Abstract
The study aims to evaluate the effectiveness of a parent training program for promoting cognitive performance of young children through enriching the parent-child interactions among mothers of preschool-aged children in Mashhad, Iran. A total of 29 couples of mothers and their children were assigned to an experimental group (n = 16 couples) and a control group (n = 13 couples). Mothers in the experimental group participated in 12 weekly sessions and were trained how to enrich their daily parent-child interactions as such. Children’s cognitive performance was assessed by three subscales of the Wechsler Preschool and Primary Scale of Intelligence (WPPSI). The results of the analysis of covariance (ANCOVA) indicated a significant difference between the experimental and control group. The findings support the effectiveness of the parent training program for enhancing cognitive performance in preschoolers.
Highlights
The parenting program designed in this study aims for both mothers and fathers
Prior to use of analysis of covariance (ANCOVA), it was assured that assumption of normality using Shapiro-Wilk’ W test [pretest: p = .156, posttest: p = .776], assumption of homogeneity of variances using Leven’s test [pretest: F(1, 27) = 3.114, p = .089 posttest: F(1, 27) = 2.127, p = .156], and assumption of homogeneity of regression slopes, F(1, 26) = 1.651, p = .210, were met
A year-long caregiver training program based on Structural Cognitive Modifiability (SCM) theory, mediational intervention for sensitizing caregivers (MISC), was effective in teaching Ugandan caregivers to enhance their children's cognitive development through practical and sustainable techniques applied during daily interactions at home (Boivin et al, 2013)
Summary
To learn about the role of parent in child development. To learn about the possibility of promoting children’s cognitive performance through mediational learning experiences. To acquire knowledge about children’s biological and genetic characteristics, which lead to individual differences in learning. To practice how to regulate environment, behaviors, and child-raising practices on the basis of children’s individual characteristics. To familiarize with children’s interests, needs, cognitive strengths and challenges, and emotional tendencies through play. To learn about mediational strategies aimed at enriching daily parent-child interactions. To learn how to transform daily situations into enjoyable activities and opportunities for teaching, solving multiple cognitive problems, and strengthening children’s language, memory, knowledge, and basic operations required for logical thinking via mediational learning strategies.
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