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Edson, Phyllis Quigg Singer Joseph F. "The effect of the Missouri Parents as Teachers Program on the parents' knowledge of infants." Diss., UMK access, 2005.
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Thesis (Ph. D.)--School of Business and Public Administration and Dept. of Political Science. University of Missouri--Kansas City, 2005."A dissertation in public affairs and administration and political science." Advisor: Joseph F. Singer. Typescript. Vita. Title from "catalog record" of the print edition Description based on contents viewed March 12, 2007. Includes bibliographical references (leaves 62-64 ). Online version of the print edition.
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Keown, Louise June. "Parent-child relationships, peer functioning, and preschool hyperactivity." Thesis, University of Auckland, 2001. http://wwwlib.umi.com/dissertations/fullcit/3010005.
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The aim of this thesis was to examine the parent-child relationships and peer functioning of community-identified, 4-year-old boys with hyperactive behaviour problems. The sample consisted of 33 pervasively hyperactive boys and 34 control children. Parenting and child behaviours, and family life factors were assessed at home using a range of measures including the Parental Account of Children's Symptoms Interview (PACS), the Parenting Scale, the General Health Questionnaire (GHQ), and the Life Events Questionnaire. In addition, maternal directiveness and synchrony were coded from videotaped parent-child interaction during free play. Children's peer relations were assessed with teacher ratings on the Child Behavior Scale (CBS) and observer ratings of peer interactions at kindergarten. Results showed that parents of hyperactive boys used less effective parenting skills in disciplinary situations and in coping with child behaviour problems, and spent less time in positive parent-child interaction than comparison group parents. Mothers of hyperactive boys also engaged in fewer synchronous play interactions with their sons and gave more negative ratings on indices of life stress. Poor parent coping, father-child communication, maternal synchrony, negative disciplinary practices, and life stress were significantly associated with hyperactivity after adjusting for the effects of conduct problems. The best parenting predictor of hyperactivity was maternal coping. Compared with control children, the hyperactive boys received significantly higher ratings on exclusion by peers, aggressive, noncompliant, and non-social behaviours, as well as significantly lower ratings of prosocial behaviour and peer acceptance. These between-group differences in social functioning remained significant after statistical control for the effects of conduct problems. Further analysis suggested that the associations between hyperactivity and child social behaviours were partly or wholly explained by group differences in exposure to parenting behaviours that are important for children's social development. These findings highlight the need to examine more closely the role of parenting behaviours in shaping the course, prognosis and treatment outcomes in relation to the behavioural and social adjustment of preschool hyperactive children. The implications of these findings for early childhood intervention in hyperactive behaviour problems are discussed.Subscription resource available via Digital Dissertations only.
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Garcia, Rachel Ellen. "Child Elicitation of Parental Involvement in Preschool." The Ohio State University, 2017. http://rave.ohiolink.edu/etdc/view?acc_num=osu1492517511690716.
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Lux, Christine Jane. "Parent value of play, learning, and development in preschool." Thesis, Boston University, 2012. https://hdl.handle.net/2144/12494.
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Thesis (Ed.D.)--Boston UniversityDespite evidence in the field of early childhood education that play has an important role in the lives of young children, child-initiated play is disappearing from preschool (Alliance for Childhood, 2009; Hirsh-Pasek, Golinkoff, Berk & Singer, 2009; Singer, Golinkoff & Hirsh-Pasek, 2006; Singer, Singer, D'Agostino & DeLong, 2006). The National Research Council (2001) suggested that the departure of play from early childhood curricula could be due to the fact that play is not considered to have educational value. However, little is known about the value parents place on the role of play in their child's education. Therefore, the purpose of this study was to investigate parents' value of play, learning, and development in preschool. The Parent Value of Preschool Activity (PVPA) survey was designed for this study to measure parents' values. The instrument development process utilized the feedback of identified experts who contributed to an expert review, and parents who participated in an understandability study. Evidence suggested that the PVPA survey is valid and reliable. The PVPA survey (n=94) and an interview protocol (n=6) were used to analyze the variance of parent values. Parents categorized all PVPA survey items as both play and learning and also categorized all items as cognitive. However, data suggested that although parents consider cognitive learning and development important in preschool, social learning and development is the most valued. Importantly, parents were found to have a rich understanding of the complex relationship between play, learning, and development and could therefore provide an influential voice in support of play in preschool. Evidence collected also revealed that there was a significant difference between mothers' value of play and fathers' value of play. More information could be provided to parents as to how play activities and experiences are integrated into children's cognitive, physical, social, and emotional learning and development. Finally, the field of early childhood education should recognize that parents highly value play, learning, and development in preschool and should therefore provide another voice to support that play has a prominent place in early childhood curricula.
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Janes, Adam Vincent. "Learning to listen improving parent and child communication /." Theological Research Exchange Network (TREN), 2007. http://www.tren.com/search.cfm?p062-0314.
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Lau, Tze-hung Brenda. "A study of social support of parents with mentally handicapped preschool children /." [Hong Kong : University of Hong Kong], 1991. http://sunzi.lib.hku.hk/hkuto/record.jsp?B13115728.
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Brady, Kathryn W. Goodman Judith C. "Clues to meaning exploring potential effects of paired, congruent cues on toddlers' word learning /." Diss., Columbia, Mo. : University of Missouri-Columbia, 2009. http://hdl.handle.net/10355/7020.
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The entire dissertation/thesis text is included in the research.pdf file; the official abstract appears in the short.pdf file (which also appears in the research.pdf); a non-technical general description, or public abstract, appears in the public.pdf file. Title from PDF of title page (University of Missouri--Columbia, viewed on January 5, 2010). Vita. Thesis advisor: Dr. Judith C. Goodman. Includes bibliographical references
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Pool, Juli Lull. "Parent-completed developmental screening for preschool children : a study of concurrent validity and reliability /." Connect to title online (Scholars' Bank) Connect to title online (ProQuest), 2008. http://hdl.handle.net/1794/7498.
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Thesis (Ph. D.)--University of Oregon, 2008.Typescript. Includes vita and abstract. Includes bibliographical references (leaves 136-147). Also available online in Scholars' Bank; and in ProQuest, free to University of Oregon users.
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Rabidoux, Paula C. "Parent-child interaction in storybook contexts : a study of socially constructed communication with preschool children with disabilities /." The Ohio State University, 1994. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487859879940973.
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Hodges, Jennifer T. "Quantitative and qualitative aspect of language input to late talking toddlers during play /." abstract and full text PDF (UNR users only), 2001. http://0-gateway.proquest.com.innopac.library.unr.edu/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqdiss&rft_dat=xri:pqdiss:1404997.
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Sharpe, Amanda Marie. "The Effects of Touchscreen Technology Usage on the Social Emotional Development of Preschool-Aged Children." Scholarly Commons, 2021. https://scholarlycommons.pacific.edu/uop_etds/3749.
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Technology plays an increasingly significant role in the lives of children and adults, and it is imperative to understand if and how it impacts the development of psychological processes and the subsequent behaviors of preschool-aged children so that we can better understand how to navigate guidelines for use and interventions for overuse. To better understand the relationship between screen time use and a child’s social emotional development, it is important to consider parent time on screens, child time on screens, and any effects an older sibling in the home or parental gender may have on their development. This study gathered screen time usage rates from parents and their preschool-aged children and then measured the social emotional development of these children using an electronic version of the Devereux Early Childhood Assessment for Preschoolers, Second Edition (eDECA-2). Results were analyzed using sequential regression models and found child and parent screen time usage to be negatively associated with the social emotional development of the child. There were no moderating effects of the presence of an older sibling in the home. There were only moderating effects for parental gender when considering primary parents, which showed that when a male is a primary parent, increased parental and child screen time leads to a steeper decrease in behavioral concerns than when the primary parent is female. Additionally, categories of screen time usage were analyzed using multiple analyses of variance and showed that parents who used tool-based applications rated their children with higher levels of social emotional development. Results that analyzed the child’s categories of use did not show delineated differences between tool-based and non-tool-based applications.
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Tiedemann, Georgia Louise. "The development and promotion of sharing between siblings : effects of parent behavior." Thesis, University of British Columbia, 1990. http://hdl.handle.net/2429/31307.
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Toy sharing and sibling interaction are major contexts for young children's developing social skills. This study examined the effects of parenting on sharing between siblings, and the effectiveness of a 5-session parenting programme in promoting sharing.
Forty-eight mothers with two preschoolers participated. Each family was assessed before and after the parenting programme and at a 6-week follow-up. The mother completed measures of her parenting approach and reported on her children's behavior. The children were interviewed to obtain cognitive measures. Interactions of the mother and two children were observed in a laboratory playroom. Fathers and preschool teachers also reported on the children's behavior.
Two parts of the study used data collected at the first assessment. First, multivariate analyses showed significant correlations between mother behaviors and those of the children, and between the two children. Second, the immediate effects of parenting on children's sharing were explored by manipulating the mother's activities. Children exhibited more appropriate sharing when the mother was free to interact with them than when she was busy with paperwork.
The third part of the study examined the effects of two formats of a parent-training programme on sibling sharing. Families were randomly assigned to one of three conditions: individual programme, group programme, or waiting-list control. The programme provided parents with information about the development of sharing and sibling relationships and taught behavioral parenting techniques to use in promoting the development of child sharing skills.
Positive effects of the sharing programme on siblings' sharing-related behavior were clearly demonstrated. These effects were seen to generalize across informants and across behaviors, but not across informants and behaviors combined. Treatment effects were maintained over a follow-up period. Although mothers demonstrated increased knowledge of the content covered by the programme and rated it highly, they did not demonstrate or report significant changes in their own parenting approach on the original measures.
Mixed results were obtained concerning the two treatment formats. For observations of child behavior, only the individual format showed superiority over the control condition. The two formats did not differ in treatment effects found on most questionnaire measures. Mothers' reports of decreased behavior problems among younger children and a few tentative findings from child interview measures suggested superiority of the group format.
Overall, this study demonstrated both strong relationships between the sharing-related behavior of children, and correlational and causal relationships between mother behavior and sibling sharing. A parent-training intervention was demonstrated to have positive effects on children's sharing behaviors, and these effects generalized over situations, behaviors and time.Arts, Faculty of
Psychology, Department of
Graduate
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Konerza, Judith Ann. "The Effectiveness of Parental Involvement in Preschool Education Programs on Parent Perceptions of their Child?s School Readiness." Diss., North Dakota State University, 2012. https://hdl.handle.net/10365/26845.
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The purpose of this study was to determine if the Gearing Up for Kindergarten program created a significant impact on parent understanding of children's development and aspects of school readiness. Parent perceptions of their child's readiness to make the transition to school were also assessed. The study also measured the Gearing Up for Kindergarten impact on children's scores on selected academic measures. A selected sample of 75 parents were surveyed with pre, post, and post post program assessments using the Practical Parent Assessment of School Readiness survey. The survey used Likert scale measures to assess parent perceptions of readiness in the 5 domains of child development: Approaches to learning, Social and emotional development, Physical well-being and motor development, Language development, and Cognition and general knowledge. The survey found significant differences between the treatment and control group on selected measures of the social and emotional scales. The survey also measured parent perceptions of their child's readiness for the transition to school and found no significant difference between treatment and control groups. The AIMS Web children's assessment measured children's academic knowledge with three one minute tests: letter identification, number identification, and oral counting. This assessment compared children's scores using an ANOVA and found no significant differences in children's scores between treatment and control groups.
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Noe, Sean R. "Effects of a pre-recorded parent-child shared reading intervention on at-risk preschool children's phonological awareness skills." The Ohio State University, 2012. http://rave.ohiolink.edu/etdc/view?acc_num=osu1338303305.
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Yanakieva, Elena R. "Fathers' Involvement in their Young Children's Everyday Life: A Look at Father's Involvement in his Preschool Child's Physical, Social, Cognitive, and Emotional Development." Fogler Library, University of Maine, 2004. http://www.library.umaine.edu/theses/pdf/YanakievaER2004.pdf.
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Chu, Chi-keung. "The study of the application of social learning theory in parent management training." [Hong Kong] : University of Hong Kong, 1988. http://sunzi.lib.hku.hk/hkuto/record.jsp?B12505195.
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Collett, Brent R. "Addressing Disruptive Behaviors in the Preschool Classroom: An Adaptation of Parent-Child Interaction Therapy (PCIT) for Head Start Teachers." DigitalCommons@USU, 2002. https://digitalcommons.usu.edu/etd/6176.
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Several researchers have begun to investigate early intervention and prevention programs, seeking to alter the trajectory of early-onset behavior problems. While it appears that multi-modal programs are the most promising approach, researchers have only recently begun to evaluate programs that use a similar treatment approach across settings and there is currently little information about classroom-based treatments for disruptive behaviors among preschoolers. The purpose of this study was to develop a classroom-based intervention based on the Parent-Child Interaction Therapy (PCIT) model developed by Eyberg. In addition, this study provides an initial investigation of the efficacy of this program with an emphasis on evaluating changes in teacher behavior and treatment acceptability. The intervention was provided to a group of 26 teachers from 13 Head Start classrooms. Results indicated minimal changes in observed teaching behavior and no significant changes in teachers' self-efficacy. Although the intervention was rated as being acceptable by teachers overall, ratings were somewhat lower for sessions dealing with child-directed activities; teacher comments indicated that this component was difficult to implement in the classroom. Observations of child behavior indicated reductions in both prosocial and disruptive behaviors. Teacher-completed rating scales indicated statistically significant reductions in disruptive child behaviors and child behavior problems, although the magnitude of these changes was generally small. The implications of these findings will be discussed and modifications will be proposed for increasing the effectiveness and acceptability of this intervention.
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Kennedy, Amy Elizabeth. "Parent gender and child gender as factors in the socialization of emotion displays and emotion regulation in preschool children." College Park, Md. : University of Maryland, 2006. http://hdl.handle.net/1903/3731.
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Thesis (Ph. D.) -- University of Maryland, College Park, 2006.Thesis research directed by: Human Development. Title from t.p. of PDF. Includes bibliographical references. Published by UMI Dissertation Services, Ann Arbor, Mich. Also available in paper.
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Hutchings, Judy. "The personal and parental characteristics of preschool children referred to a child and family mental health service and their relation to treatment outcome." Thesis, Bangor University, 1996. https://research.bangor.ac.uk/portal/en/theses/the-personal-and-parental-characteristics-of-preschool-children-referred-to-a-child-and-family-mental-health-service-and-their-relation-to-treatment-outcome(bd60508c-5b03-4c6c-91ba-e74c45cfd081).html.
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Hadeed, Julie Anne. "The effects of preschool experience on some aspects of child development in Bahrain." Thesis, University College London (University of London), 1994. http://discovery.ucl.ac.uk/10019086/.
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Recent research evidence, primarily from the Western hemisphere, supports the belief that high quality preschool experience has long-lasting effects on the development of children's later lives (Ball, RSA Start Right Report, 1994; Bruner, 1980; Schweinhart, Barnes & Weikart, 1993; Sylva, 1993). The important questions posed for this investigation in Bahrain were: 1. Is attendance at preschool centres (educationally and care orientated) associated with higher scores on measures of child development when compared to a control group of children who remained at home? 2. Is attendance at educationally-orientated preschool associated with higher scores on developmental measures than attendance at care-orientated preschool? 3. Are educationally-orientated pre-schools providing 'a more favourable' environment when compared with care-orientated p re-schools? The method was a quasi-experimental design utilising pre and post measures over one academic school year period, 1992-1993 (approximately nine months). A total of eight preschool institutions were randomly (stratified sample) selected (four educationally-orientated centres and four care-orientated centres) from four catchment areas covering the entire island of Bahrain. Each area was represented by a sample of 35 children (matched on several background variables) from the two types of preschool orientations and the home group (N=140; 48 in educational group; 48 in care group; 44 in home group). A Family Background Questionnaire (FBQ) was applied on the total sample to measure differences between groups on several family characteristics, such as, parent's education, occupations, household structure, number of children in household, provisions for play and learning at home, parent childrearing attitudes and mother's expectations regarding the child's competence and behaviour. 111 Assessments were made of children's cognitive, social and emotional development: the Stanford-Binet: LIM Form (Terman & Merrill, 1960); the Arithmetic and Block Design Subtests from Wechsler Preschool and Primary Scale of Intelligence: (Wechsler, 1963); the Draw-A-Person: (Harris, 1963); The Pictorial Scale of Perceived Competence and Social Acceptance for Young Children: (Harter, 1983) and The Preschool Behaviour Checklist: (Richman & McGuire, 1982). All instruments were translated into Arabic, back-translated (Brislin, Lonner, Thomdike, 1973) and pilot tested for cultural acceptability. For the main study (N=140), the 96 preschool attenders were tested soon after school entry (October, 1992) and then again at school year end in June, 1993, while the 44 children serving as the control group were tested in their homes. All testing was carried out in the children's home language. Additionally, two assessments procedures were used for studying the preschool environments: the Early Childhood Environment Rating Scale (Harms & Clifford, 1980); and the Target Child Observation Instrument (Sylva, Roy & Painter, 1980). The results indicated that attendance at preschool centres (care and educationally-orientated) was associated with higher performance on most aspects of development when compared with children who stayed at home. There were significant gains on measures of cognitive development (Stanford- Binet; WPPSI; Draw-A-Person); social competence measures, Perceived Competence; and behavioural/emotional stability for preschool attenders when compared to home children. Multiple regression analyses showed that children in centre-based programmes made significant improvement over the year interval between pre-and post testing: A further within-groups regression analysis revealed that no particular preschool within either group was accounting for the higher/lower scores. Children attending educationally-orientated pre-schools significantly outperformed children at care-orientated pre-schools and at home on all the measures of development and they made significant improvement over the tested time period (Stanford-Binet: p<.001; WPPSI Subtests, Arithmetic and Block Design: p<.001; Draw-A-Person: p<.001; Preschool Behaviour Checklist: p<.001; Harters Perceived Competence (Cognitive and Physical Competence) and Acceptance Scale (Peer and Maternal Acceptance): p<.00l. When comparing preschool environments (care and educational) it was found that the educationally-orientated settings offered a greater degree of attention to iv personal care, language/reasoning experiences and the opportunity for creative and social development when compared with the care orientated pre-schools (ECERS, p<.O1). Teachers at the educational centres were more inclined to support, question and have dialogue with the children when compared to teachers at the care centres. Children at care centres engaged more in adultdirected activities, spent less time in challenging tasks for shorter periods of time (concentration bouts) and had more dialogue with other children when compared with children at educationally-orientated preschools (Target Child Time Sampling). Implications of this research for preschool educators in Bahrain are discussed as well as varying definitions of 'quality.'
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Fanning, Jessica Lena. "Parent training for caregivers of typically developing, economically disadvantaged preschoolers : an initial study in enhancing language development, avoiding behavior problems, and regulating family stress /." view abstract or download file of text, 2007. http://proquest.umi.com/pqdweb?did=1404348681&sid=1&Fmt=2&clientId=11238&RQT=309&VName=PQD.
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Thesis (Ph. D.)--University of Oregon, 2007.Typescript. Includes vita and abstract. Includes bibliographical references (leaves 238-249). Also available for download via the World Wide Web; free to University of Oregon users.
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Wolfe, Amy D. "West Virginia's Universal Preschool Program: The Relationship between Child Characteristics and Early Learning Scale (ELS) Growth." Ohio University / OhioLINK, 2014. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1399626124.
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Autrey, J. Denny. "Equipping selected parents of preschoolers to identify the learning process in childhood development and to implement a plan to enhance spiritual development in their child in the home." Theological Research Exchange Network (TREN), 1987. http://www.tren.com.
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Bekie, Christiana Abani. "Head Start Parent Perspectives on Child Exposure to Secondhand Smoke at Home." ScholarWorks, 2018. https://scholarworks.waldenu.edu/dissertations/4715.
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Children exposed to secondhand smoke (SHS) are at risk of developing ear infections, asthma, wheezing, bronchitis, as well as retarded lung growth. Indoor smoking is the main source of children's exposure to SHS. Despite a downward trend in smoking, children from low income families, especially African American and Hispanic children, continue to be exposed to SHS at a higher rate than their wealthier counterparts. This multiple case study explored the perceptions of 15 parents of 3- to 5-year-old children currently enrolled in Head Start regarding children's exposure to SHS. This study relied on the social ecological model, the theory of reasoned action, and harm reduction for understanding the views of parents and protective behaviors aimed at eliminating children's exposure to SHS in their homes. Data were obtained from semistructured individual interviews and document reviews. Data were analyzed inductively through coding to develop themes and thick rich descriptions of each case and a composite of all cases. Although participants were aware that SHS poses serious threats to the health of children, overall, they lacked knowledge of SHS exposure. They also exhibited a lack of awareness of specific illnesses associated with children's exposure to SHS. Findings from this study might help improve parents' understanding of the health risks associated with exposing children to SHS and possibly help reduce the exposure of Head Start children to SHS through the use of contextualized interventions within the Head Start community.
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Denno, Dawn M. "Multiple Paths to First Grade: A Comparison of Child, Parent, and Early Education Variables Associated With Multiple Year Kindergarten Experiences." University of Cincinnati / OhioLINK, 2010. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1288968704.
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朱志強 and Chi-keung Chu. "The study of the application of social learning theory in parent management training." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1988. http://hub.hku.hk/bib/B31975318.
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Brown, Linda Marie. "Handbook for parents of first grade children learning to read and write." CSUSB ScholarWorks, 1998. https://scholarworks.lib.csusb.edu/etd-project/1662.
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Tempel, Ashley B. "Parent-child interaction therapy the effects of parental attention components on children's verbalizations and attending-to-task behaviors /." Morgantown, W. Va. : [West Virginia University Libraries], 2009. http://hdl.handle.net/10450/10694.
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Thesis (M.S.)--West Virginia University, 2009.Title from document title page. Document formatted into pages; contains viii, 78 p. : col. ill. Includes abstract. Includes bibliographical references (p. 48-59).
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Graves, Carolyn Mary. "Comparing parents' and nurses' identification and prioritization of parental needs in the context of caring for children with chronic conditions." Thesis, University of British Columbia, 1991. http://hdl.handle.net/2429/29728.
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Accurate assessment is the foundation on which effective nursing interventions rest. However, it is not known how accurately nurses identify and prioritize the needs of parents whose children have chronic conditions. When nurses proceed with interventions based on inaccurate assessments, the results can be unsuccessful interventions that neither meet parental needs nor provide optimal health care for this population of children.
This descriptive comparative study was conducted to 1) examine parental needs identified and prioritized by parents of children with chronic conditions and their respective nurse care-givers, and 2) identify similarities and differences between the two groups. Patterns that evolved from these similarities and differences provide us with information related to where nurses have expertise or difficulty identifying and prioritizing the needs of parents.
Kleinman's (1978) health care systems theory, which supports the premise that health care professionals and clients perceive health care episodes differently, provided the conceptual framework for this study. Study participants included 38 parents and 13 nurses who were affiliated with ten ambulatory programs in a Western Canadian pediatric hospital. Both groups completed the modified Family Needs Survey (Bailey & Simeonsson, 1988b) and socio-demographic tool developed by this investigator. Responses to the 35-item scale of the Family Needs Survey were described and ranked, in addition to being analyzed using inferential parametric statistics to determine differences between parents' and nurses' identification of parental needs. Responses to the open-ended question on the Survey were described and ranked.
Research findings revealed some similarities and a number of striking differences between the responses of parents and nurses. On the 35-item scale, parents and nurses
agreed that five parental needs were 1) information about current research, future services and treatments, 2) help locating competent regular or respite care providers, 3) reading material about other parents with a similar child, 4) opportunity to meet and talk with other parents, with a similar child, and 5) more time for self, spouse and other children. Both groups were consistent in their ranking of the first two needs as the most important needs in the information and community services subscales, respectively. However, nurses had generally higher responses on all subscales and identified eight more parental needs than did parents which were related to information, support, and family functioning. Parents and nurses repeated most of the above needs on the open-ended question, although nurses indicated that parents also had a number of needs related to psychosocial issues and family functioning. Nurses ranked counselling (child's condition, treatment, stress management) as the primary support need. Further, both groups differed in their prioritization of parental needs on the open-ended question. Where parents ranked information, community services, and support needs as the most important, nurses ranked support, information, and community services. The implications of these research findings for nursing practice and education are discussed and recommendations for future research are presented.Applied Science, Faculty of
Nursing, School of
Graduate
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Hood, Rachel Lynell. "Parents' Vocabulary Instruction with Preschoolers During Shared Book Reading." Miami University / OhioLINK, 2021. http://rave.ohiolink.edu/etdc/view?acc_num=miami1619127944502287.
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Yngvesson, Tina. "Att förstå föräldraengagemang i förskolan : En narrativ studie." Thesis, Umeå universitet, Pedagogiska institutionen, 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:umu:diva-162107.
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The Swedish preschool curriculum and policies place a heavy emphasis on establishing and maintaining long-lasting relationships between the preschool and the home. This engagement between home and preschool is considered central for child well-being and healthy development of the child. The central target of inquiry in this study was thus to investigate the child-, parent and teacher’s understanding of what parent engagement in Swedish preschools is, with particular emphasis on the child’s perspective. The importance of understanding children’s learning as embedded in the social, cultural and family contexts in which it occurs contributes to the overall consensus that children will, in a well-being-, development- and learning perspective, do better with parents who are actively engaged in their children’s pedagogical life. Thus, designing pathways in order to develop the communication between home and preschool is considered a significant factor in children’s developmental outcomes. Against this background, the thesis took its point of departure in the perspective of the child and applied the theoretical framework of the Bronfenbrenner Ecological Systems Theory focusing on the interaction between the developing child and the parent and teacher in the preschool context. The study assumed a transformative worldview and a narrative design was applied in order to determine how the participants, specifically the child, personally experience parent engagement. Narratives were collected through interviews, then assembled into a case-study highlighting the interconnectedness of the stories through a thematic analysis. Through identifying harmonies and contradictions in the stories, the thesis has investigated the construct of the child’s-, the parent’s- and the preschool teacher’s understanding of parent engagement in the Swedish preschool. From that perspective the thesis has identified where their stories align and where they contradict, thus broadening the academic debate in regard to how parents and teachers can better prepare themselves for the dialogues within the micro-societies that their children’s immediate world consists of
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Chen, Hui-Lun, and 陳惠倫. "The Learning Potential Assessment of Parent - Child Interactions for Preschool Children between Native and Immigrant Mothers from Southeast Asia." Thesis, 2009. http://ndltd.ncl.edu.tw/handle/81387161389463391426.
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碩士國立屏東科技大學
幼兒保育系所
97
This study has aimed at the Learning Potential Assessment of Parent-Child Interactions to improve the language ability and mathematics ability of immigrant and native mothers from Southeast Asia and furthermore to analyze any development in the parent-child interactions and cognitive function for preschool children between native and immigrant mothers from Southeast Asia. The study used purposive sampling method to obtain 12 parent-child pairs of Kaoping regional Southeast Asian women and preschool children as experimental Group I, and 12 parent-child pairs of native women of similar educational and socio-economical status and their preschool children as Group II. All 24 pairs of parent-child have been tested on language and mathematics modules for the learning potential assessment of parent-child interactions. Experimental Group I and II have undergone Pretest-Mediated Learning -Posttest procedures. During the pretests and post tests, the children have given preschool children language ability test, preschool child language disorder assessment, and children mathematics ability test and the behaviors of parent-child were observed during these activities. In the mediated learning procedure, the mothers of the experimental groups were requested to apply spontaneous strategies to guide children to solve the MLE tasks of language and mathematics modules, and the behaviors of parent-child interaction of the learning context were observed. The data colleted from the subjects of two control groups of the previous study (Jiang, 2004) were adopted by this study. The children of the control groups had received four tests as pretest and posttest without mediating learning procedure and observation of the parent-child interactions. The pretest and posttest have been tested with the Three-Factor Mixed Design variance analyses, categorized the learning context of experimental group, the visual data of mediated learning context and spontaneous strategies of mothers with the reaction types and cognitive functions. The study findings from the frequency and percentage have indicated that： 1. The improving factor of native and immigrant mothers Native and immigrant mothers have improved after Learning Potential Assessment Device (LPAD), but the results were not differed from different family types. They all scored well on preschool children language ability test, the language comprehension and verbal expression within preschool child disorder assessment tests, and preschool mathematics ability test and children mathematics tests. 2. The development of parent-child interactions of immigrant and native mothers In language learning module context, immigrant and native mothers were intentionality, reciprocity and meaning strategies where native mothers were prone to have diversities. Meanwhile, both groups of children were responsive and obedient; the main children reactions of immigrant mothers were exploratory, and their resistant, passive and diversionary reactions decreased, but native children scored slightly higher in direct and request reactions. In mathematics learning module context, both parents used intentionality, reciprocity and meaning strategies; where immigrant mothers had less strategically changes and expressed more self-modifying and negative strategies. Meanwhile, both groups of children were responsive and obedient in nature. But children of immigrant mothers exhibited more direct requests, explorative, resistant and passive and diversionary reactions than native children. 3. The cognitive functional changes in children of immigrant and native mothers In language learning module context, different maternal living regions would affect the mother tongues of children and the interactions were influence by family, parental personality and the children’s own reactions. Native parents provided more systematic and pattern teaching; whereas immigrant mothers had significant intonation and accent problems, despite, they were competent in language comprehension, semantics, syntax, and social usages. Through language learning module activities, both groups of parents improved in linguistic expression and were better in directing children’s language learning activities. At the same time, both groups of children have enriched their language comprehension, communication, semantics, syntax and social cues. In mathematics learning module context, the basic mathematics abilities were indifferent in both parental groups and the mathematics learning methods were similar in their teaching styles. Both groups of children demonstrated equally acquisition in numbers counting, memorizations, and amount of numbers. Native children performed better in number order, doing sums, recognition of numerical symbols, decimal system, or even mental calculation. The study has explored the effect of LPAD of parent-child interactions to propose education for immigrant and native mothers based on the researched results, and hence providing reference on the Learning Potential Assessment Device for their children.
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Klinerová, Lenka. "Mezigenerační učení ve výchově dětí předškolního věku." Master's thesis, 2016. http://www.nusl.cz/ntk/nusl-271748.
Full textAbstract:
The thesis is focused on the intergenerational learning in families of preschool children. The first, theoretical part, discusses the ongoing intergenerational learning in families and possibilities of intergenerational programs outside the family. The second, practical part, examines whether and how progress the intergenerational learning in families with preschool children and deals with the parentʼs attitudes toward intergenerational program in kindergarten. Research is carried out via survey in families of children, structured interviews with parents and observation and interviews with children in kindergarten. One part of the thesis is to create the design and implementation of a project focused on intergenerational learning in cooperation of kindergarten and senior citizen home and subsequent reflection process, which arises during intergenerational activities between children and seniors from non-family environment.
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Juan, Hsu Sho, and 徐秀娟. "Research on the Relationship between Parent-Child Co-Learning and Parent- Child Communication." Thesis, 2005. http://ndltd.ncl.edu.tw/handle/24663888904898005481.
Full textAbstract:
碩士國立高雄師範大學
教育學系
93
Research on the Relationship between Parent-Child Co-Learning and Parent- Child Communication Hsu Sho Juan Abstract The Research is for studying the relationship between parent-child co-learning and parent-child communication. There are three main purposes in this research: Finding the reality of parent-child co- learning and parent-child communication, study the relationship between parent-child co-learning and parent-child communication and provide practical suggestions based on the findings of the research for the reference in conducting parent-child co-learning and parent-child communication. In this research, we targeted at the children and parents of public and private kindergarten in Kaohsiung County and Kaohsiung City. 1000 questionnaire were issued for the questionnaire survey and for interview, which 824 effective copies received, with recovering rate of 82.4%. The main tools for the research are: Parent-Child Co-Learning Scale and Parent-Child Communication as compiled by the researcher. From the research and the results, we have concluded as the following: in Parent-Child co-Learning, the Atmosphere of Parent-Child co-Learning scored the highest, and sex, inhabiting area and education background have significant difference in Parent-Child co-Learning. In the type of Parent-Child Co-Learning, Parent-Child Co-Learning Atmosphere, Effectiveness of Parent-Child Learning and Length of Parent-Child Co-Learning reached significant difference. In Parent-Child Communication, Open Parent-Child Communication Aspects scored the highest. Age, type of Parent Child Co-Learning and different level of Parent-Child Co-Learning are having significant differences in Parent-Child Communication. Parent-Child Co-Leaning type and level of education background have significant difference in the problematic parent-child communication and Parent-Child Co-Learning has significant correlation with Parent-Child Communication. Our suggestions based on the conclusion are: Schools shall promote Parent-Child Co-Learning, encourage male parent to participate in Parent-Child Learning to enforce the attachment with children. The parents under 25 years old shall be improved with the ability of parent-child communication and the parents with education background below junior college shall be encouraged to adopt open communication skill. Aggressive Instruction shall be well applied to improve the ill parent-child communication. Provide further suggestion for further study.
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CHEN, HSIN-YI, and 陳欣宜. "Traveling Motivation and Preference of Child Travel for Preschool Parent." Thesis, 2017. http://ndltd.ncl.edu.tw/handle/63471168485158623177.
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KO, YA-TING, and 柯雅婷. "A Study on Parent-child Reading vs. rearing attitude, Parent-Child Relationship－ A Case of Elementary School Affiliated Preschool." Thesis, 2019. http://ndltd.ncl.edu.tw/handle/pbnf4m.
Full textAbstract:
碩士開南大學
觀光運輸學院碩士在職專班
107
The purpose of this study is to understand the current situation of the implementation of parent-child reading and rearing attitudes and parent-child relationship in an elementary school affiliated preschool in Taoyuan City, and to explore the relevance between rearing attitudes and the implementation of parent-child reading, rearing attitudes and parent-child relationship, and parent-child relationship and the implementation of parent-child reading. Also explore the predictive power of rearing attitudes versus the implementation of parent-child reading. In this study, the questionnaire survey method is used. The research objects are parents of young children in an elementary school affiliated preschool in Taoyuan city. A total of 227 questionnaires are distributed, and a total of 200 valid questionnaires are obtained. The effective questionnaire recovery rate is 88%. After the questionnaire data was entered, the statistical analysis was carried out using descriptive statistics, single factor variance analysis, Pearson product-moment correlation analysis and multiple regression analysis. The research result is as below: 1.On the aspect of parents in the implementation of parent-child reading, the most significant factor is "book selection", and the least significant factor is "resource use". 2.Among the four types of rearing attitudes, parents have the most on "enlightened authority" and least on "ignoring indifference". 3.On the parent-child relationship aspect, the most significant factor is "friendship". 4.There is a significant positive correlation between "enlightened authority" of parents’ rearing attitude and the implementation of parent-child reading, whereas there is a significant negative correlation between "ignore indifference" and the implementation of parent-child reading. 5.There is a significant positive correlation between "enlightened authority" of parents’ rearing attitude and the parent-child relationship, whereas there is a significant negative correlation between "ignore indifference" and the parent-child relationship. 6.There is a significant positive correlation between parent-child relationship and the implementation of parent-child reading. 7.There is a significant positive correlation between rearing attitudes and the implementation of parent-child reading. Finally, we provided related suggestions based on the conclusions and them can be a reference for parents, schools, and future similar research. Keywords：preschool parents, reading, parent-child reading, rearing attitude parent-child relationship
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Liu, Fang. "Child rearing goals and parent -child interaction in immigrant Chinese families." 2007. https://scholarworks.umass.edu/dissertations/AAI3289281.
Full textAbstract:
The purpose of the study was to explore parents' socialization goals and to describe the patterns of caregiver-child social interaction for the sample of 6 Chinese American toddlers, whose parents immigrated to this country recently. The theoretical framework for the study was Vygotsky's sociocultural approach which assumes that children's thinking derives from human social relations and is embedded in the sociocultural context. The study used a qualitative method of data collection and analysis. Data collection included a demographic questionnaire, two focused interviews and videotaped observations of caregiver-child interactions in everyday activities and joint play. The analysis focused on how caregivers guided and facilitated children's learning and adaptation to life in a North American setting. Parental goals were identified and five themes immerged from the interview data: a focus on learning; an emphasis on developing a loving relationship with the child; an emphasis on bringing up a moral child; an emphasis on guided independence and on adopting the values of the host culture while maintaining the values of their own cultural heritage. Links between the patterns of parent-child interaction and the parental goals were explored. The parents' conscious, creative synthesis of cultural values and practice were discussed. Implication for teachers and clinicians were suggested.
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Huang, Yu-Chi. "Head start parent education to promote positive parent-child feeding relationships." Thesis, 2003. http://hdl.handle.net/1957/27327.
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Hung, Wan-Ting, and 洪婉婷. "The Relations among Parent-Child Relationship, Attachment and Behavior Problem in Preschool." Thesis, 2019. http://ndltd.ncl.edu.tw/handle/z9ak9q.
Full textAbstract:
碩士大葉大學
教育專業發展研究所
107
The purpose of this study was to investigate the effects on the relations among parent-child relationship, attachment and behavior problem in Preschool. In order to achieve this goal of the study, the method of questionnaire survey was adopted to collect and analyze data. There were 199 children (111 boys and 88 girls) that were sampled from outlying islands of Pingtung County. The research instruments included “Child–Parent Relationship Scale”, “Attachment Insecurity Screening Inventory” , and “Strengths and Difficulties Questionnaire”. The data collected from the primary caregiver of child were analyzed by descriptive statistics, independent-samples t Test, one way ANOVA, Pearson product-moment correlation analysis and stepwise multiple regression analysis. The results were summarized as follows: 1. There were significant differences in gender and primary caregiver with children’s parent-child relationship and attachment . There were no significant differences in gender and age, and primary caregiver with behavior problem. 2. The child parent-child Relationship, attachment and behavior problem were associated. 3. The child parent-child relationship and attachment could significantly predict behavior problem . Based on the research results, specific recommendations can be made for parents, teachers and future researchers. Key words : parent-child relationship, attachment, Behavior problem
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Kuo, Chia-yu, and 郭佳瑜. "A study of parental involvement and parent-child reading for preschool years." Thesis, 2009. http://ndltd.ncl.edu.tw/handle/66566807712935424080.
Full textAbstract:
碩士南華大學
幼兒教育學系碩士班
97
The purpose of this study was to understand the differences of parental involvement and parent-child reading of parents with dissimilar characteristics for preschool years, and to examine the correlation between parental involvement and parent-child reading.Questionnaires and semi-structured interviews were used to obtain the data. Fifty-one kindergartens were selected by stratified random sampling. Seven hundred sixty-six questionnaires were sent, 662 valid questionnaires for the study, and the effective sample returned rate was 86.%.Findings from this study showed: 1. For parental involvement, parents highly engaged in "Caring everything of their children" in "Participating family educational activitives"dimension;on the other hand, in "Participating school educational activities"dimension, parents involved frequently in "Participating activities held by school" and "Learning performance of children in school". 2. For parent-child reading, the highest proportion of parents believed that parent-child reading could foster children''s interest in reading in "Parental views" dimension;in "Parental usual practices", parents tended to provide varied picture books for children''s reading;furthermore, the biggest difficulty that parents faced in "Parents'' plight" was reading for children, due to afraid of wrong pronunciation. 3. Parents with different gender, age, socio-economic status and family type showed statistically significant differences in their involvement in family educational activities;on the other hand, for involving school educational activities, parents with different gender, socio-economic status, family type, and number of children showed statistically significant differences as well. 4. For parent-child reading, parents with different age, socio-economic status, and family type showed statistically significant diffrences in "Parental views";in“Parental usual practices'', parents with different gender, socio-economic status, family type, and number of children showed statiscally significant differences;further, parents with different socio-economic status and family type also showed statistically significant differences in "Parents'' plight". 5. Overall, significant positive correlations between parental involvement and parent-child reading were found. Finally, according to the findings, the researcher provided some recommendations for parents, kindergartens, government, and further studies.
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TU, LI-LING, and 杜勵伶. "Using Parent-child Reading To Run A Study Group- An Example of Preschool." Thesis, 2019. http://ndltd.ncl.edu.tw/handle/af7fa6.
Full textAbstract:
碩士朝陽科技大學
幼兒保育系
107
The purpose of this study is to explore the parent-child co-reading approach to implement reading clubs in preschool. As a qualitative case study, the purpose of the study is to understand the development process of parent-child reading group, the factors of its sustainable development up to now, and the impact on the members. Through field observation, recording and reflection, a semi-structured interview was conducted with five research participants, supplemented by the collection of relevant documents and materials of the parent-child reading group of the kindergarten. The research results are as follows： 1. The process and sustainable development of the green light parent-child reading group: First, continue the spirit of small and big reading group. Second, "parents' willingness to participate" affects the operation of the group. Third, "the consistency of members' ideas and values" is the core of the reading group. Fourth children, parents and preschool form a positive cycle of reading group operation. Last, "members' emotional connection" is word-of-mouth marketing for the study group. 2. It can be found from the members of parent-child reading group that: For participating teachers part. First, share the joy of picture books. Second, the story of the obsession and the ability to improvise. Third, to see the growth of children. For participating parents part. First, recognize the importance of parent-child reading. Second, enhance parent-child interaction. Last, inspire and cultivate children's different ability. Finally, the following suggestion is provided： 1. It is suggested that public and private preschool should organize parent-child reading group. 2. In the process of reading, there should be definite participation mechanism and norms. 3. Responsibilities of participating parents should be clearly assigned. 4. It is suggested to increase the number of study subjects in different periods to further study the influence of parent-child reading clubs on teachers and parents.
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WANG, CHIA-LU, and 王嘉璐. "Children's Eating Behaviors: Observational Learning and Parent-Child Interactions." Thesis, 2016. http://ndltd.ncl.edu.tw/handle/e877hn.
Full textAbstract:
碩士輔仁大學
兒童與家庭學系碩士在職專班
104
This study aimed at understanding early school-age children’s observational learning of their mothers’ eating behaviors, and the characteristics of meal time mother-child interactions while dining with their mothers. Based on the structural-nonparticipant observational records of interactions between 4 pairs of early school-age children and their mothers during the meal, we recorded both the mothers’ and children’s eating behaviors, eating times, and analyzed mother-child interactions. Data were analyzed by descriptive statistics, paired t-test, one-way ANOVA, post-hoc comparisons, correlation analysis, two-way ANOVA, and conditional probability. The results were as follow: (1)Children ate faster and the likelihood of mimicking their mothers’ food intake was significantly higher during the first ten minutes of the interaction and decreased over time. However, the overall eating rate between mothers and children during the meal was not strongly correlated. (2)Mothers of the early school-age children still led the mother-child interactions actively during the meal. The characteristic of mothers’ child-rearing behaviors were role reversal over time, mothers dealing with children’s behaviors by means of both soft and hard ways, and persistence to the end. (3)The characteristics of children's behaviors in reaction to their mothers’ child-rearing behaviors were having courage to express themselves, ignoring mothers’ nagging, and preventing punishment. (4)Features of the immediate sequential interactions between mothers' child-rearing behaviors and children's reactions were positive mothers’ behaviors led to positive children’s reactions, and they were constrict by each other. Finally, the study made recommendations based on the results as future reference for parenting specialists, education workers, and researchers in their area of eating behaviors.
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LI, KUAN-HSING, and 李冠興. "THE EFFECTS OF PARENT-CHILD CO-LEARNING ON PUPILS’ ENGLISH LEARNING MOTIVATION AND PARENT-CHILD RELATIONSHIP –AN EXAMPLE OF AN ENGLISH CRAM SCHOOL." Thesis, 2019. http://ndltd.ncl.edu.tw/handle/8n4662.
Full textAbstract:
碩士輔仁大學
教育領導與發展研究所碩士在職專班
106
The objective of the study was to explore the effects of parent-child co-learning on pupils’ learning motivation and paren-child relationship in an English cram school. In this study, the questionaires were implemented by the general survey to find out the change of the students’ learning motivation and paren-child relationship by means of parent-child co-learning. A total of 231 valid questionnaires of the pretest were adopted. Nevertheless, the valid questionnaries of the posttest amounted to 226 sincefew of the students hadn’t registered during the study period. The data was precessed and analyzed through descriptive statistics. Moreover, eighteen parents were chosen to interview according to their children’s academic performance with a low, medium, or high level in all grades. The data from the interview was used to compare with the quantitative data. The results of the study reveal that the students with different background have dissimiliar performance on parent-child co-learning. The girls spend more time learning with their parents than the boys. Compare with pretest and posttest, boys have an increasing frequency of learning with their parents in a week. The first and the second graders spend more time on studies with their parents than the other graders. The parents of graduate school or upward educational background spend the most time learning with their children. After parent-child co-learning in the cram school, the students have higher motivation and maintain a harmonious parent-child relationship. However, The followings are some problems to deal with while implementing parent-child co-learning. Parents don’t know how to learn with their children or they are always busy working. Some parents even think their English ability is not good enough to help their children. In addition, some students are not willing to work with their parents. Insufficient publicity also make parent-child co-learning more difficult. From the results of the study, the crams schools which would like to implement parent-child co-learning are suggested to do the followings. First, try to be actively involved in publicizing, develop some parent-child co-learning classes, hold some forums with parents. Then, it is better for the parents to make it a habit to learn with their children in diversified ways. Parents are suggested to encourage and praise their children instead of blaming during parent-child co-learning.
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Fellows, Michelle Dyan 1981. "An exploration of emotion language use by preschool-aged children and their parents : naturalistic and lab settings." 2009. http://hdl.handle.net/2152/18435.
Full textAbstract:
Emotion language use provides insight into a person's emotional landscape. However, little is known about how preschool aged children and their parents use emotion language in their real world interactions. To address the shortcomings of the current body of empirical work on naturally occurring emotion language, this dissertation asks the following four research questions: 1) How do children and parents use emotion words in their daily lives?; 2) How is children's emotion language related to parents' emotion language?; 3) How is emotion language use related to emotional functioning?; and 4) How does emotion language in a lab setting compare to a natural setting? This dissertation implements a naturalistic methodology tool to answer the above questions. Thirty-five preschool aged children and their parents were recruited to participate in a two-wave longitudinal study in which the children wore a digital recording device for one day at each of the time points to capture acoustic information about the emotion language and behaviors they and their parents use in their daily lives. Additionally, participants completed a traditional laboratory based paradigm used to study emotion language within families. Parents also completed self-report measures related to emotion functioning for themselves and their child. Results indicate that children and their parents use high rates of positive emotion but very low rates of negative emotion in their naturally occurring interactions. This is different from lab based paradigms that elicit high rates of both positive and negative emotion language from children and parents. Next, children's use of emotion words tends to match the emotion language of their mothers more than their fathers but gender of the child also plays an important role. Very little support emerged for the emotion regulation model, as evidenced by children who cry and whine the most and who have the most behavioral problems tending to use negative emotions the most. The preponderance of the evidence suggests that emotion language reflects emotional state rather than regulates it. And, finally, the ecological validity of laboratory studies of emotion word usage is called into question by the independence of emotion language elicited in the lab and the natural expression of emotion words in a natural setting. Implications for researchers conducting work in the area of emotion language and emotional development are discussed.text
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CHIU, YING-TING, and 邱瑛婷. "A Study on Parent-child Reading vs. Young Children Reading Attitudes, Parent-Child Relationship, and Well-being－ A Case of a Private Preschool in Taoyuan." Thesis, 2017. http://ndltd.ncl.edu.tw/handle/92akbu.
Full textAbstract:
碩士開南大學
觀光運輸學院碩士在職專班
105
Abstract The main purpose of this study is to explore the relationship between Young Children’s reading attitudes, parent-child relationship and well-being in a private preschool in Taoyuan City. This study adopts questionnaire method. The study subjects were the parents of young children in a private preschool in Taoyuan City. This study provided 341 questionnaires, 285 questionnaires were obtained. The effective rate was 83.58%. Once the data was collected through questionnaires issued to the test subject, it was analyzed and tested by means of statistical methods such as Descriptive Statistics, Oneway ANOVA, Independent-Samples t Test, Pearson Product-Moment Correlation Analysis, and Multiple Regression Analysis. The results of this study showed: 1.Nearly 80% of the reading partners are conducted by mothers. More than 50% of the reading partners themselves have regular reading habits. 2.More than 50% of the Young children had the experience of Parent-child Reading before Preschool. Parent-child reading was happened occasionally and the duration of time might be 11 to 20 minutes. Most of the options were decided by the child. 3.Young children have positive reading attitudes. 4.Parents and young children’s parent-child relationship is on the level. 5.The parents’ sense of well-bing is on the level. 6.Parent-child reading behavior show obvious differences in young children's reading attitudes. 7.Parent-child reading behavior show obvious differences in parent-child relationship. 8.Parent-child reading behavior show obvious differences in well-being. 9.There was significant cause-effect relationship among young children reading attitudes versus parent-child relationship. 10.There was significant cause-effect relationship among young children reading attitudes versus well-being. 11.There was significant cause-effect relationship among parent-child relationship versus well-being.
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LIN, KUN-HSIEN, and 林坤憲. "Parent-Child Relationship Improvement via STEP-Based E-Learning Platform." Thesis, 2016. http://ndltd.ncl.edu.tw/handle/03737375436989126119.
Full textAbstract:
碩士亞洲大學
資訊工程學系碩士在職專班
104
This paper aims to analyze learning STEP parenting education through digital platforms, the impact on the effectiveness of family child education. Study found itself in the national primary school more than ten years of experience in grass-roots education, many parents think that the first scene standing education teachers, parents, in fact, is the first one mentor child when the child's negative behavior occurs, whether the how to make it right the first time parenting strategies? Which policy is truly effective guide for the children? Faced with this situation, we can see to be a modern and efficient parents, must learn to grow together with the child, the child at different stages require different parenting methods. Thesis applies STEP (Base E-Learning Platform) as a research tool and through e-learning to gain parenting knowledge attitude, thus improving the parents-children relationship.
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JIAN, TING-WEI, and 簡廷瑋. "Design and develop a parent-child interactive game for learning." Thesis, 2017. http://ndltd.ncl.edu.tw/handle/94344120047879872428.
Full textAbstract:
碩士南臺科技大學
資訊管理系
105
Modern smart phone usage is quite high, with the function more and more, its convenience to bring us is the excessive dependence, has been focused on the hands of the smart phone, the formation of the so-called "Phubbing", long Time down on the body will have an impact, like the eyes, hands or fixed posture on the body caused by injury, interpersonal interaction also rely on the communication App and reduce, or too addicted to the app on the function to reduce the interpersonal interaction, so we This is the idea, the use of GPS positioning technology combined with NFC to develop a digital game learning solution App, through the smart phone or mobile device using this App, hoping to allow users to not only be able to exercise but also thinking and learning, The use of a party to give tools or tips to solve the problem of the way to achieve interpersonal interaction between the effect, but also allow family or friends to enhance mutual interaction between.
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Zhu, Hai-Ming, and 朱海鳴. "The research about the effect on Preschool Children Sports Ability by Parent's Options of Parent-Child Leisure Activities." Thesis, 2008. http://ndltd.ncl.edu.tw/handle/09824679102905973984.
Full textAbstract:
碩士立德大學
休閒管理研究所
96
The study focused on the leisure activities of choice of parents and parent-child preschool children in the relationship between exercise capacity and analysis of different background variables of the parents of the choice of leisure activities and parent-child preschool children's athletic ability differences. Research tools include two parts, namely "parent-child parents leisure activities," the questionnaire and "pre-school children exercise capacity" test. Tainan City on samples of 13 public and private kindergartens large classes of preschool children and their parents, for a total of 514 questionnaires sent, recovery and a total of 415 valid questionnaires were, the response rate was 80.7 %. And the frequency, the average percentage, t-test, ANOVA, analysis and other related statistical analysis. Key findings are as follows： A、Weight men and women in pre-school children, 20-meter run, standing long jump, 10 meters running back and forth twists and turns, hands and feet go Bing character, 30 seconds sit-up, and other six are significant differences in performance standards, boys outperformed girls. Show that boys in height, speed, power, agility, coordination and muscular endurance is superior to the performance of girls. B、parents choice of leisure activities in parent-child, the child continues to be static-based leisure activities. C、Parents of qualifications, vocational would affect parents dynamic and static parents the choice of leisure activities. D、Parents of education, occupation, family monthly income, preschool children will be affected in the 20 meters running, hands and feet go Bing character, 30 seconds sit-up, weight and other projects on the performance or achievements. E、Parental choice of static or dynamic parent-child leisure activities, sports and preschool children in six low-capacity show are related to the case, but parent-child parents in the choice of passive leisure activities, for pre-school children in the 30-second sit-up Performance on the significant differences.
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Ting-Feng, Chen, and 陳婷鳳. "The Study of Play learning parenting education program on parent-child interaction of a pair parent-child with developmental delays." Thesis, 2017. http://ndltd.ncl.edu.tw/handle/s2gn5n.
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Groner, Michael. "The accuracy of parents' perceptions of their preschool children's gross motor abilities." Thesis, 1990. http://hdl.handle.net/1957/38229.
Full textAbstract:
The purpose of this research was to determine the extent to
which parents and professionals were in agreement prior to and
following intervention regarding their Judgement of the gross motor
abilities of the parents' preschool children.
Each child was tested by a professional on the Ulrich Test of
Gross Motor Development (1985). Dependent measures were parents'
perceptions (N = 28 pairs) of their children's gross motor abilities.
Parents were randomly assigned to either an intervention (treatment)
or non-intervention (control) group. The intervention period included
two-ninety minute videotaped observational training sessions, on how
to observe gross motor patterns in a young child, over a two-week
period. At the conclusion of the intervention period, all parents
completed a questionnaire similar to one completed prior to
intervention. Both questionnaires provided information on parents'
perceptions of their children's gross motor abilities.
Paired-t tests were used to determine if significant differences
existed between parents and professionals prior to intervention.
Paired-t tests were also used following observational training
intervention to analyze any changes over time between the pre-intervention
and post-intervention periods for intervention and nonintervention
parents. Student-t tests were used to compare post-intervention
differences between intervention parents and nonintervention
parents. An alpha level of .10 was used in this study.
The results of the study revealed a significant difference
between parents' perceptions and professional assessments. Most
parents tended to overestimate their children's gross motor abilities
relative to the professional standard. Significant differences were
reported for changes occurring over time between the pre-intervention
and post-intervention periods.
Significant differences also were found between groups following
intervention. Parents receiving observational training demonstrated
more realistic perceptions of their children's gross motor abilities
relative to professional assessments than did parents not receiving
observational training.
As a result of these investigations, it was determined that
parents and professionals were generally not in agreement with
respect to children's current level of functioning in gross motor
abilities. Parents, as previous literature has described, also tended to
overestimate their children's abilities. Furthermore, the introduction
of an intervention program, which trained parents to become better
evaluators of motor ability, resulted in positively influencing parents'
perceptions of their children's gross motor abilities.Graduation date: 1990