CHAPTER I1

RELATED LITERATURE
 11. Related Literature
In this chapter, the available literature related to the proposed study is presented
under the following headings.

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

2.7 Factors influencing clothing selection

2.8 Individuality of Pre-school children

2.9 Personality pattern

2.10 Behavioural profile or temperament

2.1 1 Personality

2.12 -
Self concept

2.13 Role of clothing in the personality development of children

2.14 Selection of materials for children's dresses

2.15 Evaluation of the Literature and the position of the present study

2.16 -
The present study A Resume
 Each section is in turn divided into two aspects, relating to &nd income of the
children.

2.1. Types of dresses

At the end of each section the presented literature is
the present study is indicated.

A well dressed is one with dressy clothes, unusual workmanship (frills and
trimming) elaborately decorated with highly flowing material, which may emphasize the
silhouette of the wearer, with startling colours.

According to Rathbone eta1 (1962), dressy dresses are those dresses made of
clothes chosen for its decorative quality, not for its long wear, decorated with elaborate
trimmings and decorations.

Feeling right in your dress depends upon their similarity to what others are wearing,
their suitability for the occasion, time and day, their fashion rightness and their
becomingness to you. (Erwin and Kinchen 1969).

Being well dressed means, clothes that suit you and your life-the thing you do, the
places you go (Sherry1972).

Dressy dresses had a fitted line with a smooth and shiny texture, trimmed with frills
and laces to give a dressy, dramatic effect, says Wingate(l976).

According to Thomas (1993), when you select dresses suitable for you, you do not
feel self-consciousor timid and feel 'at home', if you avoid being over dressed and under
dressed.

Well dressed, according to Walvekar (1993) is one who dressed in a dressy

clothes; fabrics used for dressy clothes are sheer delicate or heavy in texture decorated
with sequences, pearls, frills, ruffles, accessories like jewellary should match with the
garment.

Thomas (1994) suggests that, dressy dresses are those with highly flowing, light
weight and shiny materials with lot of trimmings and decorations.
 Well dressed means looking attractive for the occasion by getting admiration of
everybody gathered or becoming centre-point of attraction Thomas 1994).

Ordinarily dressed means, dress that meet the basic or standard requirements.
(a
l rpe
ly and Rathbone (1962)

Ordinary dresses are, that simple clothes, that are good-looking day in and day out
with a minimum of care (Rathbone and Tarpley (1972).

The dresses that used for ordinaty purpose should be simple neat and business-
like in appearance, should also be capable of being laundered easily and often. (Pandit
and Tarpley 1975)

If clothes are chosen so that you feel that you are appropriately dressed for the
occassion, that is neither under-dressed nor over-dressed, it is then that you gain
confidence so that you can forget your appearance and put your mind on other things.
says (Pandit 1975).

According to Wingate (1976) casual clothes are garments with easy, fluid-flowing
lines that present an unclustered, fresh, relaxed appearance.

Ordinarily dressed means, the apparel is being designed with the stress on the
design for any and all day time activities (Wingate 1976).

A carelessely selected dress, suggests to others a careless disorganized person;

such disregard of personal daintiness discourages and exerts an undesirable influence
on the child, says Pollard (1961).

.
Ill dressed is one dressed in unfit and unattractive apparel (Tate 1961).

Children whose dresses are worse than of other children feel inferiority complex,
says Chaube (1986).

Thomas (1994) states that, ill dressed or carelessely dressed are those children
whose parents are not at all paying attention or interest in buying their children's dresses.
In result the dress becomes pwrly fitted or improper, the child looks out of place in the
group.
 Young children are well aware of the sex appropriateness of dresses and want to
be sure that their dresses conform to the approved styles for their sex. Little girls, prefer
skirts and blouses and they like to be better dressed up than boys. Boys on the other
hand, regard being dressed up as a sign of a "sissy". (Pandit 1967).

All the studies regarding dresses were conducted in early fifties. These studies
dealt with adults. The present study is aimed at pre-school children, because, the stones
of personality is laid during early child hood i.e.from three to five years.

According to Pandit (1967) the following points should be remembered while

making children's clothes.

Comfort: If child's clothing is uncomfortable he will become cross and irritable.

Scratchy materials, rough seams, tight bands are some of the causes for discomfort. It
is important not to have the garment too large, sleeves too long and neck opening too
big. Elastic at the waist band should be firm enough to hold the garment in place; at the
same time not so tight that it rubs against the waist and leaves red mark.

Decoration: This should never attract attention to the garment rather than to
the child.

Laundering: Children's clothes must be laundred frequently as they get solid

easily. Hence the material chosen should be washable and of fast colour.

Dress has an important role in getting acceptance in peer group says Patil (1990)

Locke (1967) stressed the principles of a "sound mind in a sound body" and pointed
out that in order to obtain a sound body, clothing should be the first consideration.

Rousseau (1967) expressed his views concerning the type of clothing best suited
to childhood as follows, "The limbs of the growing child should be free to move easier;
there should be nothing tight, nothing fitting closely to the body.

As scientific research has made available more information concerning the way
children grow and the pafl clothing plays in its gowth, definite attention has been focussed
on children's clothing: Pan& (1967). The relationship between a child's behaviour and
his clothing is evident in a group, while playing and his social growth and behaviour are
influenced by clothing. The clothing that a child wears affects his emotional developments.
His happiness and social adjustments are determined in part by his environment of which
clothing is an important feature, says Pandit (1967). Clothes make childhood a delightful
period. They contribute to the developing character of the child and to his self-confidence.
stated Thomas (1994).

A carelessely selected dress may create a poor impression on others says

Walvekar (1993)

Thomas (1994) reveals that, the child who 'dresses well' feels self esteem. The
child feels, he is smart and will develop self-concept, among his peers, he becomes
popular.

When a child dresses well, his behaviour will noticeably be different than when he
is ordinarily dressed. When he is well dressed he feels very proud which shows in his
activities: Thomas (1994)

Clothing may convey moods and feelings contributing to the person a self-concept
or self regard. Clothes may give a joyous source of motion, vivacity and freedom akin to
riding through the air. Being less anxious and more at ease they are able to act in
friendlier and more spontaneous ways. Those who are poorly dressed often feel awkward
and out of place in the company of others. They are actually embarrassed about their
appearance and impression they make on others. They tend to be self conscious and
withdrawing.

According to Gibbens (1991) the main purpose of clothing is to keep the child
warm. Clothes should be light, warm air lies imprisoned in the meshes of clothing. So
several light layers are betterthan heavy one. Thick and heavy clothes stiffle the skin and
make a child feels stuffy.

Good taste implies knowledge says, Chambers (1961). This knowledge includes
proper use of materials, design and colour.

According to Pollard (1961) the style of a costume depends on good taste; as

sense of beauty and appropriateness which makes it right for the wearer, whereas
fashion is the prevailing mode which should be adopted. Fads are extremes of fashion
which are promoted by groups which is current for a day, a week or a month.

2.2. Importance of Clothing

Clothing is the second in the triumvirate of fundamental necessities. Basically,
clothing satisfies need for physical protection and more importantly provides a means of
individual identity and social status through personal adornment. The desire to decorate
appears to be the most compelling motive for wearing clothes, says Jimsey (1973)

According to Erwin (1965), clothes give a feeling of self confidence and a sense
of well-being, freeing our mind for the enjoyment of friends and intellectual persuits. Lyle
and Brikley (1984) state that, the primary reason for wearing clothes is protection, the
second reason is self-adornment, in addition, clothing has been used to show status, sex,
self-expression and cultural difference.

Hurlock (1974) states that, at an early age, the child discovers that his clothing
attracts the attention of other children as well as adults. Favourable comments by adults
and admiration or envy from other children contribute to the child's sense of self-
importance.

A well dressed child will be confident (Dutta 1990): Grihalakshmi (1991) reports
that, a well dressed child makes a good impression on other children. According to
Hurlock (1976) the "best dressed" are friendlier, more vivacious and more talkative; they
have a more active social life; they are more popular and more likely to be selected as
leaders.

According to Thomas (1994), early childhood is the "pregangage", the child is

learning the foundation of social behaviour, the major development is that of control over
the environment. In this age, children like attractive clothes and are proud of any new
garment, they are more concerned about their clothes appearance and well groomed.

Most of the studies covered under importance of clothing have been dealt with
grown up children only. Hunt (1959) studied factors related to children's clothing
preferences. The present study is very important because, so far no study has been
conducted in this aspect.
2.3. Importance of Clothing Budget
Budget is a financial plan that helps people make the best possible use of their
money (Gross and Crandall, 1980).

Erwin and Kinchen (1969) define, budget as a proposed estimate or plan for
spending over a given period of time. Family economic review (1971) reports that, family
budget provides a basis for assessing the economic status of the family and counsels
families on money management.

According to Nickell and Dorsey (1960) the objective of clothing management is to

further the physical, social and psychological well being of each member of the family in
each state of the family's life. Clark (1978) states that one must plan what he wants to
buy in order to avoid waste and get the best value. Clothing is one of the family
expenditures which must be budgeted carefully (Pollard, 1961).

Pollard adds that, the amount spends for clothing, depends on the family situation,
number of members, and their needs. Khadi Gramodyog Research (1965) indicates that.
there is an important relationship between income and wardrobe content.

According to Nickell and Dorsey (1960) clothing management is primarily a

psychologicalproblem because the choice of clothing markedly affects the development
and happiness of people, the clothing one wears plays an important part in one's
adjustment to the social group. Latzke (1968) stated that, with wise planning one can
acquire the type of wardrobe needed. As the income increases, the amount spent on
clothing increases. The wife's clothing usually costs more than the husband's. The cost
of upkeep is greater for the man's clothing than for women's or the children (Nickel and
Dorsey 1960).

Erwin and Kinchen (1970) suggest that clothing budget or wardrobe plans, help to
buy the most essential items first and then the necessaries. One must consider quality
rather than number, while purchasing clothes.

Craig and Rush (1954) state that, a two or three year clothing plan will save time,
energy and money. It will tell one, the clothing on hand provide a more satisfactory
wardrobe in future.
 Wardrobe collection should not only be beautiful, fashionable and suitable for the
body, but it should also be comfortable, says Sreedhar (1991) But people give more
importance to fashion than comfort, report Mahila Ratnam (1991)

Latzke (1963) lists the factors affecting clothing budget as follows:

a) Family Income

b) Clothing Wants

c) Activities of Family Members

d) Size of Family

0) Where One Lives

Lewis (1960) says that, the extent of a woman's wardrobe depends on her
husband's income, their social activities and her ability to sew for herself.

Thomas (1994) notices that, now a days most of the parents are conscious of their
children's dresses, so they spent maximum on children's clothing. Parents are interested
in dressing the children in good dresses whatever the amount they may have to spend.

2.4 Consumer buying behaviour

The consumer market consists of all the individuals and households who buy or
require goods and sewices for personnel consumption. They vary tremendously in their
age, income, educational level, mobility patterns and tastes (Kotler, 1983).

The social and cultural environment is the largest frame work within which
consumer functions. The socio-cultural environment provides reference point that impart
meaning to our behaviour and cognition (Mashal Sahlin cited by Tom, 1984).

The kind of variety of clothing available today, seem unlimitless as a result of the
new technology and Rs accompanying mass production.

According to Tate and Glisson (1972). Customs and habits are no longer adequate
criteria for clothing consumption. Purchasing power of the people is the most important
factor in the consumption of clothing which is expressed by income received Tate and
Glisson (1972) Hess (1978) points out that when the income increased the percentage
t
of expenditure will also increase accordingly, as no choice is ever made without reference
to the income.

We can hardly exaggerate the significance of good buying habits as far as clothing
purchases are concerned. Good technique of buying will expand our real income says
Gorden (1961) Reins (1964) explains that, an intelligent shopper will be knowing fabrics
and current prices. He reads and understands labels.

Clothing should not be purchased on the spur of the moment; Following a carefully
planned wardrobe and shopping eliminates the possibilities of buying something, just
because of its fashion, expresses (Ryan and Philip, (1947).

If consumers have to obtain maximum satisfaction from their resources, they must
be able to estimate reasonably the future performance of their purchase (Polyson 1977).

Sybere and Roach (1962) states that clothing throughout the history serves as a
status symbol, Mc Jimsey (1973) says that, upper and middle status families tend to
place more emphasis on variety in wardrobe but lower status family tends to think of
wardrobe in a fundamental way.

According to Hurlock (1976), a person can symbolize socioeconomic success by

wearing clothes made of superior material, designed by prestigious manufactures. having
a large number of garments of each kind, and by wearing only the latest styles.

Thomas (1994) opined that, while selecting dresses for children their opinion
should be considered. By giving a chance for the selection of their own dresses, their self-
concept is developing. Through this they are becoming more confident.

2.5. Clothing consumption of three income families

The expenditure on clothing and quantity of cloth purchased by families in different
socioeconomic groups could be considered either on per family basis or on per capita
basis. As income increases, the money spent on clothing increases, but the percentage
spent on clothing will decrease (Nickel and Dorsey, 1990)

Thomas (1992) is of the opinion that, among families in the higher income the
percentage of income spent for clothing iboften less. Quality and quantity of clothing worn
often indicate the degree of financial success attained. Latzke, eta1 (1968) opine that, in
middle income families, money spent on wife's clothing is much higher than man's and
children's clothing.

According to Alexander (1977) in families at the lower income group, any increase
in income usually brings a use in the husband's clothing than wife's. Bhatji eta1 (1966)
i n d i t e , the clothing consumption pattern of lower income groups are influenced by
income rather than any other factors.

Jimsey (1973) says that, upper and middle class families tend to give more
emphasis for variety in wardrobe but low income group are influenced by income rather
than any other factors.

Jimsey (1973) says that, upper and middle class families tend to give more
emphasis for variety in wardrobe but low income group tends to think of wardrobe in
fundamental way.

A person can symbolize socioeconomic success by wearing clothes made of

superior material and designed by prestigious manufacturers, by having a large number
of garments of each kind, by wearing only the latest styles, which indirectly communicates
the wearer's ability to discar'd old cloths and buy new ones as soon as the fashion
changes. Individuals choose these according to their socioeconomic status, says Hurlock
(1976)

According Vatsala (1992) recent trend among weaker sections seems to be

cottons, blends and pure synthetics.

Weaker section of the society are not in a position to bear the higher priced range
of synthetics and blends. Hence they continue to use mostly cotton fabrics.

A study conducted by Vatsala (1992) in Andra Pradesh showed that among the
fabrics, synthetics like polyester are moving faster which are closely followed by blends.
Cotton is the next fast moving fabric, while rayons are the least moving.

Hand book of Statistics on Man-made Fibre (1990-91) reveals, consumption of

textile are steadly going up, it rose from a level of 13.84 linear metre in 1984 to 16.35
linear metres in 1987. The pattern of consumption underwent a significant change. In
1984, the consumption of cotton cloth was around 72 per cent bul it fell to 60 per cent
in 1987. The non-cotton cloth went up, marginally from 13 per cent to 15 per cent in the
same period. Blends on the other hand, showed the largest increase from around 15 per
cent in 1984 to nearly 20 per cent in 1987.

A study conducted by Jacob (1990) shows that, there is no significant relationship

between socioeconomic variables such as education, occupational status, age and
income and their involvement in clothing selection. Homemakers irrespective of their
varying socioeconomic status showed more or less the same purchasing behaviour of
clothing.

John (1982) revealed that, slum families spent nine per cent on clothing. The
factors that influence their clothing purchases included necessity, availability of money,
functions and festivals. Fabric consumption by slum families was found to agree with per
capita consumption for males. It was found to be higher for families in comparison to
estimate made by this Textiles Committee (Government of India, 1971) In urban area, the
wardrobe of women was found to be larger than the wardrobe of men.

Joseph (1 980) revealed that, money spent on clothing for children and women was
higher when compared to man. Income, family status and price occupied the first place
among the factors which influenced in clothing selection, father, mother and children
together had a major role in clothing selection. Most of the families purchased clothing
items whenever the need arose. Regarding the consumption of controlled cloth, a study
was conducted by Raji and Ghandra (1981)

A study conducted by the Textile Committee (1968) in Rajastan to find out the
consumption of textiles in the rural and urban area showed that cotton was the most
commonly consumed material. Only 23 per cent in the urban areas and 36 per cent in
the rural areas purchased readymade garments for children because tailoring was not
good.
 The Bureau of Labour Statistics (1975) conducted a study on the expenditure on
teenagers' clothing and revealed that more money was spent on teenagers' clothing than
for any other. All families gave much importance for the purchase of clothing for
teenagers than anybody in the family.

Vijayalakshmi etal. (1970) on consumer preferences revealed that, the families in

the lower income groups were influenced by price and income in the purchase of their
clothing requirements whereas designs, colour, suitability and quality were the factors
influencing the choice of the upper income group.

Lyle (1976) quoted that, the consumers are showing an increased interest in
prices. Research surveys and actual buying trends indicate that beauty and fashion are
considered more and more to be of 'value' by consumer.

Previous studies conducted proved that more importance was given to mother's
clothing. But Thomas (1994) revealed that current trend irrespective of income parents
are caring for children's clothing than any other in the family. Along with cloth parents are
eager to buy all necessary accessories for children to bring their children equal to other
children.

2.6. Importance of colour, value and design in clothing

2.6. a. Colour
Reaction to colour is both physiological and psychological. Colours affects your
emolions, often so subtly that you do not realize what has made you feel cheerful.
subdued, or melancholy Pollard (1961). According to Moorjani (1993), most of us are not
aware and have not tried to understand and make better use of the powertul influence
that colours and our colour preferences have on our daily lives. He further explains that
colours shape our personalities and the way we look at life and respond to a variety of
situations and problems. Each one of us has his own favourite colour which involuntarily
gets reflected in our colour choices and preferences.

Thomas (1993) started that, the colour preferences can be noticed from early child
hood, whenever toys and other things are bought for the child, though he can't mention
the name of the colour of his preference, he will point out his favourite colour and demand
for that. He further explains that, if the parents are leaving the child for his own selection
of colour, while purchasing his articles, we could clearly make out, this colour preference
from the child's collection of articles. The child who prefer yellow always prefer to buy
articles which are yellow in colour.

Moorjani (1993) stated that the colour you love or prefer tells the intelligent observer
what you are like to a large extent. These always shade our personality and moods which
vary with time, place and circumstances.

According Goldstein and Goldstein (1963) shown three aspects of colour invision;
First, that colours can affect the mood of an individual; second, that colours have the
property of seeming to advance or to recede; and third, that colours have very definite
effects upon each other. The cool colours related to the blue and green have a quieting
influence and as the colour become colder and darker it may become really depressing.
-
On the other hand, the warm colours those group around the red and orange hues - have
a cheerful, comforting effect, which may increase to stimulation and excitement when the
colours become very bright and near to red Pollard (1961)

Thomas (1994) stated that, colour like sound iB subjective, its existing depends
upon the sensory apparatus of human and animals. It is the name given to a sensation
produced by existation of the eye by visible radiant energy or light of a particular wave
length.

According to Gerritsen (1979, the psychologicalvalue of colours is more applicable

to applied and utilitarian arts than to creative arts. The heart beat and respiration were
measured while different colours were presented via projections. The results were, red -
faster; green - steady, regular; blue - calm but irregularfloating. It was found that an yellow
environment caused the least arithmatic mistakes, in a blue room the most mistakes
occurred. It was also true that a blue room was most suitable for thought problems.

Lyle (1 976) quoted that, taste - the ability to give colour its proper weight in a given
application - comes into play once agreement is reached on the basic colour or colours.
Sensitivity is important in the selection of an appropriate hue. Wave length from 400 to
700 millimicrons, which are perceived as colour from violet to red.
 Anand (1994) stated that, the impact of colour is always felt on the head and heart.
Colour stimulates mentally and8motionally.

2.6. b. Value
The lightness or darkness of a colour is called value. Wine and pink are red in hue,
but wine is darker value of the red and pink is lighter value of red, (Pollard 1961).

There are many degrees of light and dark ranging all the way from white to black,
but for the sake of convenience in use of typical steps are selected. Ross (1 957) gave
9 steps names and symbols to aid in visualising them. White is the highest value and no
hue can be as light as white. Black is the lowest value and so hue can be so dark. Half
way between black and white comes middle value. A value that is lighter than the normal
colour is called a tint and that is darker as shade.

Children of this age prefer bright and gaudy colours. Pastel shades are usually
percieved as ugly by them. Moods of this age group children are associated with value
preference (Thomas 1994).

According to Anand (1994), the value of colour has an impact on the temperament
of the child.

2.6. c. Design
According to Meyer (1937) the ultimate source of all design is the response to
obtain and the emotions of the designer to the needs and wishes of either himself or the
person for whom he is designing.

Soundaraj (1 974) define, design as any arrangement of line, form, colour, space
value and texture.

Faulkner and Faulkner (1964), opine design is the selection and organization of
form space, colour and texture to create beauty and individuality.

Patterned fabrics are colourful, refreshing and stimulating. The textile design of
patterned fabrics may be natural and geometric (Craig and Rush 1954).

In clothing, the best structural design follows the natural body line. Decorative
design gives emphasis to certain area. Pollard (1961).
 Meyer (1937) has classified design into the three types: Conventional - In
Conventional design, most parts are geomatric design which is based upon the an actual
form. Naturalistic design - is a realistic representation of nature with little or no change.
Stylized design - fully three quarters of design are stylized.

There are two kinds of design - structural and decorative. Structural design is the
design made by the size, form, colour, and texture of an object, whether it be the object
itself. Decorative design is the surface enrichment of a structural design Goldestein and
Goldstein (1963)

Natural designs are those designs which are seen in nature without any change.
Flowers, leaves, climbers, birds, animals, etc. Geometric designs are circle, triangle.
rectangle etc stripes and checks are also coming under this head and in stylized design
modification or alteration are given on naturalistic design (Thomas 1994).

Requirements of a good decorative design

Decorative design is the surface enrichment of a structural design.

1. The decoration should be used in moderation

2. The decoration should be placed at structural points.

3. There should be enough back ground space to give an effect of simplicity and
dignity to the design.

4. Surface pattern should cover the surface quality.

5. The background shapes should be as carefully studied and as beautiful as

the pattern placed against them.

According to Pandit (1967) plain or small figured material with a design going both
way is easier to work with the stripes, large figured materials or check that have to be
matched at the seam. Garments look bent when checks and stripes meet at the
seamlines.
 The investigator made an attempt to study the relation between liking of the
behaviour profile, expressive behaviour and seif-concept of children and preference of
the design. It is the 1st attempt a study of this kind. The purpose of the study is also to
relate preference of the design and sex of the children.

2.7 Factors Influencing Clothing Selection

Clothing selection is influenced by aesthetic, psychological, sociological and
economic factors opine Hollen et al., (1979). Selection of textile products is a personal
decision based on fashion, life style, income, sex and age: opines Hollen and Saddler
(1979). Nickel and Dorsey (1960) states that, an important resource in clothing the family
is the attitude developed by members of the family toward clothing. Hess (1968) feels
that, the mode of living, purchasing power, availability, price, fashion, age and sex are
the main factors influencing the consumption of clothing.

Mildred (1 961) opines that, increased personal and family income and the change
of attitude alfect the family clothing purchase. According to Mauck (1963), factors like
colour. texture and design are the most important factors affecting clothing selection.

Wardrobe collection should not only be beautiful, fashionable and suitable for the
body, but it should also be comfortable (Sreedhar, 1991)

Socioeconomic Factors Affecting Clothing

Increased Income
According to Tate (1961), increased personnel and family income and the attitude
about its use affect the family clothing. Latzke et al., (1968) opine that, the average family
income permits freedom of choice in clothing, for following fashion, for upgrading the
quality of approval, and for purchasing luxury items.

Changing Status of Women

-
According to Jha (1985) women are responsible for social changes which is an
influencing factor in the family's clothing purchase. Tate (1961) explains that the desire
for higher incomes to meet mounting costs and increasing standards of consumption is
undoubtedly an important factor in the rising employment of women. Employed women
naturally may spend more money for clothing than unemployed women.
 Family Location
According to Lewis etal., (1960) women, who live in large metropolitandistricts are
more fashion - conscious and they move out more frequently than rural population, so
town people need to spend more on dressy clothes.

Psychological Needs
Norman etal. (1970) opines that, clothing interacts with the physiology of the body
and that the functions of clothing are essential to man in all environments.

The main purpose of clothes is to keep a child warm. Clothes should be light, warm
air lies imprisoned in the meshes of clothing. The skin must breath in winter, it must sweat
in summer, so it need soft airy material next to it. Gibbens (1991).

Social Value
According to Alexander (1977) dress codes are related to concepts of decency
appropriateness. Of all the status symbols that are of interest to children, clothing has a
more important effect on personality. Though clothes seem to have superficial qualities
they are important determinants of one person's reaction to another. Clothes tell
indirectly, the socioeconomic status of the family and tell directly the status of children
in the peer group.

Family Cycle
According to Alexander (1977) young adult tend to clothing changes more often
than they may, when they reach the middle or older years at different stages of life,
individuals have different needs in clothing. Children whose families are able to provide
the clothes and material possessions that give them prestige in the peer group usually
develop better self-concept and thus more wholesome personality than children whose
parents cannot provide such provisions for them (Pandit 1967).

Values
Latzke (1968) opines that, clothing expresses the values that are important to a
person, the values that the individuals hold important are the ruling forces in his life.

The pre-school period is the critical period in the development of the child. Not only
do physical defects manifest themselves but also faulty attitudes, anxieties. insecurity,
instabilities and distortions of personality may be produced. Parents should understand
the effect of clothing on developing personality of the child. By analysing the part that
planning, selection and care of clothing play in developing good habits and character
traits, those who care for children can aid them to become responsible members of the
society (Pandit 1967).

Cast, Creed and Religion.

Vanitha (1991) reports that in India, especialiy in Kerala every religion, cast . and
creed have their own dresses and the way of wearing these dress also vary. According
to Thomas (1992) children's clothing are not much affected by religion. All try their best
to dress their children better than others.

Good taste
Good taste implies knowledge, says chambers (1961). This knowledge include
proper use of materials, design and colour. Giving a chance in the selection of their own
dresses contributes to the developement of the character of the child and to his self-
confidence. They may influence mental health by encouraging him to accept responsibilities,
to co-operate and to make personal contribution.

Style and Fashion

According to Pollard (1961), the style of a costume depends on good taste; a sense
of beauty and appropriateness which makes it right for the wearer, whereas fashion is the
prevailing mode which should be adopted. Fads are extremes of fashion which are
promoted by groups which is current for a day, a week or a month.

The young children discovers that clothing attract attention to himself. New clothes
have as special appeal for young children. He likes others to notice him. If they fail to do
so, he calls their attention to his clothes say Thomas (1993).

Buy always easy care garments, even special party dresses should be easily
washable. A party dress should be practical as well as pretty; make sure that the child
feels comfortable in his dress.
2.8. Individuality of Pre-school children
Each infant at birth is unique, his interaction in his life experience moulding his
character. Behaviour patterns in the childhood pave the way to behaviour pattern in
adulthood. There are many factors which influence in the formation of behaviour of the
children.

The period of early childhood starts at the age of three and lasts through the age
of five; acquisition of self and social awareness and the broadening sco pe of peer
relationships are the characteristics of this particular age, Watson (1965).

According to Weiner and Elkind (1972), the expressive behaviours acquired in

infancy begin during the pre-school years to reflect individual personalities with specific
attitudes, preferences and coping styles that will characterise a child throughout his life.
He further explains that, the personality development in these years accordingly recover
around the formation of child's basic capacities to deal effeciiiely with interpersonal and
achievement related situations.

According to Panda (1981) the pre-school period is considered very critical. Many
important characteristics have their genesis during this period.

Devadas and Jaya (1984) stated that, the early childhood years are significant for
both personality and intellectual growth by the age of 3 112 years, the pre-school child
comes to grips with the development of a sense of initiative and imagination, rapid growth
at this stage necessilatesthe provision of a suitable environment for optimum development.

The sense one gets of this pre-school period is that the child is making a slow but
immensely important shift from dependent baby to independent child (Bee 1985).

According to Hurlock (1986), early childhood extends from three to six years, the
age when dependency is being replaced by growing independence and ends at about the
time the child enters first grade in school.

According to Papalia and Olds (1979), many changes take place during the
childhood and studying that age is important because it is generally agreed that the first
few years are of great signlfloanoe for th8 l ~ t e rdevalopment of thc ohild, phy*lonlly,
mentally and emotionally.
 To craig (1989) the personal styles of copying that children develop in these years
are often the foundation for life long patterns of behaviour.

Pre-schoolyears may also be called the pre-gangage. In this stage the child seeks
to gain control over his environment say Kuppuswamy (1990).

The literature related to the importance of pre-school years has been reviewed.
From the above view of literature R is evident that many studies have been conducted
to determine importance of pre-school years or 'gang age'. The basics of the personality
development during adolescents are laid down during pre-school years.

2.9 Personality pattern

Personality is a concise term for the total behaviour of a person. Since the
personality of a pre-school child is in the developing stage, this may be called as
personality pattern, which may include his behaviour profile or temperament, self-
concept, expressive behaviour, and mood. (Thomas 1993).

Personality, includes, the whole individual, his physique temperament, skills,

interests, hopes, feeling, habits, intelligence and achievement (Kuppuswamy 1990)

According to Hurlock (1976) the personality pattern is composed of traits, or

specific qualities of behaviour which characterisethe individual's unique adjustment to life
as shown in his behaviour and thoughts.

The 'core' or centre of gravity of the personality pattern in the individual's concept
of himself as a person as related to the world in which he lives (Hurlock 1976).

Bee (1985) opines that, temperament is an important ingredient in the system of

factors influencing the child's pattern of growth.

Hurlock (1974) pointed three major factors in determining the development of the
personality pattern:

the individual's hereditaly enviornment: early experiences within the family;

important events in later life outside the home environment;elements of the personality
pattern.
 The personality pattern is composed of a core or centre of gravity, called the
"concepts of self and an integrated system of learned responses, called "traits, these are
interrelated.

2.10. Behavioural profile or temperament

Definitions
The Latin word temperate means 'Yo regulate", 'Yo restrain one's self' or 'Yo soften''
(Goodman 1978).

Temperament is similar to mood but it is even longer lived. These temperament

can be summed up as those biologicalaspects of functioning that show little change with
development.(Hurlock 1974).

Temperament according to Gardner (1964) is the more or less characteristic,

persistent emotional disposition of an individual probably having a constiiutional basis.

Guilford(1958) has definedtempemment as the functional aspect of his constitutional

nature and consisting of the peculiar combination of behavioural and effective
predispositions mediated by his structural make up.

Thomas et al(l963,1968) define temperament as the characteristic tempo, energy

expenditure, mood and rhythmicity, typifying the behaviour of the individual infant.

According to Hurlock (1974) temperament is that aspect of personality which is

revealed in the tendency to experience moods or mood changes in characteristic ways.

According to Mc Connell (1977) one's temperament is the way that one regulate
oneself-that is one's characteristic attitude or behaviour pattern.

Temperament according to Hjelle and Ziegler (1981) are the raw materials
(intelligence and physique) of which personality is moulded.

Lansdown (1984) defines temperament as the child's persistant prevailing mood,

that which determines that characteristic adjustment to, life.

Temperament according to Hall and Kindzey (1985) are those dispositions that are
closely linked to biological or physiological determinants and that consequently show
relatively little modification with development.
 According to Hatheringtonand Parke (1986) temperament is the biologicaly based
differences among individuals in reactions to stimili, in the expression of emotions, in
arousal and in self regulation.

Carlson (1987) defines temperament as a person's general dispositin or typical

pattern of affective reaction to various situations.

Bahaviour profile or temperament Categories -

Some of the earlier observations of temperament or behaviour profile in children
were made by Fries (Fries and Lewi 1938, Fries, 1944, and fries and Wolf 1953) Studying
infants from birth to ten days of age under controlled conditions, she differentiated three
activity types of infants in terms of amount of activity, differences in characteristic muscle
tones and crying within the normal range. She labelled these types the 'active' the
'moderately'active' and the 'quiet'. Extremes beyond either end of the normal range were
considered pathological.

A contemporary approach to the question of individual differences is found in the

series of papers of various combinations of Thomas, Chess and Birch. Thomas, Chess.
Birch and Hertzing 1960; Thomas, Birch, Chess and Robbins, 1961, Birch Thomas,
Chess and Hertzing 1962, Thomas, Chess, Birch Hertzing and Korn 1964, Thomas,
Chess and Birch 1971,1972.

These authors were involved in a longitudinal study of 110 middle class children
who had been followed systematically from the age of 2 or 3 months with interview and
observations. They were able to indentify 9 categories of reactivity which persist through
the first two years of life as activity level, rhythmicity of functioning, adaptability, approach
withdrawal, intensity of reaction, threshold of responsiveness,quality of mood, distractibility
and attention span and persistance.

Certain combinations of the temperamental traits identified by Thomas et al (1977)

produced 3 distinctive personality.

Forty per cent of the children studied could be described as 'easy' children. They
are happy most of the time. adjust early to new situations and sleep, eat and eliminates
on a fairly predictable schedule.
 About 10 percent are difficult. They cry easily, are irregular in body functions and
take a long time to adjust to a routine.

And 15 percent are slow to warm up, mild in responses, with a need to take their
time adjusting to new experiences and people. Since not all children fit neatly into these
categories these percentages don't add up to 100 percent.

Birch eta1 (1962) also reports similar results while conducting their longitudinal
study, that primary reaction characteristics like activity level, rhythmicity, approach-
withdrawal, intensity of reaction, adaptability and quality of mood being stable for first two
years of life.

Cattell (1966) has formulated a 16 personality factor questionaire. For a high

scorer the factors are outgoing, more intelligent, stable, assertive, happy-go-lucky,
conscientious, bold, tender minded. suspicious, imaginative shrewd, apprehensive,
experimenting, self-sufficient, controlled and tense as contracted to reserved, less
intelligent, emotional, humble, sober, expedient, shy, toughminded, trusting, practical,
forthright, placid, traditional, group-tied, causal and relaxed factors of a low scorer.

Schmidt (1966) studied 125 infants with ratings on 31 characteristicsand evaluation

on sensorimotor and bodily movements. Factor analysis revealed the following
compositions.

1. Primary factors - lively activity, tension versus relaxation, excitability and

social orientation and

2. Secondary factors - extroversion and emotional liability.

Gerson (1969) studied 57 middle class infants at 1. 3 and 6 months of age using
ratings and scaled tests. Factor analysis resulted in extraction of 2 factors, alterness and
adjustment.

Kagan (1971) identified five behaviour patterns that differentiate infants during the
first 6 months. They are vigour of activity, irritability, stimulus satisfiability, threshold of
attention change, and social responsivity.
 Mussen etal; (1974) put forward three behaviour characteristics which are obviously
noticeable in infants. Those are motor activity, irritability and passivity.

Garside, Birch and Scott etal; (1975) in an attempt to define dimensions of

temperament of infant school children identified four components. They are

1. Withdrawal, poor adaptation and dependence.

2. High activity, intensity and distractability

3. Moodiness, sulkiness and

4. Irregularity.

Buss and Plomin (1975) have given 4 dimensions of temperament activity,

emotionality, sociability and impulsivity. The extremes of the dimension according to
them are Active-lethargic, Emotional-impassive. Gregarious detached, Impulsive -
deliberate.

Behavioural profile or Temperamental characteristics as predictors of behaviour.

A child's personality is the result of both heriditary and environmental components.

Travers (1974) says that it is necessary once again to emphasize the interaction
of both because of the temptation to focus only on a child's experience in analysing the
development of his personality. Achild's temperament is an important element in the way
other people especially parents will act toward him or her.

It is easier to be warm and loving to a baby who is usually cheerful and whose want
can be anticipated and met relatively easier then it is with a baby who cries constantly;
resists being cuddled and often seems impossible to please (Travers 1974).

Parents who get along best with difficult or slow to warm up children are the one's
who have learned how to adapt their child rearing patterns to their children's individual
needs (Thomas et al, 1977) When parents realize an infant behaviour is determined parlly
by thechild's temperament rather than wholly by what the parentsdo, they can work more
effectively toward a positive outcome for the child.
 According to Thomas and Chess (1977) by responding to their difficult child calmly
and in good humour parents can lower the risk of later behaviour problems.

Papalia and Olds (1979) reveal that indentyfying a child's basic temperament
parents can learn the importance of a "good of fit" between the child's characteristics and
the parents functioning.

A study by Segal and Yahres (1978) showed that when experimenters encourage
children to ask their parents for help, the children act more dependently, and their parent
become bossier and restrictive and when the children are encouraged to be independent
parents are less likely to interfere.

Freedom (1979) has found systematic differences in the responses of new borns
from different, ethinic groups and since differences were visible in newborns they cannot
be the result of systematic shaping by parents.

According to Sostek and Wyatt (1981) newborns with lower levels of the enzyme
monamine oxidase are more active, more excitable and crankier than those with higher
MA0 levels.

Hurlock (1981) states that the faster and the better infant adjust to postnatal
environment, the more favourable the parents attitudes will be

Reid et a1(1982) says that one of the majortrends in recent research is exploration
of the degree to which children affect their parents as well as the other way round. Some
children are more likely to suffer abuse - premature and low birth weight babies and
retarded children and youngsters who make other special demands on their parents.

According to Mussen et al(1984) the reciprocal influence of parental behaviour and

infant temperament forms the basis for the very important principle of bidirectionality.

To principle states that parent - child relationship goes both ways. Parents
influences children and children influence parent behaviour.

According to Bee (1985) a skilled parent avoid some of the pit falls and guide the
temparamentally difficult child into a more and adaptive pathway. Bee further states that
temperament is an important ingredient in the system of factors influencing the child's
pattern of growth.

Papalia and Olds (1987) bring to the notice that some children in fact seem to
change their behavioural style over the years, apparently, reacting to the kind of parental
handling they get.

Thus although genetically based temperamental predispositions in personality

exist, the results of longitudinalstudies indicate that the role of environmental factors in
their expression cannot be ignored. The responsivenessof parents to the temperamental
variations in their infants and to their stimulus preferences plays an important role in
modifying the phenotypical expression of these traits. Depending on the responses of
parents, the same temperamental genotype may be manifestedin very differentpersonality
characteristics in children.

2.1 1. Personality
Definitions
Personality is not individuality. It embraces the total organised aggregate of
psychological process and states pertaining to individual (Das 1993).

"She has a good personality"

"He has no personality"

"Well, she has a good personality"

"She has Personality"

"He has personality Plus"

"He has too much personality"

"She is a personality"

"He was a personality now he's on Hollywood squre's

"He's got personality, plus a brand new car"

"Its just her personality"

"She has mothers personality

 He and I have a personality conflict personality has no simple or single meaning
(Peterson 1988).

Personality may be hard to define, but we know it, when we see it. A major part
of coming to understand ourselves is developing a sense of what our personality
characteristics are (Das 1993)

The term 'personality' is derived from the Greekword 'Prosopon' or latin word
'persona'. (Kuppuswamy 1990)

In common conversation, then personality is what one has or lacks as a person,

what one is or is not, what one can or cannot give out with.

The dictionary meaning of personality is all traits that characterize an individual

over a relatively long period (Sutherland, 1989).

Psychologistsinterestedin discovering how personality is formed, identified certain

characteristics of temperament that are apparent at birth. Each child bringsthis individual
temperament into interaction with the environment. The long term consequences of
temperemental differences for the child's later behaviour depend however, on the
experiences that the child encounters. Thus these characteristics are evident so early in
life, and they form the basis of the individuals mature personality in later life or it seems
that children have been given the raw material of their personalities at birth.

According to Eyesenck (1953) personality is the more or less stable and enduring
organization of a person's character, temperament, intellect and physique that determine
his unique adjustment to his environment.

Kuppuswamy (1974) defines personality as what one is. It includes the whole
individual, his physique, temperament skills, interests, hopes, his feelings, habits,
intelligence and achievement.

Thomas and Chess (1977) have defined personality in terms of temperament

which reflects the constitutional characteristics of the child as it interacts with the
environment.
 Prince (1924) refers to personality as the sum total of all the biological innate
dispositions, impulses, tendencies, appetites and instincts of the individual and the
acquired dispositions and tendencies.

According to Allport (1937) personality is the dynamic organisation within the

individual of those psychophysical systems that determine his unique adjustment to his
environment.

To Cattell (1950) personality is that which permits a prediction of what a person will
do in a given situation.

Guilford (1959) defines personality as a person's unique pattern of traits.

Anderson (1960) has defined personality broadly as the skills and abilities of an
individual, his effect on other people and his conception of himself.

Coleman (1960) defines personality as the individual's unique pattern oi traits - the
pattern that distinguishes him as an individual and accounts for his unique and relatively
consistent ways of interacting with his environment.

Allporl (1962) has defined personality as a broad and comprehensive concept

covering the organization of an individual's pre-disposition to behaviour and his unique
adjustments to his environment.

To Mc Clelland as quoted by Bourne and Ekstrand (1973) personsality is the most

adequate conceptualization of a person's behaviour in all its detail.

According to Kolb personality is each individual's characteristically recurring

patterns of behaviour. (Bourne and Ekstrand (1973)

Stott (1974) refers to personality as the quality or the fact of being person. One's
personality,to him is that total quality or that complex combination of qualities that makes
one unique and gives one his individual identity.

Lindgren and Byrne (1975) define personality as the relatively enduring and
consistent ways of behaving that characterizes each individual.
 Mischel (1976) opined that, personality consists of the distinctive patterns of
behaviour that characterize each individual's adaptation to the situation of his as her life.

According to Sherman (1979) personalii is the characteristic pattern of behaviour,

cognition and emotion which may be experienced by the individual and or manifest to
other, it includes behaviour (action) cognition (thought) and emotion (feeling) as the basic
content of the personality.

Kale (1980) defines personality as the most characteristic integration of an

individual's modes of behaviour, interests, abilities, attitudes, habits and aptitudes.

Personality is the ability to get along in adult situation, it is the person's type of
action, reaction, opinion and mood, a set of physical and social traits (Fehr 1983).

Bee and Mitchell (1984) define personality as that unique individualised pattern of
thinking and reacting to the world around us that is characteristic of each of us.

Bee (1985) describes personality as a broader range of individual characteristics,

mostly having to do with the typical ways each of us interact with the people and the world
around us.

Hall and Lindzey (1985) refers to personality as that part of the individual that is
most representative of the person, not only in that it differentiates the individual from
others, more important because it is what he or she actually is.

Berger and Federico (1985) define personality as the integrating psychological

structure that develops to help the individual function in the environment.

Chaube (1986) says that personality of a person is a mirror of his whole organized
behaviour patterns which is not found in the same form in any other person.

Personality is dynamic, always changing personality is organised, its components

are coherently related to each other (Brace 1988).

Feldman (1989) defines personality as the characteristics that differentiate people

from one another and also the stability on people's behaviour that may lead them to act
uniformly both in different situations and over extended periods of time.
Attribute of Personality
The main attributes of personality according to Murray (1938) may be summarized as
follows:

1) An individual's personality is an abstraction formulated by the theorist and not

merely a description of the individual's behaviour.

2) An individual's personality refers to a series of events that ideally span the person's
lifetime. The history of the personality is the personalily.

3) A definition of personally should reflect the enduring and recurring elements of

behaviour as well as the novel and unique.

4) Personality is the organizing or governing agent of the individual. Its functions are
to integrate the conflicts and constraints to which the individual is exposed, to satisfy the
individual's needs and to make plans for the attainment of future goals.

5) Personality is located in the brain. "No brain, no personality".

Bhatia (1969) states the following attributes of personality.

The chief character of personalily is self consciousness.

Personality is judged as a social character. It is only in relation to others that we are

usually judged and our consciousness of ourselves arises only in our interactions with other
members of the society.

A personality is continually making adjustments to environment and to inner life, like lack
of adjustment means strain and tension and the individual is for ever acquiring new patterns of
adjustment to meet the challenges of new situation.

Personality is always striving for goals. Our life and behaviour is purposive and we are
for ever seeking new ends and goals to meet our needs. Our needs defines our goals, our
interest and desires produce their basis and our behaviouris directed towards their attainment.
Personality functions as a whole. Different experience and mental activities are joined together
in unity.
 The attributes of personality according to Chaube (1986) are the following.

1) All pervasiveness - It includes all physical, mental social and emotional

traits.

2) An organised unit of pattern - In it various attributes and reactions are so

inter-woven that a specific personality of the individual comes up and it can at once be
recognised.

3) Permanence: The personality of a person takes a permanent form and on

its basis the future modes of behaviour and reaction of the person may be presumed.

4) Possibility of change: ie, the capacity of change in the personality according

to changes in physical or environmental conditions is always possible.

Traits of personality
One's behaviour is controlled not by the type of person one is, but mainly by
personality traits (Bourne 1980). Personality trait is one particular characteristic of a
person. It can be broad characteristic such as the persons attitude about locus of control,
a medium range characteristic such as social distress or normally foccussed character
such as stage fright (Watson 1970). Personality trait isa generalised and dependable way
of thinking, feeling and otherwise reacting. Example of personality traits are extraversion
and permissiveness (Sartin and North 1967). An important distinction among traits are
surface traits and source traits. Surface traits are expressive of behaviour, source traits
on the other hand, express an association among behaviour (Perwin 1972).

When talking about traits, Hogan and Sloans (1977) view that cluster traits are
cardinal traits that dominate one's life and central traits are major characteristics of a
person. Secondly traits as tendencies that are of limited importance in behaviour.

Traits like Stinginess, Curiosity, assertiveness or laziness are virtually perfect

examples of personality and traits of psychological properties are sociability, loyalty,
humour, musical ability and respectsforhis parents (Peterson 1988). Needfor achievement
and manifest anxeity can also be considered as traits (Duilehas 1978). Intelligence.
interest and aptitude are regarded as traits (Munn 1973)
.. Smith (1982) observes that personality traits exist in clusters and are not directly
observable as they are not active all times. Some traits are clearly motivational such as
interest, ambitions, complex and sentiments.

Latane and Darley (1970) view that since individuals differ in conscience
development it is often assumed that honesty is a trait. Hogan (1977) points out that
individual differences can be said to every along as utmost unlimited number of
dimension that are called traits.

Mischel (1981) has grouped people into extroverts and introverts. Introverts tend
to withdraw be alone, feel shy and avoid people and extroverls respond to stress by trying
himself to be active, tend to be an occupation and deal with many people. He further
categorised people as Choleic (irritable) maloncholic (depressed) sanguine (optimistic)
and phlegmatic (Calm).

Sheldon (1949) classified people according to body built, endomorphy or viscertonia,

soft and rounded appearance. Mesomorphy or somatonia, muscular and strong anatomy
and cerebrotonia or ectornorphy, person with thin flat clustered and delicate structure.

Determinants of personality
Allport (1960) Cattell (1957) and Guilford (1958) has grouped the variables which
constitute individuality under 4 headings.

1) Morphological and physical features.

2) Abilities that determine the level of effectiveness in personal functioning.

3) Incidentally learned patterns of social and personal behavmur including

attitudes, beliefs and prejudices..

4) Generalized behaviour dispositions.

Mussen (1969) has given four broad types of influences which play a role in
determining a child's character and behaviour.

Biological properties like genetic endownment, temperament, physical appearance

and rate of maturation.
Cultural group membership

individuals personal history of experiences with others

Situation the stimuli immediately present in the environment and the moment.

Hurlock (1974) has given the following determinants of personality.

1) Physical determinants

2) Emotional determinants

3) Intellectual determinants

4) Social determinants

5) Aspirations and achievements

6) Sex determinants

7) Educational determinants and

8) Family determinants.

Kale (1978) has identified 9 determinants of pre - school personality

1) Family

Attachment to mother

-
Parent Child relationship

General atmosphere of the family

Order of birth

Joint or nuclear family set up

Lonelyness of the child

Sex

Peer relations
Srivastava (1985) has given 8 factors that determine personality

1) Endocrine glands

2) Physique and health

3) Body chemistry

4) Maturation and Personality

5) Genetic and Somatic factors

6) Parental factors which include

a) Importance of mother

b) Importance of father

C) Family relationship

d) Size of the family

e) Economic status of the family

7) School and peers and

8) Cultural factors.

Chaube (1986) has indentlied 17 factors effecting the development of personality.

1) Self concept

2) Physique

3) Health

4) Endocrine glands

5) Dresses

6) The Child's name

7) Culture

8) Interests
 9) Intelligence

10) Special attitudes

11) Early experiences

12) Being born in a minority group or in a particular caste

13) Social popularity

14) Socio - economic status

15) Family relationship

16) Being the eldest, middle, or the yongest

17) Playmates and friends.

Factors influencing Personality

Personality development may be viewed as a continuous process involving the
interaction of biological organism with its physical, psychological, social, and cultural
environment. (Gallerman 1970).

Personality development is a series of experiences involving reinforcement on the

basis of these experiences, individuals, will advice different levels of satisfaction and will
learn to perform different types of behaviour which are grouped under the heading of
personality. These reinforce experiences occuring mainly during pre-social years. Of
these reinforcing factors, clothing is one of the major factor. So, the study on clothing is
very essential.

a. Age.
According to Hurlock (1974) the early adolesants are in the period of unstability,
state of ambiguous critical stage and changing period where as attitude and pattern of
behaviour found in the late adolesance are different such as increased stability, increased
emotional calmness, changes in method of meeting problem. Rama (1986) says early
-
adolescents are more shrewd, experimental and self sufficient than late adolescents.
 Sharma (1980) administered 16 PF to early and late adolescents and found that
late adolescents were more intelligent warm hearted and tender minded where as early
adolescents were resewed, tough minded and less intelligent.

b. Sex.
Rama (1983) conducted a study to find out the personality of male and female
adolescents. These were marked differences in total and personal adjustment score.
Female adolescents were found to have ma1 adusted personalities where as male
adolescents were found to have good adjustment with others.

c. Birth Order.
Looy (1980) found that first born have better high school and scored high grade
average. Most firstborns became National Merit scholars, medical students and graduate
students.

Number of children in the family their sex, age difference and age of parents, can
modify the personalty effects. (Belmond and Marolla 1973).

d. Intelligence
Sukumaran (1983) has said that cognitive factors are responsible for and
development of a person and it is considered to be the primary factor in turning the wheel
of personality

Ram (1980) found out that high intelligent adolescents were enthusiastic, happy,
go lucky, talkative, frank, expressive, quick, socially alert, unsigtful, ambitious and
expedient in comparison to low intelligent adolesents.

Chayya (1974) compared the attitude and emotional stability of effective. Student
with respect to personality adjustements. Effective students had significantly better
personality adjustments, emotionally stable. More authoritatian and extrovert than
uneffecting students.

e. Family size
Pants (1978) viewed more family members in the family leads to frustration,
emotional stability, avoiding from others and one of the leading cause of unwhole some
personality traits in variation in the abilities of the sibling.
 Mc Cal and Johnson (1972) conducted that there was no significant relationship
between birth order and family size and the correlation was practically zero.

Tessor (1980) conducted a study and revealed that children from small family
performed better in their activities than those of large family

f. Cultural Demands.
Sharma (1980) states that cultural uniqueness in personality is to be a great extent
obtained through the cultural pattern Cultural standards of approved behaviour which
differ according to age and sex, and become internalised by the child as a yard stick for
self approval are seen.

g. Dresses.
Dresses directly affect the personality developments of the child bdcause he is
always eager to know how people feel about his dress or what they are saying about him.
The child always tries to wear dress like other children. He wants that his dress is similar
or may be better but not worse. When other children praise his dresses, he feels
delighted. The children whose dresses are worse than those of other children suffer from
inferiority complex (Chaube 1986).

-
2.12. Self concept
The self-concept is a composite but imperfect, representation of the self. The self-
concept contains all kinds of description of the objective 'me' not only the portraits
rendered by the Individual but also his impressions of his portraits done by either himself
or some one else. Yamamato (1972)

Definitions
Yamamoto (1972) quoted that man perceives and defines himself as he believes
others perceive and define him, thus 'the reflected or looking - glass self".

Michener (1986) states that, the self is the individiual viewed as both the source
and the object of reflective behaviour. The self is both active (the source that initiates
reflective behaviour ) and passive (the object toward which reflective behaviour is
directed .)
 Fuster (1969) opines that, the self-concept begins to take shape in early childhood,
it does not remain static, rather it keeps adapting itself to the changing experience in a
changing environment.

Pre-school years from three to six years of age, personality theorist believed, this
stage to be the most significant in the life cycle in determing later development. Biguer
(1983)

According to Candless (1988) children's self-concept which is the sum total of

personal awareness, evaluations and expectations, comes from how one has been dealt
with by others, how one has dealt with others and how well one has coped with life.

Johnson (1974) opines that the self concept is the individuals attitude towards his
physical self and his own behaviour.

Berger (1980) states that, the child's sel-concept is her idea of what kind of person
she is.

Mckeachie (1967) the years between infancy and shool age are marked by
continued improvement in muscular control, language facility and thinking skills, by
increase in self assurance and guilt, and by a growing identification with adults.

Rathur (1986) quoting Ragus, the self as anorganized, consistant, conceptional

gestalt composed of perception of the characteristics of the 'I'or 'me'and the perceptious
of the relationships of the 'I' or 'me' to others and to various aspects of life, together with
the values attached to these perceptions.

Hurlock (1 976) opines that the self-concept is the core of the personality pattern
and as such, determines the kind of adjustment the person will make, a change in the self
- concept will bring about a change in the entire personality pattern.
Mussen etal; (1984) suggests that, self-concepts are usually measured by asking
people to describe themselves or to tell how they are different from others.

Hurlock (1986) opines that, early peer attitudes like attitudes on the part of
significant family members are important because, once the foundation for the self-
concept are laid, they are far less likely to change than to remain stable.
 According to Rebok (1987), self concept is "the sum total of the ideas and
perceptions a person has about himself.

Bhatia (1977), has defined self-concept as the individual's perception of his abilities
and his status and roles in the outer world.

Helms and Turner says (1981) that, self-concepl is the manner in which individuals
perceives themselves.

Components of the self-concept.

According to Kuppuswamy (1990) various components of self are

1. Self- awareness:- Social awareness, the awareness of other persons and

self-awareness, the awareness of one's self both develop during infancy and childhood.
During early childhood, that is from third to sixth year, there is a great improvement in
memory which is helped by language develoment during the period. Memory as well as
language help in promoting the sense of continuity and formation of the self-concept.

2. Self acceptance:- Right from early childhood, that is from the third year
on, children probably have a greater capacity to take a realistic view of themselves and
their inner life, their feeling of pleasure and frustation, than what parents and teachers
generally believe, self acceptance promotes self-evaluation.

3. Self-esteem:- Is a personal judgement of one's worth which is expressed

in the attitudes, the individual holds toward himself.

4. Self-control:- Discipline in society arises from obedience and self-control

5. Self direction:- Implies that the child desires to do something worth while
productive.

6. Self actualization:- Realizing one's potential as a unique human being is

considered a positive constructive and realistic process.

Hurlock (1985) components of the personality pattern are the self- concept. The
real Self-concept is the concept people have of who and what they are. It is a mirror
image, determined largely by their roles, their relationshi with others and what they
believe the reaction of others to them are the ideal self concept is the picture people hold
of what they would like to be.

Each kind of self -concept has a physical and a psychologicalaspect. The physical
aspect is composed of concepts individuals have their appearance, their sex
appropriateness the importance of their bodies in relation to their behaviour and the
prestige of their bodies give them in the eyes of others. The psychological aspect is
composed of concept individials have of their abililies and disabilities, their worth, and
their relationships with others.

Conditions shaping the self concept in Early childhood (Hurlock 1986)

1. Homes and family members are responsiblefor shaping the self concept
during the early childhood years.

2. -
Parental attitudes how parents feel about their childrens appearences,
their abilities and their achievements have marked influence on how the children feel
about themselves.

3. The child training method used in home is important in shaping the young
child's developing concept of self.

4. The aspiration parents gave for their children play an important role in
their developing self concept

5. The ordinal position of children in a family has an effect

6. Environmental insecurity whether due to death, divorse, separation or

social mobility, affects young children's self-concept unfavourably.

Factors influencing self-concept

Hurlock (1 985) has pointed out the following factors influencing self-concept.

Physique
Carter and Chess (1951) found out that the image a person has of himself is largely
a reflection of how others react to him or at least, of how he thinks they react.
 MC Candles (1970) has also supported the view that the reactions from others that
one receives concerning physical appearance in general, influence self-concept.

Socio-economic status
Kuppuswami (1974) has 0 b ~ e ~ that
e d there was a significant relation between
socio-economic status and self-concept. It looks as if economic security has a positive
effect and leads to a better self-concept.

Race and Nationality

Study done by white and Richmond (1970) found no consistent differences in self-
concept of economically deprived black and economically advantaged white children,
indicating that socio-economic status may be a more important factor than race.

Parental factors
Ansubel eta1 (1954) reported that, children's self-concept develop according to the
pattern of parents reward and punishment but that when this pattern stresses objective
success rather than need of the developing child, unfortunate characteristics may
develop.

Age and maturity

According to Jerslid, Telford and Sawney (1975), a child's self-concept has been
reported to change with age.

0 Conner (1976) on the basis of a four year longitudinal study, mentions that self-
concept become more organised and mature with age.

Intelligence
The mentalability to meet the demands of the environment enhances the self-
concept. (Strag 1957).

Gender
Bledsoe (1964) found that girl's had a higher self-concept than boys of the same
age group.
 Names and Nick names
Hurlock (1972) in a study found out that if the name of a child elicit pleasant
associations in the minds of others, they will treat him well, and this will have a good effect
on his self-c&ept. On the other hand itelicits unfavourable first impression, the treatment
child receives from others will be less pleasant and as a result, he will develop an
unfavourable self-concept.

Level of aspirations
Failures damages the self-concept. A study done by Hurlock (1972) show that
success leads to favourable self-concept.

Inter-personal and social adjustments

Those with poor self-concepts are oflen rejected by other people. Acceptance of
others, acceptance by others and acceptance by best friends are related to self-concept
scores with highest acceptance in a group with moderate self-concept scores and lowest
in a group with low self- concept scores (Rice 1984) Acceptance of self is positively and
significantly correlated acceptance of and by others. Thus there is a close relationship
between self-acceptance and social adjustment (Badiman and Johnson 1979).

Children having low self esteem are likely to have high anxiety, do poorly in school,
be unpopular and take a passive role in group discussion (Bussen eta1 1974).

Mental Health.
Self- esteem have been called the suwival of soul. It is the ingredient that gives
dignity to human existence. It grows out of human interaction which the self is considered
important source to one. The ego grows through small accomplishments, praise and
success (Rice,I 984)

A definite correlation has been established between mental health and identify
achievement (Coshman and Manosevit 1974).

Parental interest, concern and discipline

The more parental care and interest there is, the more likely the adolescent is to
have high self-esteem (Hamachek, 1976)
Mood
A mood is a temporary emotional reaction. Mood and temperament may reflect
similar emotions but temperament, colours persons characteristic method of adjusting to.
life while mood colour only the present pattern of adjustment.

Fontana (1988) define mood as state of feeling of varying duration. There may be
an innate factor in the temperament (that body chemistry may play a part) but mood
seems to be under environment influence. At each point the child's mood is in part a
response to the behaviour of people around him, can only be understood if it is viewed
within the context of this behaviour.

Meyer (1988) say that negative mood can often be all eviated by positive
behaviour, a positive mood is sustained by positive behaviour. A positive mood is
conducive to positive thoughts which helps pre dispose one to positive behaviour.

2.13. Role of clothing in the personality development of pre-school

children
Craig and Rush (1954) states that, Youngster from three to five years of age are
gradually learning to dress themselves. A child will be pride in having drawers and
shelves for his own clothes.

Tate (1961) states that, clothing is important as a means towards acceptance by

the group. There is a relationship between clothing and social status.

Clothes are important in determiningthe impression a person makes on others and

in giving him a feeling of security Thomas (1993)

According to Lewis (1960) it is better to have as small, well,chosen wadrobe of

good quality rather than a largely motley assortment of cheap items that never do look
presentable.

Clothing is an important factor in making an attractive appearance Pollard (1961).

Being well dressed is more than dressing express your personality. you will feel
self-contldent when you know that you are attractive to other people, say Rathbone and
Tarpley (1962).
 It has been said that clothes make the man. Simple and beautiful clothes can
enhance the changes of a any child. The child is considered not as an isolated individual
but as a part of the family, say Pandit (1967).

Pandit (1967) says, child's happiness and social adjustment are determined in part
by his environment of which clothing is an important feature.

Wingate (1976) opines that approval of one's dress by his associates helps to
develop feeling of belongingness

As with everything else, children vary enormously in the age at which they
accomplish different tasks, at this age they will try to wear dress of their own say Good
man (1978)

According to Hurlock (1 978), rebellion against wearing hand-me-downclothes from

an older sibling and interest in ornamentation and newness as attention getters show how
important children regard clothes as symbols of their individuality

According Hurlock (1981) for an young child, appropriate clothes are clothes that
fit his needs and interests, instead of taking child's needs and interest, parents judge the
appropriatenessof the child's dress by the standards they use in judging the appropriates
of their own clothes. He pointed out six characteristic in selection of appropriate clothing
for young children. They are,

1. It must give freedom for action, because the young child's life is filled with
activity, he should not be hampered by clothing that is too large or too small for him. This
is important in the case of trousers, pants, sleeves and shoes.

2. It must be sturdy:- The child's active life and his lackof knowledge about
care make sturdy clothes of serviceable materials absolutely imperative. As they will need
constant washing, the material should be pre-shrunk and require little or no ironing.

3. It must allow for self-dressing:-- Appropriate clothes for young children

should have a minimum of fastners, located in areas of the garment that the child can
easily reach.
 4. It should be suited to the weather:- Children's clothes should be selected
to rneel changes in temperature in our climate, absorbency is also very important.

5. It must be of suitable weight:- Because young children are active they

should not be weighed down with heavy clothing.

6. It should promote good posture:- Garments for children should be large

enough to permit the child to sit and stand correctly. Clothing that is too tight or too short
for the child encourages him to slump for ward.

Agarwal (1986) states that, dresses directly effet the personality development of
the child because he is always eager to know how people feel about his dress or what
they are saying about him.

According to Thomas (1994) the relationship between child's behaviour and his
clothing is evident in any group while playing and his social development.

Thomas (1992) opines that the most important thing a child learns is how to get
on with other children, for which clothes have an important role to play.

While selecting garments for children consider the type of garment and styles
occasion, colour design and fabrics.

Clothing has been as much a part of our daily lives. Flugel states clothes, infact,
though seemingly extraneous appendages, have entered into the very core of our
existence as social beings. No study has been conducted in this field, ie. effect of dresses
on the temperament of the children. For a pre-school child, he has no personality, his
personality is only shaping. So. it is said a temperament.

Vanitha (1994) reports that, a well dressed person gets a belter position in the peer
group which enhances hislher self esteem.

2.14. Selection of Materials for children's dresses

The fabric of which a garment is made can effect its appearance, comfort, cost.
se~icabililydumablllty and care. The appearance and performance of a fabric depends
upon the fibres of which it is made, the type of yarn used in its construction, the type
closeness of the weave and the way the fabric is finished (Pandit and Tarpley (1972).

Clothes must give the body the right kind of protection. They must be attractive,
suitable for the person and for the occasion, and the right style for the season say
(Laitens and Miller 1960).

Since from the past few years great important has been attached to the comfort,
convenience and durability of children's clothing. (Pandit1967).

Clothing which is both attractive and functional is being produced at all price levels.
While buying clothes we should primarily consider the need of the kind of work we do and
spend more on the type of clothes most suited to the work,. (Mandana 1977).

Pandit (1967) suggests to buy a good quality of a cheaper material such as cotton
than to buy a poor quality of an expensive material eg.silk, While selecting fabrics for
children's clothing wearability and washability are to be given great consideration.

According to Thomas (1994), cotton fabrics wrinkled easily but absorbancy is

good, polyester is crease resistant but absorbancy is very poor. So it is wise to select
cotton/polyester blended materials for which these two qualities (absorbency and wrinkle
recovery) be there.

Hess (1957) states that, the three qualities demanded of clothing fabrics are
attractiveness, suitability and seviceability.

A final decision on buying fabric should be made only after a thorough examination
of the cloth. The customer should look for loose threads, miss-weaves, over accumulated
slubs, uneven selvages, and poor dyeing. For example, friction in wear will makes slubs
weaker and often unsightly. Wingate (1986)

Young children wants apparel that is comfortable-soft and light weight and will
confirm to body lines yet not constrain bodily movement. The garment should neither
irritate the skin nor cling to the body. (Thomas 1994).

According to Hollen (1979), blending of the fibres enables the technician to

combine fibres so that the good qualities are emphasised and the poor qualities
minimised.
 For tropical country like India, it is best to buy 67/33 cottonlpolyster blended
material. Thomas (1993)

According to Wingate (1986)to determine wearing quality, one must recognize the
inherent characteristics of a fabric, such as the kind of raw material (fibres) used, the
strength and evenness of the yarns, the construction of weave, and the permanancy of
the dye or the finish. When we buy materials we must see the suitability, versatility.
convenience, durability, comforl, care, safty, appearance, price, becomingness etc.

Pandit (1967)pointed out the following points to remember while making children's
clothes.

1. Use one general style with the opening always in the same place till the
children get fairly establishedinto the habit of dressing by themselves. They get confused
if each day a new style of dress is given to them to wear, eg.one day buttons in the front,
next day buttons at the back and so on.

2. Same type of fasteners should be used until the child becomes familiar
with it. Most children can manage buttons from the size of a i c m diameter to a 2cm
diameter more easily than any other fasteners. The button hole should be large enough
to be easily found. A round flat button that is grooved is less slippery, and, therefore,
easier for the children to grasp.

3. Garments must be simple and easily manageable.

4. It is better to make garments of one piece which are much easier to get
into than two-piece ones.

5. The fastners may be as few as possible.

6. Sashes look dainty on children but they are at the back of the dress and
cannot be tied by the small hands. Seperate belts are difficult for a child learning to dress
by himself or by herself. Hence a belt may be fastened at the sides to keep it in the place.

7. Frills, laces and ribbons are confusing to a child when dressing as well
as come in the way while at play. Keep simple decoration on clothing.
 8. The garment may be designed with no buttons if possible. When elastic
is used in any garment, see that it is not so tight as to cause red marks on the skin.

9. Garments may be designed in such a way that the back is easily

distinguishable from the front.

Children can behave queerly or become self-consciouswhen the clothes they wear
are noticeably different from those of their playmates. They stay apart from a group in
such situations. Group play develops a sense of sociability that should not be hampered
by an unfortunate choice of clothing.

Hurlock (1981) state that, with the new fabrics that dry quickly and require little or
no ironing; a child can have clothes of any colour or style that appeal to him. Such clothes
will do much to build up his confidence in himself.

Pre-school years are very important because, during this time the basics of
personality, is moulding. That is, the temperament or the behaviour profile is moulding,
which helps in the personality development. A careful observer can quickly realise the
effect of clothing upon the moods and behaviour of children so, selecting materialsfor this
age, present study is very important. Children are easily embarassed and an inferiority
complex can develop by something as seemingly insignificant as a garment which looks
a little odd when compared to those of his playmates. Hence, it is important to study the
effect of clothing on the developing personality of the pre-school children.

2. 15. Evaluation of the Literature and the position of the present study.
The available literature on dresses cited above have shown that dress is an
influencing factor in the overall development of children. Studies have indicatedthat well
dressed means drsses with highly decorated silhoutte (Rathbone eta1 1962; Erwin and
Kinchen 1969; Sherey 1972; Wingate 1976; Thomas 1993, 1994) Ordinarily dressed
means dresses that meet the minimum requirements (Tarpley and Rathbone 1962;1972;
Pandit and Tarpley 1975; Pandit 1975; Wingate 1976) Carelessly selected dresses are
unattractive and looks out of place the wearer feels inferiority. (Pollard 1961; Tate 1961;
Chaube 1986; Thomas 1994) According to Pandit (1967) yound children are well aware
of the sex appropriateness of dress. To the present investigator's knowledge it appears
that a study on dresses for pre-school children are very important because no study has
done on effect of dresses on pre-school children so far. All studies conducted earlier
were for adult. Since the basic traits of temperaments and self-concept are showing in
pre-school years, the investigator felt that study of this age group is very important.
Some other aspects that affects temperaments and self concept has studied. Patil
(1990); Locke (1967); Rousseary (1967), and Pandit (1967) Thomas (1994) stress on this
point. Gibbens (1991) Pandit (1967) Chamber (1961); Jimsey (1973); Erwin (1965)
Brikley (1984); Hurlock (1976) Thomas (1994); Hunt (1959) pointed out the imporlance
of clothing most of the studies covered the importance of clothing have been dean with
grown up children. Hunt (1959) studied facctors related to children's clothing. Till now
no study is conducted, importance of dress on this age group.

Erwin and Kinchen (1969); Family economic review (1971); Nickell and Dorsey
(1960) Khadi Gramodyog (1965); Erwin and Kinchen (1970) Graig and Rush (1954);
Sreedhar (1991) Latzhe (1963) Lewis (1960); Thomas (1994) studied the importance of
clothing budget for housewives. Tate and Glisson (1972); Hess (1978); Reins (1964);
Garden (1961); Ryan and Philip (1947); Polyson (1977); Sybere and Roach (1962); MC
Jimsey (1973); Hurlock (1976); Thomas (1994) pointed out the importance points to
remember while purchasing dresses.According to them though clothing is to express
one's socio-economic status, for pre-school children's clothing pay importanceto quality
and launderability. Thomas (1994) pointed out the importance in taking opinion of the
child before purchasing his dresses. By giving a chance in the selection of dresses his
confidence in himself is developing and he will feel great and he will feel how important
he is to the adult. So also all were interested in buying polyester fabrics due to the
durability.

Clothing consumption of three income level families Nickel Dorsey (1990); Thomas
(1992) Latzke Etal (1968); Alexander (1977) Batji eta1 (1966); Jirnsey (1973) Hurlock
(1976) Vatsala (1992) Jacob (1990) John (1982) Textile committee (1971); Joseph
(1980); Chandra (1981); Textile committee (1968) The Bureau of labour statistics (1975);
Vijayalakshmi eta1 (1970); studied that as the income increases money spend on wife's
clothing will increase. These studies reveal that upper and middle class families give
more emphasis for variety wardrobe. Thomas (1994) reveals irrespective of income now
parents are giving importance to pre-schooler's clothing because due to small family
norm: parents are interested in decorating their children out of which whatever they are
getting. These studies were conducted on housewives and adolescents. No attempt was
made to study on children's clothing and appearance. Since absorbency is important in
children's clothing, blended and cotton fabrics are more corfortable.

Pollard (1961); Moorjani (1993); Thomas (1993); Goldslein and Gold Stien (1963);
Anand 1994; showed the importance of colour on personality or moods of people. No
attempt was made to study the perference of colour of pre-school children and their
temperament and self-concept. No study is conducted on value preference of colour.
Thomas (1994) and Anand 1994; noticed the preference of value by pre-school children.

Mayer (1937); Soundaraj (1974); Faulkner and Faulkner (1964) Craing and Rush
(1954); Pollard (1954) Goldstien and Golstien (1963) were classified the design into
Natural, Decorative, and Geomatrical. Pandit (1967) pointed out the importance of size
of design on children's dresses.

An attempt was made to study the preference of colour, value and design and pre-
school children.

About factors influencing clothing selection, Hollen eta1 1979; Nickel and Darsey
1960; Hess 1968; Mildred 1961; Mauck 1963; Sreedhar 1991; Tate 1961; Latzke eta1
1968; Jha 1985, Tate 1961; Lewis 1960. Norman eta1 1970; Gibbens 1991; Alexander
1977, Pandit 1967, Vanitha 1991; Thomas 1992, Chambers 1961, Pollard 1961; Thomas
1993, has pointed many factors. Most of the above cited studies were mainly
concentrates on adult garments. Among these factors increased income, changing
status of women, family location, physiological needs, social value. Family cycle cast,
creed and religion values given are important ones. Many of these factors are directly
affecting the adult clothing selection.The investigator felt the need for studying about the
children's clothing. All of us are neglecting the feeling of the children specially regarding
clothing. They are young and they can't think reasonably like adults.

Behaviour patterns in the childhood pave the way to behaviour pattern in adulthood.
Many important characteristics have their genesis during this period. Watson 1965;
Weiner and Elkind 1972; Panda 1981; Devadas and Jaya 1984; Bee 1985; Hulock 1986;
Papalia and Olds 1979; Craig 1989; Kuppuswamy 1990 were pointed out this factor.
Children are classified based on their temparaments by Thomas and chess 1977; Hurlock
1974; Gardner 1964; Guilford 1958; Thomas eta1 1963, 1968; Mc Connell 1977; Hjelle I

and Ziegler 1981; Lansdown 1984; Hollard Kindzey 1985; Hatheringtonand Parke 1986;
Carlson 1987 studied on temperament. A contemporary approach to the question of
individualdifferences is found in the series of papers of various combinations of Thomas.
Chess and Birth, 1960,1961,1962,1964,1971,1972,1977; Cattell 1966; Schmidt 1966;
Gersonn 1969; Kagan 1971; Mussen Etal1974; Garsid Bircch and Scott 1975; Buss and
Plomin 1975. A study was also conducted on temperamental characteristics as
predictors of behaviour by Travers 1974; Thomas Etal 1977; Thomas and Chess 1977;
Papalia and Olds 1979; Segal and Yahres 1978; Freedom 1979; Sostk and Wyatt 1981;
Hurlock 1981; Reid eta1 1982; Mussen Etal 1984, Bee 1985, Papalia and Olds 1987.

Several authors like Das 1993; Kuppuswamy 1990; Sutherland 1989; Eyesenk
1953; Kuppuswamy 1974; Thomas and Chess 1977; Prince 1924; Allaport 1937,1962;
Cattell 1950; Guilford 1959; Andenson 1960; Coleman 1960; Mcclelland 1973; Kolb 1973,
Stott 1974, Lindgen and Byrn 1975, Mischell 1976; Sharman 1979; Kle 1980; Fehr 1983,
Bee and Mitchell 1984, Bee 1985; Hall and Lindzey 1985; Bergernad Federico 1985.
1989. Chambe 1986, Brace 1988; have all given clearcut definition of presonality.
Factors or determinants have been given by Kale 1978; Srivastsva 1985 and Chaube
1986. Attributes of personality have been given by Munnay 1938; Bhatia 1969; and
Chaube 1986. Traits of personality has been given by Bonne 1980; Watson 1970; Sartin
and North 1967; Perwin 1972; Hogenrdslaous 1977; Peterson 1988; Dullehas 1978; Mun
1973; Smit 1982. Latane and Darley 1970, Hogan 1977; Mischel1981 and Sheldon 1949;
has classified personality according to bodybuilt. Factors influencing personality is
shown by Gallerman 1970; Hurlock 1974; Rama 1983, Looy 1980, Marolla 1973;
Sukumara 1983; Ram 1980, Chhaya 1974 Panta 1978. Mccal and Johnson 1972,
Sharma 1980; and chaube 1986.

Studies has been conducted on self-concept by Yamamoto 1972; Michner 1986;

Fister 1969; Candless 1988; Johnson 1974; Berger 1980, Mckealine 1967; Rather 1986,
Hurlock1976,Mussen eta1 1984 and Hurlock 1986. components of the self-concept were
studied by Kuppuswamy 1990, Hurlock 1985 and 1986. A mood is a temperoiy emotional
reaction. It has effect on the personality of the person studied by Fontana 1988; Mayer
1988, and Fontana 1986.

The right clothes are important for a child's social developement, his feeling of
confidence and independence his comfort and health. A child wants to wear "what the
other kids have" just as a teenager prefers to wear. Studies were conducted by Craig
and Rush 1954; Tate 1961, Thomas 1993, Lewis 1960, Pollard 1961, Rathbone and
Tarpley 1962, pandit 1967, Wingate 1976; Goodman 1978, Hurlock 1978,1981; Agarwal
1986, Thomas 1994;1992 and Vanitha 1994.

Studies were conductd on the selection of materials for children. Todays market
confuse the consumer Pandit and Tarpley 1972. Laitens and Miller 1960; Pandit 1967,
Mandana 1977, Thomas 1994, Hess 1957, Wingate 1986, Hollen 1979, Thomas 1993,
Hurlock 1981, has been conducted the study.

Most of the studies has been conducted for grown up children and adults. Many
studies has been conducted by psychologist in the field of eating and sleeping as a part
of our daily livbes. Though clothing has been as much a part of our daily lives,
psychologist have paid scant attention on to their clothing habits. so the present study
is very important.

Earlier studies were conducted on importance of clothing budget. This is the first
study conducted for pre-school children. Never plan to buy very expensive dresses for
children , because children became more conscious of their dresses while playing will
hinder their movements.

2.16 The Present Study - A Resume

The present investigation attempts to study the effect of dressing on the
developement of the personality pattern of pre-school children. The feeling that occur in
early childhood become the care of the formation of personality and self-concept in later
years. Since the children are conscious of their dress, as an asset, if he wears clothing
that he likes, he will feels proud of himself. Since colours can affect the mood of a person,
the investigator interested to study the effect of preference of colours on temperament
m:I self-concept of the children.

To sludy the effect of income and gender on the pattern of 'positive' and 'negative'
(Rcnciion pattern) and intense and mild reactions (Intensity of reaction) of pre-school
r.i lilifren.

The sludy also aims to determine relationships exist among factors generally
8-qurner! to influence children's clothing preferences.

Tlie pro-school years are important because it is a pre-gang age. This period
cir~ractorisedby many emerging abilities, traits and competencies leading to an increasing
saif-avrat.enessand integration of the individual into the family. Social development in
<:,,.y childhood years on an evolving self-awareness of the indivudual, developing a
F.q.I'

soi!se of iniliative and pnrtinption in early socialization experiences.

To find out the effect of welldress and illdress in the expressive behaviour of pre-
sctto~~l
cl~i!dren.