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Parent as role model: A study of par...

McCoy, Ileane Norat.

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Parent as role model: A study of parent education and prosocial communication skills of children in Northern Virginia.

Record Type:	Electronic resources : Monograph/item
Title/Author:	Parent as role model: A study of parent education and prosocial communication skills of children in Northern Virginia./
Author:	McCoy, Ileane Norat.
Description:	291 p.
Notes:	Source: Dissertation Abstracts International, Volume: 77-07(E), Section: A.
Contained By:	Dissertation Abstracts International77-07A(E).
Subject:	Early childhood education. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=10024026
ISBN:	9781339516141

Parent as role model: A study of parent education and prosocial communication skills of children in Northern Virginia.
McCoy, Ileane Norat.

Parent as role model: A study of parent education and prosocial communication skills of children in Northern Virginia. - 291 p.

Source: Dissertation Abstracts International, Volume: 77-07(E), Section: A.

Thesis (Ed.D.)--Southeastern Baptist Theological Seminary, 2015.

Questions are being raised about why children seem so angry and combative in their actions and words among family and friends. The key may be that American society seems to have unintentionally set apart childhood from reality, preventing children from developing vocabulary that would allow them to grapple with differences of opinion or ask questions that would move them toward resolving differences. Children may have minimal opportunities to converse using appropriate vocabulary when conflict arises. The purpose of this mixed-methods study was to collect both quantitative and qualitative data with which to synthesize a grounded theory about parents' perceptions of (a) conflict, (b) strategies for conflict resolution, and (c) awareness of prosocial language development inside and outside the home. The focus of the investigation was in the field of Christian education and child development pertinent to mothers' perceptions of conflict and their role in educating their children about conflict management through the development of prosocial language. Eleven mothers and nine children participated in the two-part study. In Part A, a pre-test and a post-test were administered to the mothers to determine if any of their attitudes, beliefs, or actions changed throughout the course of the study period. Mothers participated in classes pertinent to the subject of the study. Part B interviews with the mothers and children alike presented an opportunity to explore the lives of the participants through their perspectives. The results of this study align with the rhetoric-reality gap (Weissbourd, Jones, Anderson, Kah, & Russell, n.d.), which is defined as the gap between what parents say they value and the message of values they send to their children by means of their behavior. Key Words: parent education, conflict, conflict resolution, modeling, social learning.

ISBN: 9781339516141Subjects--Topical Terms:

518817
Early childhood education.

Parent as role model: A study of parent education and prosocial communication skills of children in Northern Virginia.
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100 1 $a McCoy, Ileane Norat. $3 3190813
245 1 0 $a Parent as role model: A study of parent education and prosocial communication skills of children in Northern Virginia.
300 $a 291 p.
500 $a Source: Dissertation Abstracts International, Volume: 77-07(E), Section: A.
500 $a Adviser: Larry Purcell.
502 $a Thesis (Ed.D.)--Southeastern Baptist Theological Seminary, 2015.
520 $a Questions are being raised about why children seem so angry and combative in their actions and words among family and friends. The key may be that American society seems to have unintentionally set apart childhood from reality, preventing children from developing vocabulary that would allow them to grapple with differences of opinion or ask questions that would move them toward resolving differences. Children may have minimal opportunities to converse using appropriate vocabulary when conflict arises. The purpose of this mixed-methods study was to collect both quantitative and qualitative data with which to synthesize a grounded theory about parents' perceptions of (a) conflict, (b) strategies for conflict resolution, and (c) awareness of prosocial language development inside and outside the home. The focus of the investigation was in the field of Christian education and child development pertinent to mothers' perceptions of conflict and their role in educating their children about conflict management through the development of prosocial language. Eleven mothers and nine children participated in the two-part study. In Part A, a pre-test and a post-test were administered to the mothers to determine if any of their attitudes, beliefs, or actions changed throughout the course of the study period. Mothers participated in classes pertinent to the subject of the study. Part B interviews with the mothers and children alike presented an opportunity to explore the lives of the participants through their perspectives. The results of this study align with the rhetoric-reality gap (Weissbourd, Jones, Anderson, Kah, & Russell, n.d.), which is defined as the gap between what parents say they value and the message of values they send to their children by means of their behavior. Key Words: parent education, conflict, conflict resolution, modeling, social learning.
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