The purpose of this study was to examine the effects of DAP(Developmentally Appropriate Practice) parent program on maternal attitude and selt-concept, child's self-concept and social ability so that it can be used as a DAP-based practical guide for parent education program.
To accomplish this, the ...
The purpose of this study was to examine the effects of DAP(Developmentally Appropriate Practice) parent program on maternal attitude and selt-concept, child's self-concept and social ability so that it can be used as a DAP-based practical guide for parent education program.
To accomplish this, the following research questions were addressed.
1. Is there a difference in maternal attitude between the experimental group and the control group according to DAP parent training program participation?
2. Is there a difference in child's social and emotional development between the experimental group and the according to DAP parent training program participation?
3. Is there a difference in child's self-concept between the experimental group and the control group according to DAP parent training program participation?
4. Is there a relationship in maternal attitude between the experimental group and the control group according to DAP parent training program participation?
5. Is there a relationship in maternal attitude between the experimental group and the control group according to DAP parent training program participation?
6. Is there a relationship in maternal attitude between the experimental group and the control group according to DAP parent training program participation?
For this study the researcher selected 28 children of age 4 or 5 and 28 mothers of them from H kindergarten in Pusan. This study conducted from September 22 to December 17, 2002 lasting a total of 9 weeks. Fourteen children and their mothers were assigned as experimental group and others assigned as control group.
Data were collected by using questionnaires, parent-child activities, and parent journals. Quantitative data were analyzed using descriptive statistics, t-test, and correlation. Qualitative data such as parent journals and mother-child activities were transcribed and described following transcription steps and triangulation process.
Results and discussion for this study are as follows.
First, participants' attitude toward children differed according to affectionate, autonomous, control factor. Maternal attitude were significantly different among experimental and control group. It indicated that the result of this study was similar to that of Kim'(2000)s and Lyu(2001)' study of examining the effects of parent participation or parent education program on maternal attitude toward children.
Second, child's social and emotional development whose mothers participated in the DAP parent education program were examined.
Thus, post test results revealed significant difference among experimental and control group according to the five sub-components as follows: 1)dependence, 2) inner control, 3)interaction, 4)achievement motivation, and 5)relief. This result were similar to that of Chaefer & Baley(1987). Their study reveled that mothers' educational efforts influenced their children's social and emotional ability.
Third, regarding child's self-concept there existed statistical significance between children of experimental and control group. Children whose mothers participated in DAP parent education program showed significant differences in pretest and posttest. This supported Jeong'(2001)'s study of that parent education program improved children's self-concept.
Fourth, correlations were observed between maternal attitude and child's social and emotional development. In the experimental group, there existed moderate correlations affectionate and autonomous maternal attitude and child's interaction ability, achievement motivation, relief of social and emotional development.
Fifth, there were observed correlations between maternal attitude and child's self-cognition. In the experimental group autonomous maternal attitude had some positive correlations with self concept of family and controlling maternal attitude with self concept of academic self concept.
Finally, regarding qualitative chance and description about participants who trained in DAP parent education program, participants recognized the importance of mother-child cooperative learning experiences. They found that children learn in environments in which diverse print concepts are showed. Mothers perceived the role of mothers is to provide meaningful experiences and to communicate with children. This result is similar to that of Lyu(2001)'s and Kim(2002)'s study in which parent education changed parent and child self-concept in positive ways.
The purpose of this study was to examine the effects of DAP(Developmentally Appropriate Practice) parent program on maternal attitude and selt-concept, child's self-concept and social ability so that it can be used as a DAP-based practical guide for parent education program.
To accomplish this, the following research questions were addressed.
1. Is there a difference in maternal attitude between the experimental group and the control group according to DAP parent training program participation?
2. Is there a difference in child's social and emotional development between the experimental group and the according to DAP parent training program participation?
3. Is there a difference in child's self-concept between the experimental group and the control group according to DAP parent training program participation?
4. Is there a relationship in maternal attitude between the experimental group and the control group according to DAP parent training program participation?
5. Is there a relationship in maternal attitude between the experimental group and the control group according to DAP parent training program participation?
6. Is there a relationship in maternal attitude between the experimental group and the control group according to DAP parent training program participation?
For this study the researcher selected 28 children of age 4 or 5 and 28 mothers of them from H kindergarten in Pusan. This study conducted from September 22 to December 17, 2002 lasting a total of 9 weeks. Fourteen children and their mothers were assigned as experimental group and others assigned as control group.
Data were collected by using questionnaires, parent-child activities, and parent journals. Quantitative data were analyzed using descriptive statistics, t-test, and correlation. Qualitative data such as parent journals and mother-child activities were transcribed and described following transcription steps and triangulation process.
Results and discussion for this study are as follows.
First, participants' attitude toward children differed according to affectionate, autonomous, control factor. Maternal attitude were significantly different among experimental and control group. It indicated that the result of this study was similar to that of Kim'(2000)s and Lyu(2001)' study of examining the effects of parent participation or parent education program on maternal attitude toward children.
Second, child's social and emotional development whose mothers participated in the DAP parent education program were examined.
Thus, post test results revealed significant difference among experimental and control group according to the five sub-components as follows: 1)dependence, 2) inner control, 3)interaction, 4)achievement motivation, and 5)relief. This result were similar to that of Chaefer & Baley(1987). Their study reveled that mothers' educational efforts influenced their children's social and emotional ability.
Third, regarding child's self-concept there existed statistical significance between children of experimental and control group. Children whose mothers participated in DAP parent education program showed significant differences in pretest and posttest. This supported Jeong'(2001)'s study of that parent education program improved children's self-concept.
Fourth, correlations were observed between maternal attitude and child's social and emotional development. In the experimental group, there existed moderate correlations affectionate and autonomous maternal attitude and child's interaction ability, achievement motivation, relief of social and emotional development.
Fifth, there were observed correlations between maternal attitude and child's self-cognition. In the experimental group autonomous maternal attitude had some positive correlations with self concept of family and controlling maternal attitude with self concept of academic self concept.
Finally, regarding qualitative chance and description about participants who trained in DAP parent education program, participants recognized the importance of mother-child cooperative learning experiences. They found that children learn in environments in which diverse print concepts are showed. Mothers perceived the role of mothers is to provide meaningful experiences and to communicate with children. This result is similar to that of Lyu(2001)'s and Kim(2002)'s study in which parent education changed parent and child self-concept in positive ways.
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#자아개념
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