ERIC Number: ED458631
Record Type: Non-Journal
Publication Date: 2000-Jul
Reference Count: N/A
Parent-Child Communication and Its Perceived Effects on the Young Child's Developing Self-Concept.
Banham, Victoria; Hanson, Jane; Higgins, Alice; Jarrett, Michelle
In Australia, an exploratory study was grounded in U. Bronfenbrenner's ecological perspective of human development and his principles of reciprocity, affective tone, and developmental opportunity and developmental risk. It used D. Baumrind's (1979) work on child rearing styles (authoritarian, authoritative, and permissive) to explore the effect of the different styles on parent-child communication, in particular, the use of the phrase "How many times have I told you..." The purpose of this was to understand how children learn, while adopting a Vygotskian perspective of cognitive development, utilizing his concepts of "guidance,""social dialogues," and "internalization." Vygotsky, like Bronfenbrenner, emphasized the importance of language to the development of higher intellectual processes. The research question involved the parental perception of the intent of the target phrase, their perception of the effect of the target phrase on the child's developing self-concept, and the level of parental understanding of the term "self-concept." Participants were nine mothers and nine fathers, one participant per family with a child aged four to five. Data analysis revealed that the parents generally viewed the parent as teacher and the child as learner, but they lacked understanding as to how a child learns. The second concern raised was the parents' confusion regarding the way adults communicate with young children--do parents realize the seriousness of negative feedback on the young child's development? When parents were asked about their understanding of what self-concept meant, 56% provided an appropriate definition, but only 33% gave both an appropriate definition of the term and the approximate age by which self-concept is mostly developed. (Contains 63 references. Child rearing styles storyboards are appended.) (NKA)
Descriptors: Child Development, Child Rearing, Cognitive Processes, Communication Research, Family Communication, Feedback, Foreign Countries, Parent Child Relationship, Self Concept
For full text: http://www.aifs.org.au/institute/afrc7/banham.html.
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Authoring Institution: N/A
Identifiers - Location: Australia