Abstract
The purpose of the current study is to determine the relationship between parental attitudes and children's receptive and expressive language skills. In the current study investigating the relationship between parental attitudes and children's expressive and receptive language skills, the relational survey model; one of the survey models, was employed. The universe of the study is comprised of 5-6 years old children attending pre-school education institutions in the city of Kars and their parents. The sampling of the study consists of 165 children selected by means of the convenience sampling method and their parents. According to the findings of the current study, there is no significant relationship between the children's gender and their language development. There is a significant relationship between the children's perceptive and expressive language skills and their age and the number of siblings. There is no significant relationship between parents' attitudes and both the gender of the child and the gender of parents. Yet, the relationship between the number of children and parents' attitudes is significant. A significant relationship was found between democratic and authoritarian parental attitudes and children's language development.
Highlights
Parents who have great influence on the lives of their children for a long time play a vital role in the formation of a healthy society
In the current study investigating the relationship between parental attitudes and children’s expressive and receptive language skills, the relational survey model; one of the survey models, was employed
In the current study investigating the relationship between parental attitudes and children’s receptive and expressive language skills, no significant correlation was found between the children’s receptive and expressive language skills and gender
Summary
Parents who have great influence on the lives of their children for a long time play a vital role in the formation of a healthy society. Children gain basic knowledge, skills, attitudes and habits related to all developmental areas within the family environment In this respect, the family is the main institution responsible for the care, development and education of the child [8,9,10,11,12,13,14,15,16,17,18,19,20,21,22-26,27,28,29,30,31,32,33,34,35-47]. Variables such as the information that the family has on childrearing, the family’s educational status, personality traits, socioeconomic levels, and the number of children the family has can influence the extent to which children can make use of educational opportunities offered within the family environment
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