that begins at conception

and continues through the life cycle. The pattern of movement is complex because it is the product of several processes such as biological, cognitive and social. Biological processes involve changes in an individuals physical nature. Genes inherited from parents, the development of the brain, height and weight gains, motor skills, and the hormonal changes of puberty all reflect the role of biological processes in development. Cognitive processes involve changes in an individuals thought, intelligence, and language. The tasks of watching a colorful mobile swinging above a crib, putting together a two-word sentence, memorizing a poem, solving a math problem, and imagining what it would be a movie star all reflect the role of cognitive processes in childrens development. Social processes involve changes in an individuals relationships with other people, changes in emotions, and changes in personality. An infants smile in response to her mothers touch, a young boys aggressive on a playmate, a girls development of assertiveness, and adolescents joy at the senior prom all reflect the role of social processes in childrens development. The development of children can be classified into five periods: the prenatal period, infancy, early childhood, middle and late childhood, and adolescence. The prenatal period is the time from conception to birth. It is a time of tremendous growth, that is, from a single cell to an organism complete with a brain and behavioral capabilities, produced in approximately a nine-month period. Infancy is the developmental period that extends from birth to 18 or 24 months. Infancy is a time of extreme dependence on adults. Early childhood is the developmental period that extends from the end of infancy to about 5 or 6 years; sometimes the period is called the preschool years. Middle and late childhood is the developmental period that extends from about 6 to 11years of age, approximately corresponding to elementary school years; sometimes the period is called the elementary school years. Adolescence is the developmental period of transition from childhood to early adulthood, entered approximately at 10 to 12 years of age and ending at 18 to 22 years of age. In these five periods of development children are changes or developed in several ways: physical development, perceptual development, cognitive development and social development.

2.1 Social Development in Infancy

Social development of infancy is largely depending on their parents or guardian or caregiver. Scholars recommend that infants socialize parents just as parents socialize infants. Parent-infant relationships are mutually regulated by the parent and the infant. In infancy, much of the relationship is driven by the parent or guardian, but as the infant gains self-control, the relationship is initiated more on an equal basis. Attachment is also influence the social development of infancy. Attachment is a relationship between two people in which each person feels strongly about the other and does a number of things to ensure the continuation of the relationship. In infancy, attachment refers to the bond between the parents or guardian or caregiver and the infant. Feeding is not critical element in attachment; contact comfort, familiarity, and trust are important. Emotions in infancy are adaptive and promote survival, serve as a form of communication, and provide regulation. Izard developed the Maximally Discriminative Facial Movement Coding System (MAX System) for coding infant facial expressions of emotion. Using this system, it was found that interest and disgust are present in the newborn, and that a social smile, anger, surprise, sadness, fear, and shame and shyness develop in the first year, while contempt and guilt develop in the second year. Erikson argues that the first year of life is characterized by the crisis of trust versus mistrust. At some point in the second half of the second year of life, the infant develops a sense of self, and independence becomes a central theme. Mahler argues that the infant separates herself from the mother and then develops individuation. To get the social developmental status of the infant parents or guardian or caregiver should adapting the following care giving systems; from birth to 4 months of age, caregivers should respond quickly to the infants needs with love, affection and care. From 4 to 8 months of age, the caregivers consistent care and emotional involvement with the infant support the development of a focused attachment. From 8 to 12 months of age, caregivers should continue to talk and play with the infant, and allow the infant access to other adults and infants. During this age period, caregivers need to monitor their infants attentional bids. From 12 to 18 months of age, toddlers independence should be encouraged, but their negativism needs to be dealt with firmly in the context of a loving and nurturant atmosphere. From 18 to 24 months of age, caregivers can encourage the toddlers

development of self, continue monitoring their negativism, and continue giving them considerable affection.

2.2 Social Development in Early Childhood

As stated in above topic, social development in infancy, parents are one of the most important ingredients for the social development. Parents want their children into socially mature individuals, and they may feel frustrated in trying to discover the best way to accomplish this. Psychologists have stated that there are four major categories of parenting styles that are associated with different aspects of the childs behavior: authoritarian, authoritative, permissive-indifferent, and permissiveindulgent. Authoritarian parenting is a restrictive, punitive style that exhorts the child to follow the parents directions and to respect work and effort. The authoritarian parent places firm limits and controls on the child with little verbal exchange allowed. Authoritarian parenting is associated with childrens social incompetence. Authoritative parenting encourages children to be independent but still places limits and controls on their actions. Extensive verbal give-and-take is allowed and parents are warm and nurturant toward the child. Authoritative parenting is associated with childrens social competence. Permissive-indifferent parenting is a style in which the parent is very uninvolved in the childs life; it is associated with childrens social incompetence, especially a lack of self-control. Permissive-indulgent parenting is a style of parenting in which parents are highly involved with their children but place few demands or controls on them. Permissive-indulgent parenting is associated with childrens social incompetence, especially a lack of self-control. Scholars recommended that authoritative parenting is associated with childrens social competence more than other styles. Parents need to adapt their interaction strategies as the child grows older, using less physical manipulation and more reasoning in the process. Moreover sibling relationships also influence the social development of the children. In some cases, siblings are stronger socializing influences than parents. And then cultural, social class and ethnic variations in families are also important in social development of the children. Working-class and low-income parents place a higher value on external characteristics; middle-class parents place a higher value on internal characteristics. On the other hand peers are powerful social agents. The term peers refers to children who are of about the same age or maturity level. Peers provide a source of information and comparison about the world outside the family. The
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frequency of peer interaction, both positive and negative, increases during the preschool years. Erikson believes early childhood is a period when the self involves resolving the conflict between initiative and guilt. Self-understanding is the childs cognitive representation of self, the substance and content of the childs selfconceptions.

2.3 Social Development in Middle and Late Childhood

As children move into the middle and late childhood years, parents spend considerably less time with them including less time in care giving, instruction, reading, talking, and playing. Nonetheless, parents are still powerful and important socializing agents during this period. As stated in early childhood period, peer relation is also influence the social development of middle and late childhood because children spend more time with peers in this period of development. Listening skills, effective communication, being happy, showing enthusiasm and concern for others, and having self-confidence are predictors of peer popularity. The risk status of neglected children is unclear. Rejected children are at risk for the development of problems. Childrens friendships serve six functions: companionship, stimulation, physical support, ego support, social comparison, and intimacy or affection. Moreover children spend more than 10,000 hours in the classroom as members of a small society in which there are tasks to be accomplished, people to be socialized and rules that define and limit behavior, feelings, and attitudes. It is clear that schools also have impact on the social development of the children. The internal self, the social self, and the socially comparative self become more prominent in self-understanding during middle and late childhood. Elementary school-aged children increasingly describe themselves with internal, psychological characteristics. They are also more likely to define themselves in terms of social characteristics and social comparison. Selfesteem also developed during the middle and late childhood. In Coopersmiths study, children self-esteem was associated with such parenting attributes as parental acceptance and allowing children freedom within well-prescribed limits. Social development differs as gender differs. Males are more aggressive and active than females; but females are usually more helping behavior, and have a wider social network than males.

2.4 Social Development in Adolescence

As in the development of children, genetic, biological, environmental, and social factors interact in adolescent development. Also, continuity and discontinuity characterized adolescent development. The genes inherited from parents still influence thought and behavior during adolescence, but inheritance now interacts with social conditions of the adolescents world: with family, peers, friendships, dating, and school experiences. An adolescent has experienced thousands of hours of interaction with parents, peers and teachers in the past ten to thirteen years of development. Still new experiences and development tasks appear during adolescence. Relationships with parents take a different form, moments with peers become more intimate, dating occurs for the first time as does sexual exploration and possibly intercourse. The adolescents thoughts are more abstract and idealistic. Many parents have a difficult time handling the adolescents push for autonomy, even though this push is one of the hallmarks of adolescent development. Conflict with parents usually increases in early adolescence. This conflict often is of the moderate variety. The increase in conflict probably serves a positive developmental function of promoting autonomy and identity. A small subset of adolescents experience high parent-adolescent conflict that is related to various negative outcomes for adolescents. Physical, cognitive, and social changes in the adolescents development influence parent-adolescent relationships. And also peer pressures are influence to get social development. Because of sex differences identity development can different. More recent studies have shown that as females have developed stronger vocational interests, sex differences in identity are often turning into similarities.

2.5 Studied Schools in Department of Social Welfare

Throughout the world an unknown number of children are kept in orphanages and other training schools. According to Myanmar Child Law, 1993, Chapter1, Title and Definition, Section 2(i), training school means a training school established by the Department of Social Welfare, to which a child in need of protection and care or a child who has committed an offence is sent for custody and care under this Law. This

expression also includes a home recognized as a training school by the Social Welfare Department. In Yangon, there are many training schools from Government Organizations and International Non-governmental Organizations. This study looked into the social maturity scale of the children from 0 to 15 years under four orphanages or training schools. These training schools are the Shwe Gone Dine Residential Nursery, the Htaut Kyant Residential Nursery, the Kyaik Wine Boys Training School and the Training School for Girls (Malikha). Shwe Gone Dine Residential Nursery mainly accept the child who is parentless or abandoned for any reason. They accepted children who are from birth to 3year old. The capacity of this school is 100 children. The school provides food, clothing, shelter and health care. The food is provided with the combination of Government Budget and external donors. The health care is also provided by 9 nurses from the Department of Health. The child from this school can be adopted with suitable laws. Htauk Kyant Residential Nursery accept the child who is aged from 3 years to 5 years and their capacity is 75 children. They provide food, health care, personal development, training and other according with the Early Child Care Development (ECCD). There have 33 permanent staff to help them for development. Kyaik Wine Boys Training School accept the boys who are from 5 years to 18 years old. The capacity of this school is 230 boys. This schools objectives are to nurture children in need of protection sent by Department of Social Welfare, to provide temporary care to children sent by juvenile court before sentenced, to train and take care of those children for holistic development through various ways and means, to provide formal education, non-formal education and vocational training to institutionalized children, to stand on their own feet by giving life-long learning and to ensure reintegration into their society and reunification. In this school, they also provide training activities, food arrangement, health care, physical fitness, recreation, religious activities and culture and finally placement into their family and community and job-placement. In the Training School for Girls (Malikha), they accept the girls who are from 5 years to 18 years old. The capacity of this school is 300 girls. The objectives of this training school are to provide protection, care and development of girls under 16 years
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of age in accordance with the Child Law 1993, to provide formal education and vocational training, to reintegrate them into the society through programmed and services, to provide formal education in favour and non-formal education and vocational training and job placement for children who cannot attend formal education, to stand their life by self by provide life-long learning and to carry out services for reintegration them into their society. They also provide activities such as primary level education, middle school, high school, university and vocational training like basic dancing course, sports and recreational activities.

2.6 The Vineland Social Maturity Scale

The Vineland Social Maturity Scale was originally devised by E.A.DOLL in 1935 and since then this test is being used in many parts of the world. It proved itself to be uniquely useful instrument in measuring Social Maturity of children and young adults. This scale is being used at many clinics, university departments and institutions. This is a clear reflection of how social development and mental development are highly correlated. The results to date appear so promising that the use of this scale at many other clinics, guidance center may bring forth further valuable information. It is important to remember in this context that this instrument just not only provides a measure of Social Age and Social Quotient. It will also indicate the social deficits and social assets in a growing child. With the presently popular social skills training procedures these informations would go a long way in training the retarded children to be socially self sufficient. Although the original Vineland Social Maturity Scale by Doll goes up to the level of XXV years + level, the Nagpur Adaptation stops at XV year level.

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3.0

METHODOLOGY
The present study was focused on the social maturity of the children (from 0 to

15 years) who are from Department of Social Welfare.

3.1

PURPOSE
To study the social maturity of the children from 0 to 15 years under Social

Welfare Department.

3.2

HYPOTHESIS
The social maturity of children under Social Welfare Department are low.

3.3

SUBJECTS
One hundred children from Department of Social Welfare are used as subjects,

who are from the age of 0 to 15 years. In this study, our group targeted four orphanage schools under Social Welfare Department. These schools are Shwe Gone Daing Residential Nursery, the Htaut Kyant Residential Nursery, the Kyaik Wine Boys Training School and the Training School for Girls (Malikha).Our group selected 25 children from each training schools.

3.4

INSTRUMENT
A questionnaire containing of 89 items were used in this study. These

questionnaires were directly translated from Vineland Social Maturity Scale which was devised by E.A.Doll. The questions were concerned with the social maturity scale of the children.

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3.5

PROCEDURE
The administration was carried out in a semi-structured informal atmosphere

by having the caregiver along with the child or having the child alone depending upon the demands made by the items. It is preferable to request caregiver to keep silent and non participant in the testing situation and just to provide security to the child by being present. If the total score falls exactly on the last item of an age level, the child is given the full Social Age at that age level. The procedure for obtaining the Social Age from the Raw Score is given. Social Ages can be directly read off from the table and then converted to Social Quotient by the formula:

S .Q.

Social . Age x100 Actual . Age

The interpretations of S.Q. are on similar lines as that I.Q. except that S.Q has a social life reference.

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3.6

TABLE OF CONVERSION OF RAW SCORES TO SOCIAL AGE

S.A 0.06 0.09 0.12 0.15 0.18 0.21 0.24 0.30 0.35 0.41 0.47 0.53 0.59 0.65 0.71 0.77 0.83 0.89 0.94 1.00 1.06 1.12 1.18 1.24 1.30 1.35 1.41 1.47 1.53 1.59 1.65 1.71 1.77 SCORE 31 32 33 34 35 36 37 38 39 40 41 42 43 44 45 46 47 48 49 50 51 52 53 54 55 56 57 58 59 60 61 62 63 S.A 1.83 1.83 1.94 2.00 2.1 2.2 2.3 2.4 2.5 2.6 2.7 2.8 2.9 3.0 3.2 3.3 3.5 3.7 3.8 4.0 4.2 4.3 4.5 4.7 4.8 5.0 5.2 5.4 5.6 5.8 6.0 6.3 6.3 SCORE 64 65 66 67 68 69 70 71 72 73 74 75 76 77 78 79 80 81 82 83 84 85 86 87 88 89 S.A 6.8 7.0 7.2 7.4 7.6 7.8 8.0 8.3 8.5 8.8 9.0 9.3 9.7 10.0 10.3 10.5 10.8 11.0 11.3 11.7 12.0 12.6 13.2 13.8 14.4 15.0

SCORE 1.0 1.5 2.0 2.5 3.0 3.5 4.0 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30

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4.0 DATA ANALYSIS AND DISCUSSION

Under this topic, the social maturity of children from 0 to 15 years, under the social welfare department was presented. A survey was used to study the social maturity of children from 0 to 15 years, under the Social Welfare Department. And the last part under this topic is discussions for the finding.

4.1 Data Analysis Table (1)

The Social Quotient of the Children according to Age Level
No 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 Age Level 0-1 1.1-2 2.1-3 3.1-4 4.1-5 5.1-6 6.1-7 7.1-8 8.1-9 9.1-10 10.1-11 11.1-12 12.1-13 13.1-14 14.1-15 Social Quotient 86.63 117.262 101.285 117.561 95.408 121.521 87.783 101.722 101.809 96.117 91.686 91.305 92.972 89.905 87.097 Total Children 6 6 7 6 8 9 9 3 5 7 6 8 6 10 4

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Table (1) shows the social quotient of the age level (from 0 to 1 year) is 86.63 of the total children of 6 persons. In age level 1.1 to 2 years, the social quotient is 117.26 of the total children of 6 persons. In age level 2.1 to 3, the social quotient is 101.28 of the total children of 7 persons. And also in the age level of 3.1 to 4 years, the social quotient is 117.56 of the total children of 6 persons. In age level 4.1 to 5, the social quotient is 95.41 of the total children of 8 persons. In age level 5.1 to 6, the social quotient is 121.52 of the total children of 9 persons. In age level 6.1 to 7, the social quotient is 87.78 of the total children of 9 persons. In age level 7.1 to 8, the social quotient is 101.72 of the total children of 3 persons. In age level 8.1 to 9, the social quotient is 101.81 of the total children of 5 persons. In age level 9.1 to 10, the social quotient is 96.12 of the total children of 7 persons. In age level 10.1 to 11, the social quotient is 91.69 of the total children of 6 persons. In age level 11.1 to 12, the social quotient is 91.31 of the total children of 8 persons. In age level 12.1 to 13, the social quotient is 92.97 of the total children of 6 persons. In age level 13.1 to14, the social quotient is 89.91 of the total children of 10 persons. In age level 14.1 to 15, the social quotient is 87.1 of the total children of 4 persons. From this table, it is clearly shown that the social maturity scale of children from the institution under Department of Social Welfare have high maturity scale except the age level (from 0 to 1 years) have the social quotient of 86.63. It is assume that every child from the age level from 0 to 1 year was sent to this Shwe Gone Daing Residential Nursery at the age of 6 months. So these children were not familiar with this Nursery school and they are under the transition period and also they will be under the situation of trying to familiar with this Nursery school and their respective caregivers.

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Table (2)

The Social Quotient of the Children according to Male and Female

Social Quotient No Age Level Male 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 0-1 1.1-2 2.1-3 3.1-4 4.1-5 5.1-6 6.1-7 7.1-8 8.1-9 9.1-10 10.1-11 11.1-12 12.1-13 13.1-14 14.1-15 84.42 123.75 99.74 118.53 102.008 123.057 96.317 101.722 99.932 103.206 103.935 82.899 89.905 87.097 Female 88.844 115.964 103.346 115.609 84.408 119.601 100.393 101.809 94.591 80.167 83.728 103.045 -

Total Children Male 3 1 4 4 5 5 4 3 2 3 3 3 10 4 Female 3 5 3 2 3 4 5 5 5 3 5 3 -

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According to table (2), the social quotient of the male (from 0 to 1 year) is 84.42 and the social quotient of female at the same age level is 88.84. At the age level (from 1.1 to 2 years), the social quotient of the male is 123.75 and female is 115.96. And also at the age level (from 2.1 to 3 years), the social quotient of the male is 99.74 and female is 103.35. And at the age level (from 3.1 to 4 years), the social quotient of male is 118.53 and female is 115.61. And the social quotient of the male (from 4.1 to 5 years) is 102 and the female at the same age level is 84.4. At the age level (from 5.1 to 6 years), the social quotient of the male is 123.1 and the female is 119.6. And the age level (from 6.1 to 7), the social quotient of the male is 96.32 and the female is 100.4. At the age level (from 7.1 to 8 years), the social quotient of the male 101.72. At the age level (from 8.1 to 9 years), the social quotient of the female is 101.81. And also the social quotient of the male (from 9.1 to 10 years) is 99.93 and the female at the same age level is 94.59. At the age level (from 10.1 to 11 years), the social quotient of the male is 103.21 and the female is 80.17. And also at the age level (from 11.1 to 12 years), the social quotient of the male is 103. 94 and the female is 83.73. At the age level (from 12.1 to 13 years), the social quotient of the male is 82.9 and the female is 103. 05. Moreover the social quotient of the male (from 13.1 to 14 years) is 89.91. At the age level (from 14.1 to 15 years), the social quotient of the male is 87.1. This table (2) clearly shown that all the age level the social quotient of the male is superior than female except the age level (from 0 to 1, 2.1 to 3, 6.1 to 7 and 12.1 to 13 years). It could be due to most of the female are grown up under the rule of

institution and most of the boy come from outside world and they have many experiences in social relation than female.

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4.2 Discussion
As children are the human resources for the development of the country, children development is crucial for ones country development. In our study, the social maturity of the children from 0 to 15 years, under Social Welfare Department has presented. In our findings, the social maturity of the children according to age level, the youngest age level (from 0 to 1 year) have the lowest social quotient. It can be assumed that every child at these age level is arrived at the nursery school only on 6 months. So they are not familiar with the school nature and their respective caregivers. And some excursion were arrange for children once or twice per year and this was only for the age two and above so infant side track with outside world was limited. The long-term development of the children is largely relying on the infant level. To improve the social development of the infant the department should appointed the skilful caregivers. And in these infant age level, as the school nature is not familiar with the children caregivers should try and practice to familiar with the school nature. Moreover, our studies are only the children (from 0 to 15 years) and surveyed on four orphanage schools under Social Welfare Department. In these schools, children are living and staying under the permanent nature of their respective schools. They had limited visitation to the open air areas. On the other hand, the respective institution should provide sufficient support for the children being taking care by the informal sector where they can have opportunities for their long-term development. And also the majority of the staff and caregiver were committed but due to institutions focus on discipline, there was little awareness of childrens psycho-social support, especially their social dealing. Therefore, for the further social development of the children respective government officers should deal with and ask for the advice from psychologist from the Psychology Department of Yangon University as well as other countries.

4.3 Hypothesis Testing

The hypothesis which is stated in this paper is the social maturity of the children under Social Welfare Department are low. According to our finding, the social quotient of the children under Social Welfare Department are high. So we reject the hypothesis which is stated before.

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5.0 CONCLUSION
Children are the most vulnerable group of human society. And the development of children is crucial in the development of the future country. Therefore many institutions in the world are running the projects for the benefits of the children. And in our country Myanmar, the government is trying to provide the rights of the children in order to get the development not only in physical development but also in social development. According to the scholars findings, there are five periods of development during the childhood. These are the prenatal period, infancy, early childhood, middle and late childhood, and adolescence. The development of each period is largely depending on the development of others. In these five periods of development children are changes or developed in several ways: physical development, perceptual development, cognitive development and social development. As children grown up in human society they have to enter in social society. Therefore social development is important for each child. The psychologist, E.A.DOLL, had devised the Vineland Social Maturity Scale in 1935. This Vineland Social Maturity Scale proved itself to be uniquely useful instrument in measuring Social Maturity of children and young adults. In this paper, our group has presented the social maturity scale of children from 0 to 15 years under Department of Social Welfare. To get the necessary facts, we used 89 items, directly translated from Vineland Social Maturity Scale which was devised by E.A.Doll. According to the survey data, children under Social Welfare Department are high in social quotient. But as these children are living under the permanent nature of the institution in some areas they need to go to the outside world to get further social development.

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5.1 Limitations
There are some constraints and limitations such as: the study time is short the indicators used for this study may not reflect full coverage for measuring the social maturity of the children in female institution, question number 71, 75, 76, 77 cannot be measured as it is not in accordance with the behaviors and rules of the institution. in male institution, question number 83 cannot be measured as it is not in accordance with the behaviors and rules of the institution.

5.2 Recommendations
A comparative study of the children should be conducted with families and the children from the institution Should be conducted relationship between intelligent (I.Q) and social maturity (S.Q) of the children Should be conducted relationship between emotional (E.Q) and social maturity (S.Q) of the children

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APPENDIXS
Appendix - I
AGE LEVEL 0 I YEAR 1. Cries / Laughs 2. Balances head 3. Grasps object within reach 4. Reaches for familiar persons 5. Rolls over (unassisted) 6. Reaches for nearly objects 7. Occupies self unattended 8. Sits unsupported 9. Pulls self upright 10. Talks / Imitates sounds 11. Drinks from cup or glass assisted 12. Move about on floor (creeping / crawling) 13. Grasps with thumb and finger 14. Demands personal attention 15. Stands alone 16. Does not drool 17. Follows simple instructions AGE LEVEL I II YEAR 18. Walks about room unattended 19. Marks with pencil or crayon 20. Masticates (chews) solid or semi-solid food 21. Removes shoes or sandals, pulls off socks 22. Transfers objects 23. Overcomes simple obstacles 24. Fetches or carries familiar objects 25. Drinks from cup or glass unassisted 26. Walks or uses go-cart for walking 27. Plays with own hands 28. Eats with own hands 29. Goes about house or yard 30. Discriminates edible substances from non-edibles 31. Uses names of familiar objects

32. Walks up-stairs unassisted 33. Unwraps sweets, chocolates 34. Talks in short sentences AGE LEVEL II III YEAR 35. Asks go to toilet 36. Initiates own play activities 37. Removes shirt and frock 38. Eats with spoon 39. Drinks (water) unassisted 40. Dries own hands 41. Avoids simple hazards 42. Puts on shirt or frock unassisted (need not button) 43. Can do paper folding 44. Relates experiences AGE LEVEL III IV YEAR 45. Walks downstairs, one step at a time 46. Plays co-operatively at Kindergarten level 47. Buttons shirt or frock 48. Helps at little household tasks 49. Performs for others 50. Washes hands unaided AGE LEVEL IV V YEAR 51. Cares for self at toilet 52. Washes face unassisted 53. Goes about neighborhood unattended 54. Dresses self except for tying or buttoning 55. Uses pencil or crayon for drawing 56. Plays competitive exercises, games AGE LEVEL V VI YEAR 57. Uses hoops, flies kites, rides tricycles 58. Prints (writes) simple words 59. Plays simple table games 60. Is trusted with money 61. Goes to school unattended

AGE LEVEL VI VII YEAR 62. Mixes rice properly unassisted 63. Uses pencil for writing 64. Bathes self assisted 65. Goes to bed unassisted AGE LEVEL VII VIII YEAR 66. Tells time to quarter hour 67. Helps himself during meals 68. Refuses to believe in magic and fairy tales 69. Participates in pre-adolescent play 70. Coombs or brushes hair AGE LEVEL VIII IX YEAR 71. Uses tools or utensils 72. Does routine household tasks 73. Reads on own initiative 74. Baths self unaided AGE LEVEL IX X YEAR 75. Buy useful articles. 76. Exercises some choice or discretion in so doing. 77. Responsible for safety of articles, money and correct change. AGE LEVEL X XI YEAR 78. Writes occasional short letters to friends 79. Makes independent choice of shops 80. Does small remunerative work; makes articles 81. Answers ads; writes letters for information AGE LEVEL XI XII YEAR 82. Does simple creative work 83. Is left to care for self or others 84. Enjoys reading books, newspapers, magazines

AGE LEVEL XII XV YEAR 85. Plays difficult games 86. Exercises complete care of dress 87. Buys own clothing accessories 88. Engages in adolescent group activities 89. Performs responsible routine chores

REFFERENCES
1.

Bee, Helen L, 6th Edition, The Developing Child , Harper Collins College Publishers, 1992.

2. Doll, E.A, The Measurement of Social Competence: A Manual for the Vineland Social Maturity Scale, Washington: Educational Test Bureau, 1953. 3. Doll, E.A, The Vineland Scale of Social Maturity: Condensed Manual of Directions. Minnesota, 1965.
4.

John

W.Santrock,

3 rd

Edition,

Children,

Wm.C.Brown

Communications, Inc. 5. Nairne, J.S., Psychology: The Adaptive Mind: 2nd Edition, Stamford; USA, Wadsworth; Thomson Learning, 2000. 6. Raj, J.B, Vineland Social Maturity Scale and Manual: Indian Adaption (Enlarged Edition), Mysore, Swayamsiddha Prakashana, 1992. 7. Santrock, J.W, Child Development , 11th Edition, New York, McGraw-Hill Companies, Inc, 2007. 8. Sroufe, L.A. & Cooper, R.G., Child Development : Its Nature and Course, 2nd Edition, New York, McGraw-Hill Companies, Inc, 1992.