Honors College Thesis

 

Parent and child participation in a play-based parent education course: Do infant and toddler social and emotional skills improve? Public Deposited

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https://ir.library.oregonstate.edu/concern/honors_college_theses/4x51hr055

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  • When parents engage in responsive parenting, their children in turn develop well-rounded social and emotional skills that help them create positive relationships, as well as help children learn to express and control their emotions (Nenide & Sontoski, 2014). Parenting education courses can help support responsive parenting skills by educating parents on their child's abilities and how they as parents can support these domains (Yates, 2011). This thesis aims to understand how infant and toddler socio-emotional skills change as a result of parent and child participation in a 10-week parenting education course, Live and Learn. Eleven mother-child dyads participated in a 10-week parenting education program, called Live and Learn. Mothers were, on average, 30.82 years old, identified as White, and earned approximately $2,000-3,999 monthly. Children were, on average 10.6 months and were primarily White. Mothers completed a Social Emotional Assessment Measure for Infants (SEAM-I; Squires et al., 2014) in week 2 (pre) and week 10 (post) of the Live and Learn program. To examine changes in children’s socioemotional skills, a paired t-test was executed. Results revealed no significant difference in socioemotional skills for children (Mpre = 124; Mpost = 128). Key limitations include a small sample size and that only mothers participated. Future research should work to include a larger sample size, as well as involve fathers and different parenting groups (single parents, grandparents).
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