ERIC Number: ED129398
Record Type: RIE
Publication Date: 1973-Sep
Reference Count: 0
Analysis and Modification of Maternal Teaching Strategies in Rural Poor Families. Final Report.
Ray, Margaret Parkman; And Others
To examine the differences between mother-child interaction in middle class and in isolated rural poor families, a sample of 24 rural poor and 12 middle class mothers were videotaped as they interacted with their preschool children in structured situations. (Rural poor mothers were found to initiate verbal interaction with a question, a situation that exerts more press on the child to respond as vs. an information-providing situation which offers the child an opportunity to respond without pressing him.) As a result of the taped observations, a home teaching program was developed to improve the informational resources and verbal interaction of rural poor mothers with their children. The home-teaching program centered on changing rural poor mothers' strategies for interacting with their children from a question-asking to an information-providing strategy through a series of 16 weekly one hour visits to 12 rural poor mothers' homes. During these visits, the home visitor worked with the mother and her preschool children demonstrating a variety of play activities which focused on the development of language skills and better mother-child communication. The Peabody Picture Vocabulary Test and the Wechsler Pre-school and Primary Scale of Intelligence were administered to children before and after the program. Significant results (average of 7.37 points higher than pre-test scores t=2.15, p< .05 for children who participated in program) were found for the verbal scale of the Wechsler test. (SB)
Descriptors: Child Rearing, Communication Skills, Early Childhood Education, Economically Disadvantaged, Educationally Disadvantaged, Home Programs, Home Visits, Intellectual Development, Interaction, Intervention, Language Skills, Lower Class Parents, Mother Attitudes, Mothers, Parent Education, Play, Research, Rural Environment, Teaching Programs, Verbal Communication, Verbal Development
Publication Type: Reports - Research
Education Level: N/A
Sponsor: National Coordination Center for Early Childhood Education, St. Ann, MO.; Office of Education (DHEW), Washington, DC.
Authoring Institution: Cornell Univ., Ithaca, NY. Cornell Research Program in Early Development and Education.