A Videotape In-Home Study of the Social and Educational Teaching Styles of Mothers and their Five-Year-Olds.

Autor/inn/en	Wright, Charlene J.; und weitere
Titel	A Videotape In-Home Study of the Social and Educational Teaching Styles of Mothers and their Five-Year-Olds.
Quelle	(1975), (24 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Beigaben	Tabellen
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Child Development; Child Rearing; Early Childhood Education; Educationally Disadvantaged; Family Influence; Home Programs; Interaction; Intervention; Mothers; Parent Child Relationship; Parent Education; Poverty; Program Evaluation; Social Class; Teaching Styles; Videotape Recordings + Suchen Sie Ihr Suchwort? Kindesentwicklung; Kindererziehung; Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Interaktion; Mother; Mutter; Parents-child relationship; Parent-child-relation; Parent-child relationship; Eltern-Kind-Beziehung; Parents education; Elternbildung; Elternschule; Armut; Programme evaluation; Programmevaluation; Social classes; Soziale Klasse; Lehrstil; Unterrichtsstil
Abstract	The general objective of this study was to determine the effects on maternal teaching styles of a weekly home-visit intervention program designed to further effective parenting of children aged 0-5, in low-income, low-education families. Assessment was made by comparing the results of the coding of video tape recordings of interactions between mothers and their 5-year-olds in their homes. The experimental group of 30 mothers who had participated in the intervention program, was compared to a control group of 10 mothers with similar low economic and educational backgrounds. The tapes included a 10-minute teaching session and 2-minute story-telling episode for each mother-child dyad. A brief review of research relating children's development to several family and parent variables is presented. The value of using video tapes for naturalistic home observation combined with an independent coding technique is noted. Experimental dyads were found to interact more often than control dyads in the areas of affect, teaching styles, togetherness, and communication. (ED)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2004/1/01