• Journal of the Korean Home Economics Association
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• v.44 no.1 s.215
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• pp.87-99
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• 2006

This study investigated the degree to which young children's mothers needed a parent education program on home safety, the preferred goals, contents, methods, and evaluation of a parent education program on home safety, and whether or not the needs for a parent education program on home safety varied according to mothers' age, education background, and job. This study also analyzed the experience of their participation in any parent education program on home safety and its effect according to mothers' age, education background, and job. The data were collected from 569 mothers of young children and analyzed by $X^2$ and F tests. A questionnaire was developed based on the research of Peterson and Mori (1985) and Jung et al. (1992). The conclusions of this study were as follows: 1. The majority (92.8%) of mothers recognized the need for a parent education program on home safety and 97.5% indicated an intention of participating in a parent education program on home safety. 2. Mothers rated the most important goal of a parent education program on home safety as protecting young children from injuries. Mothers in their 30's responded to the need for understanding of young children's development characteristics and safety guidance as the highest while mothers in their 20's responded methods of first aid the highest. 3. The preferred methods of a parent education program on home safety were activities or learning by experience and the preferred instructors were safety professionals majoring in child development and family studies or early childhood education. The preferred practice methods of a parent education program on home safety were 5 sessions, with 25-29 participants, at young children's institute, on weekday afternoons, for one and a half hours per session, and with evaluation through questionnaire. 4. Nearly half (44%) of mothers had participated in a parent education program on home safety during the previous 3 years and 77.6% of them responded that a parent education program on home safety was effective on their safety lives. Mothers in their 30's had more experiences of a parent education program for home safety more than mothers in their 20's.

• Korean Journal of Child Studies
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• v.20 no.3
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• pp.183-197
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• 1999

A pilot education program was developed, applied in a practical setting, and evaluated. The program was designed on the basis of various educational philosophies and characteristics of parents as learners in various developmental stages. Specialists in the fields of parent education, early childhood education and child development were consulted. The comparative results between the pre- and post-tests of parent behaviors demonstrate that this program has a positive influence on the behaviors of participating patents. It was concluded that this program can be applied usefully in the development of and application to various parent education programs in Korea.

• The Journal of the Korea Contents Association
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• v.16 no.1
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• pp.308-318
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• 2016

The purpose of this study is to provide the basic data on the development and application of parent education programs and suggest the direction of future studies by analyzing the trends of research articles related to parent education programs. For this, the articles on 'parent education programs' written in Korea from 2004 to 2014 were collected and analyzed. The number of articles analyzed is 202 in total: 41 doctoral theses, 88 master's theses, and 73 academic theses. Firstly, the basic trend of research of parent education program was examined per object and subject. Secondly, the trend of research of the development and implementation of parent education programs was examined by dividing the programs on the basis of the ground for development, object of application, subject, type of program designing, the number and hours of the program, method of conducting the program, program educator, program effects. etc. The results of the analysis of the data made it possible to find out the process of development and implementation of parent education programs conducted in Korea. Such research results were summarized according to the research problems and suggestions for follow-up studies were made on its basis.

• Journal of the Korean Home Economics Association
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• v.46 no.5
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• pp.35-61
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• 2008

This study aimed at developing parent education program for family leisure for parents of adolescent children to enable them to pursue happy lives as healthy families with adequate balance of cohesiveness and adaptability and smooth communication between the members of their families after parent education for family leisure. Research procedure of parent education program for family leisure proceeded with establishment of theory and requirement survey through precedent research, design of program, practice of program, evaluation of program and suggestion of revised program model after evaluation. On the basis of evaluation results, parent education program for family leisure aiming at parents of adolescent children can conclusively be revised as follows. The first session aims at understanding of family leisure; the second session aims at improvement of learning effect through education & experience-oriented activities; the third session aims at understanding and paying regard to their children through hobby-oriented activities; the fourth session aims at improvement of social relations through society-oriented activities; the fifth session aims at helping children education through check of communication in family-oriented activities and home-visiting education for etiquette; and the sixth session, the final session, aims at providing information and knowledge on family leisure and letting them gain better understanding of adolescent children.

• Journal of the Korean Home Economics Association
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• v.43 no.3 s.205
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• pp.233-249
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• 2005

The aim of this study was to construct a pre-parent education program for unmarried university students on theological, practical, and psychological bases. Literature related to this subject was reviewed. and the social needs of pre-parent education, the developmental-psychological needs of university students, and the satisfaction of a pre-parent education program were investigated. A pre-parent education program consisting of 3 thematic areas was identified for future parents: the need to improve knowledge, attitudes, and skills. The program content areas were; self awareness, family life-cycle and parental role and social issues arising from dysfunctional family behavior. Multiple instructional strategies were used such as lectures, video tapes, reflective thinking, discussions, debates, role-plays, group presentations, and personality inventories over the course of 16 weeks. The assessment also identified 3 thematic areas and demonstrated improvement of knowledge, altitudes, and skills in the 3 areas.

• Journal of Families and Better Life
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• v.29 no.4
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• pp.89-107
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• 2011

The purpose of this study was to develop Parent Education Program for Learning Coaching which enhances parent's learning-support behaviors, as well as, children's self-Efficacy and self-regulated learning capability, and to implement and evaluate the program for the families with school aged children. The results of this study were as follows. First, the contents of the experimental model of 'Parent Education Program for Learning Coaching' were specified as five factors namely; offering options, offering democratic rules, pursuing appropriate results, offering school-related information, offering self-regulated learning skills for children. Second, significant differences in the experiment group were found in pre- and post-test scores of parent's learning-support behaviors and children's self-efficacy and self-regulated learning capability, but not for the control group. Thus, based on these findings, a modified model of 'Parent Education Program for Learning Coaching' was presented as a conclusion.

• Korean Journal of Child Studies
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• v.32 no.1
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• pp.71-85
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• 2011

The purpose of this study was to develop a parent education program enhancing mother's positive interactions in the context of mother-toddler play and to examine the effects of the program. Participants were 47 pairs of toddlers and their mothers who were randomly assigned to either a treatment or a control group. Both treatment and control groups participated in the 8 sessions of the play class. Only treatment groups received the parent education program during the sessions. Data were analysed by t-tests using SPSS 15.0. Results showed that (1) the mothers' positive interactions have been increased; (2) the mothers' parenting efficacy and pleasure have also been increased, whereas the parenting stresses were decreased in the treatment groups. In conclusion, this parent education program in the play session was effective in helping the mothers' positive interactions and perceptions on parenting toddlers.

• Journal of Families and Better Life
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• v.25 no.1 s.85
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• pp.113-125
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• 2007

The purpose of this study is to examine the effect of educational program on maternal child-rearing attitude. The program consisted of 6 sessions, 3-hours weekly meeting per session with 12 mothers who have participated at parent education program. Before and after the program, tests were carried out with child-rearing attitude scale md qualitative research to analyze personal changes of participants. The results of the study were as follows. First, the pre-test and post-test with the maternal child-rearing attitude scale showed some changed recognition that maternal child-rearing attitude would be more affectionate, autonomous and unrejectable. Second, parent education program had positive effect on the maternal self understanding. Participants reported that various tests used for this program helped them to identify themselves. This program also positively influenced maternal children understanding through searching the developmental task and characteristics of children.

• The Korean Journal of Elementary Counseling
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• v.5 no.1
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• pp.139-158
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• 2006

The purpose of this study was to test the emotional intelligence development program and to verify the effects of the emotional intelligence development program for the increase of emotional intelligence and school life adaptation in elementary school students of single parent family To verify the previous hypotheses, 16 children of single parent family(experimental group I : n=8, control group 1 : n=8) and 16 children of two parent family(experimental group II : n=8, control group II : n=8) were selected at random, which are a total of high-grade students from P elementary school in J city, Jeon-buk province. Disposal about experimental group executed the emotional intelligence development program for the humanity education of Moon - yong - lin(1999) and the emotional intelligence development program which was reconstructed guidance for elementary school children of Her - seung - hee (2004) as the level of elementary school for 50 minutes, 16times, twice a week. In order to verify the effects after experiment, 1 collected materials for estimation by providing the subject children with questionaries about emotional intelligence and the ability of school life adaptation before and after the experiment, and then analyzed the average differences in number of marks between the experiment group and the control group before and after the experiment through and by using One-Way ANOVA, and SPSS WIN 12.0 program. The results of the study were as follows : First, there was significant increase between experimental group and control group received the emotional intelligence development program on emotional intelligence in statistic data(p<.01). Second, there was significant increase between experimental group and control group received the emotional intelligence development program on the school life adaptation in statistic data(p<.001). Third, there was no significant difference between the single parent family's children and the two parent family's children of the experimental group received the emotional Intelligence development program on the emotional intelligence and the ability of school life adaptation(p>.05). But single parent family's children were higher significant increase than two parent family's children on the relationship with teacher(<.01). The results obtained in this study indicated that the emotional intelligence development program was effective on the emotional intelligence and the ability of school life adaptation. Also, these showed that this program helps the school life adaptation and positive relationship with teacher of single parent family's children.

• Journal of the Korea Convergence Society
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• v.10 no.5
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• pp.173-180
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• 2019

This study conducted an overall recognition analysis and demand survey of parent education programs in order to explore ways to promote parent education. Based on previous research, the questionnaire was developed including five factors and 23 items : (1) operating a center to support parent education, (2) perception on parent education programs, (3) developing a parent education program, (4) utilizing space, and (5) program operation and evaluation. A survey was administered on the parents of second and fourth graders at A elementary school in Chungju. The result showed that parents are positive about the operation of the center, which can provide professional support for parent education programs. There was also a great demand to strengthen the educational content of parents' roles. This study is meaningful in providing basic data for developing parent education programs based on the perception and demand analysis of existing parent education. Furthermore, the need for performance analysis and feedback was presented in future research directions after the actual development and operation of parent education programs that reflected the demand of parents.