• Korean Journal of Human Ecology
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• v.19 no.4
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• pp.625-639
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• 2010

This study compared male and female university students' perceptions of parenthood and their need for pre-parental educational program. Responses of 579 university students in 5 universities were collected using a questionnaire developed by the researchers. Data were analyzed using a T-test and Pearson's chi squared test. Results showed that (1) systematic and pre-parental education may increase opportunities for university students to prepare parent and child rearing skills. (2) Any pre-parent educational program developed should cover practical and such as communication skills, child-rearing techniques and ways of disciplining children. In this way an educational program could provide university students suitable guidance and give them a positive and proper attitude toward parenting should they become parents in the future.

• Journal of the Korea Academia-Industrial cooperation Society
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• v.13 no.4
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• pp.1566-1573
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• 2012

In this study, a survey was carried out on 200 23-year old unmarried men and women attending j university in j city from October 4 to October 7, 2011 to figure out pre-parents' perception of parental role and view of children, and put forward the necessity of pre-parent education by providing opportunities for pre-parent education. The results are summarized as follows. First, the perception of general parenting and parental role showed that 'parenting' is the highest, following by 'parental role'. For women, nuclear families and large families, who feel much necessity of pre-parent education in the academic liberal arts, the perception of general parenting, parental role and parenting by sub-factors was positive. Second, the perception of general view of children showed that 'children plan' is the highest, followed by 'pregnancy and birth.' For those surveyed, who have a plan for marriage and children plan or feel much necessity of pre-parent education in the academic liberal arts, the perception of general view of children, children plan by sub-factors, and pregnancy and birth was relatively positive. As for findings stated above, for pre-parents in their 20s~30s, women' perception of parental role and view of children was more positive than men'. And nuclear families' or large families' perception was more positive than single parent families'. These findings confirm there is a difference between parental role and view of children according to growth environments of pre-parents in social realities that the low birth rate is growing.

• Korean Journal of Child Studies
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• v.27 no.1
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• pp.183-203
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• 2006

The purpose of this study is to assess the effectiveness of a parental education program developed to 295 single university students based on pre-test and the post test on the program. The data is interpreted using statistical methods such as the Percentage, T -Test, Anova test, and the Turkey test. The major results were as follows : First, significant difference regarding the knowledge on parenthood existed among students before and after the tests, with the post-test students showing more knowledge on the matter. Among the six sub-categories of parenthood education program, the effects of the post-testing were most visible in pregnancy, delivering, pre-natal and infant development, parents attitude, and sex education for their children in the form of increased awareness and knowledge. However, no significant effects were detected in pre-natal education. In terms of socio-demographic variable, effects were more visible in female students than in male students. Second, the program also resulted in positive effects in both male and female students.

• Human Ecology Research
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• v.61 no.1
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• pp.73-90
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• 2023

This study aimed to identify ways to implement pre-parent education for adolescents in regular classes at school. This was achieved by investigating whether the contents of the 2015 revised curriculum high-school technology and home economics textbooks reflected the goals of pre-parent education. The main texts and activities of chapters with 'preparing for parenthood' in the title from 12 high-school technology and home economics education textbooks were analyzed with respect to the three pre-parent education goals of developing perceptions and attitudes toward parenthood, learning parenting knowledge and skills, and reinforcing parental capacity. The results were as follows. First, textbook contents and activities reflected the three goals of pre-parent education in a balanced manner. Second, both the contents and activities of textbooks tried to motivate students to perceive parenthood and parenting through reflection on their relationship with their own parents. Third, because the textbooks encouraged students to consider parenthood and parenting, they acknowledged the importance of undertaking pre-parent education to reinforce their parental capacities. Using such textbooks in regular technology and home economics classes is expected to provide students with an opportunity to consider parenthood and shape their perceptions and attitudes accordingly, thereby allowing adolescents to prepare themselves for parenthood and become good parents.

• Child Health Nursing Research
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• v.10 no.4
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• pp.413-422
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• 2004

Purpose: This study was conducted to describe the perception of parental role held by university students and to examine difference in perception of parental role according to student characteristics. Method: The participant were 338 university student in Gangreung city. The instrument was developed by researcher and consisted of 4 subcategories ; child rearing environment, parental sensitivity, growth and development of infant, and physical care. Data were collected from May 10 to June 1 in 2004 and were analyzed using SPSS Win 10.0 program. Result: The university students' perception of total parental role had a mean item score of 4.02, with 4.12 for parental sensitivity, 4.00 for child rearing environment, 4.00 for physical care and 3.95 for growth and development. There were significant differences in perception of parental role according to sex(t=-5.55, p=.00), grade(F=13.12, p=.00), type of college(F=28.34, p=.00), father's age(F=5.01, p=.00), father's education(F=5.01, p=.00), mother's education(F=3.33, p=.03) student's marriage plan(t=2.37, p=.01) main caretaker(F=9.53, p=.00) person who lived with student in childhood(F=3.62, p=.01) and student's perception of the need for education for parental role(t=3.74, p=.00). Conclusion: The impact of childhood experience has lifelong significance on subsequent health and development. Especially, the experience of childhood is highly affected by the quality of parental role. It is important to identify university student's perception of parental role as pre-parent preparation for parenting. Therefore, pre-parent education program are necessary.

• International Journal of Computer Science & Network Security
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• v.22 no.7
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• pp.123-130
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• 2022

Researchers had theorized that the earliest years' experiences were extremely critical to a child's future development (Jung, 2008; Liu et al., 2020), and parental involvement was a key character (Lamb et al., 2002; Liu, 2020). Though the critical role of parental involvement in education has been confirmed, less attention has been paid to its influence on infants' development. For the sake of infants' appropriate development, infant teachers always met barriers to finding, designing, and implementing age-appropriate activities. This case study aims at exploring the role of parental involvement in the development in infancy by surveying one director, four infant teachers, and six early childhood pre-service teachers' perspectives and practices regarding parental involvement in infant rooms within a Reggio Emilia-inspired child development center. Findings revealed that all participants: (1) thought parental involvement was essential to their decision-making process; (2) were aware of the benefits of implementing parental involvement in infants' rooms; (3) gained an opportunity to reflect on their practices regarding parental in-volvement and reprocess their previous perspectives. This study recommends that, in order to facilitate infants' development appropriately, child-care centers need to take into account parental involvement and work with parents collaboratively.

• 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.

• Korean Journal of Child Studies
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• v.24 no.1
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• pp.99-108
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• 2003

This study was based on theories of the culture of poverty and the causes and consequences of poverty. The strong relationship of family income to mother's education presents the possibility of an intergenerational education cycle. Using a longitudinal approach, parental poverty status was measured by family income, welfare assistance, single parent, and occupation when children were 2 years of age; children's school performance was measured by teacher reports of their reading, mathematics, writing, and overall ability at grade 1. Data were analyzed by structure equation modeling. Results showed that mother's pre-childbearing level of education predicted child school performance in grade 1, confirming an intergenerational cycle. In addition, the results indicated that parental poverty acts as a mediator between the cycle.

• Women's Health Nursing
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• v.11 no.2
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• pp.120-128
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• 2005

Purpose: This study was conducted to describe the perception of parental sex role held by university students and to examine differences in perception of parental sex role according to student characteristics. Method: The participants were 336 university students in Gangreung city. The instrument of parental sex role was developed by the researcher and consisted of 3 subcategories; general parent role, parental sex role as a father and parental sex role as a mother. Results: The most positive item of parental sex role as a father is 'the Father's role is teaching about the value of society'. The most positive item of parental sex role as a mother is 'the Mother's role is to be a counselor or friend'. There were significant differences in perception of a father's role according to sex, type of college, fathers who lived with student during childhood, the relationship with the parent, the plan of marriage & having a child, responsibility of childrearing, and the need for education for the parental role. There were significant differences in perception of the mother's role according to sex, grade, type of college, birth order, type of family, persons who lived with student during childhood, the relationship with the parent, plan of marriage & having a child, responsibility of child-rearing, and the need for education for the parental role. Conclusion: The parental sex role changes overtime. Thus, it is important to identify university student's perception of parental sex roles as pre-parent preparation for parenting.

• Korean Journal of Child Studies
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• v.27 no.5
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• pp.1-17
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• 2006

This study on filial play therapy training as parent education included 12 experimental group mothers, 11 control group mothers, and their 5-year-old children. Over 5 weeks, experimental group mothers received 2 hours filial therapy training 10 times, twice a week, and 30 minutes home special play 4 times, once a week. Each mother was videotaped playing with her child and completed three self-report instruments : Parental Acceptance Scale(Porter, 1954), Parenting Stress Index(Abidin, 1990), and Child Behavior Checklist(Oh et al., 1997) before and after the training. Pre- and post-test data was analyzed by paired-t test. Filial play therapy training enhanced empathy in adult-child interaction during free play. Significant increases appeared in parental acceptance level of child's feeling and autonomy.