AbstractThe effect of training from trained mothers and education from mother to mother on functions and child- rearing attitudes was examined. The study was conducted in the 2010-2011 academic year in Ankara, and was modeled based on a pre-test, post-test control group experimental pattern. The study was conducted with a total of 96 mothers, with 28 from a trained mothers group, 28 from a mother to mother education group, and 40 from a control group. A education program was applied over a period of 16 weeks in order to develop functions and child-rearing attitudes using trained mothers group and the mother to mother education groups. Study data were collected using Family Attitude Inventory and Family Assessment Scale. The Wilcoxon signed ranks test and the Kruskal-Wallis H test were used for analyzing the data. According to the findings, functions and child-rearing attitudes of the mothers in the experimental group developed positively; however, significant differences were determined in favor of the group receiving training from trained mothers in inter-group comparisons.KeywordsAttitudes of Child Rearing, Education from Mother to Mother, Family Education, Family Functions, Training from Trained Mothers.Attitudes toward child rearing vary depending on society and culture, but they may also vary among families in the same society. Behavior toward a child varies from parent to parent. Attitudes can be classified by analyzing common and overriding aspects of different child rearing styles (Demiriz & O?retir, 2007; ?endil, 2003). Taking into account the overall child-rearing attitudes of parents, these attitudes can be classified as domineering- authoritative, overprotective, over permissive, unbalanced-indecisive, indifferent, and democratic (Demir, 2007; Horowitz, 1995; Mansager & Volk, 2004; ?anl?, 2007; Von Der Lippe, 1999).The relationship between parents and the child depends mainly on the attitude and behaviors of the parents. Parents are therefore identification models for their children in terms of attitude and behavior (Alrehaly, 2011; Zohrap, 2004). A factor affecting parental attitude is function.Ogburn (1963) classified functions of a as meeting the primary financial requirements, providing social status, planning children's education, providing religious education, protecting other members, and creation of an ambiance of mutual love (cited in Conger & Galambos, 1997).Fitzpatrick (2005) classified the functions of a as developing capacities, realizing socialization of children, helping members perform activities that enable them to sustain functionality, creating the physical and psychological environment necessary for welfare, and procuring the satisfaction of its members.It is purported that there are differences between attitudes and behaviors of families which are conscious of and perform functions and those which ignore and disregard these functions (Fitzpatrick, 2005).Function-based classification of can be either as healthy-functional family or unhealthy- dysfunctional family depending on whether members perform those functions (Chan, 2002; Duyan, 2000; Epstein, Bolwin, & Bishop, 1983; Schrodt, 2005).Family education studies can be conducted to help families develop healthy functions and raise awareness of unhealthy functions. Different approaches are adopted in education. Recently, many education programs have been employed to raise parental awareness of the significance of early development of childhood. While the primary aims of education program are very similar, in practice, different methods are used (Tezel ?ahin & Ozyurek, 2010). Family education programs are classified as home-center education, institution-center education, education integrated with institutional pre-school education or education via distance education (Ustuno? …
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Feb 29, 2024
Haeun Kang + 1
Open Access