SavedAdd your journal

Journals / Eğitim ve Bilim / 2011 / Cilt: 36 - Sayı: 161

Mothers reporting ll: the effects of the Mother-Child Education program

Beş Ülkeden Anneler anlatıyor ll: Anne-Çocuk Eğitim programı'nın etkileri

Sevda BEKMAN
Aylin Atmaca KOÇAK
Pages
131–144
Publication Date
2022-10-18
DOI
—
🏛️Bibliographic metadata and full text access for this article are provided via DergiPark.
DergiPark Record ↗
✨

AI Summary & Key Takeaways

AI Insight
⚡ TL;DR(Too Long; Didn't Read)

Fathers changed their behaviors toward their spouses, the target child and other children, while mothers changed their behaviors toward their spouses, other children and the people around them.

📌 3 Key Takeaways

🎯
Objective & Hypothesis:This article presents the results of a qualitative research which aimed to investigate the effects of the Mother-Child Education Program.
📊
Key Findings & Data:Data was collected through in-depth interviews with 100 mothers in five different countries (Turkey, Belgium, Switzerland, Bahrain, and Saudi Arabia).
💡
Conclusion & Impact:Fathers changed their behaviors toward their spouses, the target child and other children, while mothers changed their behaviors toward their spouses, other children and the people around them.
🔬Design:Research Article
📍Scope:Comprehensive Sample
⚙️Variables:Domain Parameters

Abstract

This article presents the results of a qualitative research which aimed to investigate the effects of the Mother-Child Education Program. Data was collected through in-depth interviews with 100 mothers in five different countries (Turkey, Belgium, Switzerland, Bahrain, and Saudi Arabia). The direct effects were evident in the child's cognitive, physical and socio-emotional development and in the mother-child relationship. Besides, changes in mother's behavior toward the child; changes in her behavior and perception toward herself were expressed. The indirect effects were observable in fathers and mothers. Fathers changed their behaviors toward their spouses, the target child and other children, while mothers changed their behaviors toward their spouses, other children and the people around them.

Özet

Bu makale Anne-Çocuk Eğitim Programı'nm niteliksel araştırmasının sonuçlarını içermektedir. Veriler beş farklı ülkeden (Türkiye, Belçika, isviçre, Bahreyn ve Suudi Arabistan) programa katılan 100 anneden toplanmıştır. Amaç, programın etkilerini annelerin kendi deneyimleri ve söylemleri ile değerlendirmektir. Derinlemesine mülakatla toplanan veriler, programın hem doğrudan, hem de dolaylı etkileri olduğunu göstermiştir. Doğrudan etkiler çocukta ve anne-çocuk ilişkisinde görülmüştür. Çocukların bilişsel, fiziksel ve sosyal-duygusal gelişimlerinde değişiklikler ifade edilmiştir. Ayrıca, annenin çocuğa ve kendine yönelik davranışlarında ve kendisiyle ilgili bakış açısında da değişiklikler olduğu belirtilmiştir. Annenin değişmesi ve yeni bilgiler öğrenmesinin anne-çocuk ilişkisini de değiştirdiği bulunmuştur. Dolaylı etkiler olarak tanımlanan değişiklikler ise babada ve annede görülen değişikliklerdir. Babanın eşine, programdaki çocuğa ve diğer çocuklara; annenin de eşine, ailedeki diğer çocuklara ve çevreye olan davranışlarını değiştirdiği anlaşılmıştır.

🔖

Cite This Article

BEKMAN, S., KOÇAK, A. A. (2022). Mothers reporting ll: the effects of the Mother-Child Education program. Eğitim ve Bilim, Cilt: 36 - Sayı: 161, 131–144. https://ajindex.com/articles/497685

📄 Full Text PDF Viewer

📄

PDF görüntüleyici hazırlanıyor...

References (10)

  1. Aksu-Koç, A. (2005). Role of the home-context in the relations between narrative abilities and literacy practices. In D. Ravid & H. Bat-Zeev Shyldkrot (Eds), Perspectives on language and language development, (pp. 257-274). Dordrecht: Kluwer. Asscher, J. J., Hermanns, J. & Dekovic, M. (2008). Effectiveness of the Home-Start Parenting Support Program: Behavioral outcomes for parents and children. Infant Mental Health Journal, 29 (2), 95-113. Barnett,W. S. & Boocock, S. S (Eds). (1998). Early care and education for children in poverty. Albany, NY: State University of New York Press.
  2. Bekman, S. (1998). A fair start: An evaluation of the Mother-Child Education Program. İstanbul: Anne Çocuk Eğitim Vakfı Yayınları.
  3. Bekman, S. (2003). From research project to nationwide programme: The mother-child education programme of Turkey. In T.S. Saraswathi (Ed.), Cross-cultural perspectives in human development (pp. 287-325). India: Sage Publications Ltd. Benasich, A. A., Brooks-Gunn, J., & Chu Clewell, B. (1992). How do mothers benefit from early intervention programs? Journal ofApplied Developmental Psychology, 13, 311-362.
  4. Blok, H., Fukkink, R., Gebhardt, E. & Leseman, P. (2005). The relevance of delivery mode and other programme characteristics for the effectiveness of early childhood intervention.International Journal ofBehavioral Development, 21 (1), 35-47.
  5. Bradley, R., Whiteside, L. & Mundform, D. (1994). Early indicators of resilience and their relation to experiences in the home environments of low birth weight, premature children living in poverty. Child Development, 65, 346-360.
  6. Bronfenbrenner, U. (1979). The ecology of human development. Cambridge: Harvard University Press.
  7. Camilli, G., Vargas, S., Ryan, S. & Barnett, W. S. (2010). Meta-analysis of the effects of early education interventions on cognitive and social development. Teachers College Record, 112 (3). Campbell, F. A. & Ramey, C. T. (1994). Effects of early intervention on intellectual and academic achievement: A follow-up study of children from low-income families. Child Development, 65, 684-698.
  8. Campbell, F.A., Ramey, C. T., Pungello, E., Sparling, J. & Miller-Johnson, S. (2002). Early childhood education: Young adult outcomes from the Abecedarian Project. Applied Developmental Science, 6 (1), 42-57.
  9. Carneiro, P. M. & Heckman, J. J. (2004). Human Capital Policy. In J. Heckman & A. Krueger (Eds), Inequality in America: What Role for Human Capital Policy? (pp.77-240).
  10. Cambridge, MA: MIT Press. Cicirel