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ROLE OF AN ADULT IN THE DEVELOPMENT OF A CHILD: EVIDENCE FROM A HOME BASED INTERVENTION PROGRAM. Deniz Senocak Prague, 31 August 2007. Research Team Sevda BEKMAN Bilge TARBA Implementation M i n i stry o f Nat i onal Educat i on Mother C h i ld Educat i on Foundat i on. Outline.

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role of an adult in the development of a child evidence from a home based intervention program

ROLE OF AN ADULT IN THE DEVELOPMENTOF A CHILD:EVIDENCE FROM A HOME BASED INTERVENTION PROGRAM

Deniz Senocak

Prague, 31 August 2007

slide2
Research TeamSevda BEKMANBilge TARBA

Implementation

Ministry of National Education

Mother Child Education Foundation

outline
Outline
  • Background to MOCEP
  • How MOCEP Works
  • Implementation of MOCEP
  • Selective Results of Evaluation Research of MOCEP (Nationwide Program) Bekman, S. A Fair Chance
background to mocep
Background to MOCEP

1982MOCEP was developed as a part of a scientific researchproject conducted at Boğaziçi University

1992Revision of MOCEP

1992MOCEP-MONE collaboration starts

1993 Mother Child Education Foundation (MOCEF) was established

2007 Implementation continues in collaboration withMONE GeneralDirectorate of Non-Formal Education

how mocep works
How MOCEP Works

AIM

CHILDREN AT 5 YEARS OF AGE and MOTHERS

DURATION

25 WEEKS TOTAL

FORM

GROUP DISCUSSIONS

AND HOME VISITS

  • COMPONENTS
  • Mother Enrichment Program
  • Reproductive Health and
  • Family Planning
  • Cognitive Training Program
mother enrichment program
Mother Enrichment Program
  • It aims to increase the mother’s sensitivity to the cognitive, social and emotional development of the child and to aid her in preparing a home environment.
  • It aims to support the parent in creating a consistent and positive mother-child interaction.
mother enrichment program7
Mother Enrichment Program
  • The mothers attend group discussions and are expected to carry out group decisions at home. The consequences of these decisions are followed by the group leaders in the next meetings. They will feel the support of the group when faced with resistance for the decision taken at home.
  • This process is believed to facilitate more attitude and behavior change than other means of disseminating information which makes the participants passive receivers.
cognitive training program
Cognitive Training Program
  • Prepare the child for school, by stimulating his pre- literacy and pre-numeracy skills.
  • Mediated learning approach- the aim is to promote school readiness through interaction with an adult who is instructing the child.
  • Enhances the mothers educator role.
  • A preschool program for children based on activity sheets and storybooks that the mother learns in the group and implements at home with her child.
cognitive training program9
Cognitive Training Program
  • Each week’s materials contain various daily exercises to be used by the mother with the child which takes about 15 to 20 minutes to complete.
  • The worksheets get progressively more difficult over time.
  • Through asking questions, making suggestions, instructing and answering questions mothers help the child to integrate their developing cognitive skills and create anopportunity to function in their zone of proximal development.
  • Interactions carry the characteristics of a scaffolding dialogue.
cognitive training program10
Cognitive Training Program
  • 8 picture story books are used for training in listening comprehension, verbal description, vocabulary, question-answer activities and reasoning.
  • Interactive shared book reading activities are given particular emphasis.
implementation
Implementation

25 week program implemented in three hours sessions once a week + home activities

Group Meetings

  • Mother Support Program – 1.5 hours discussion
  • Reproductive Health – 0.5 hours
  • Cognitive Training Program – 1 hour for mother to learn worksheets in group
  • Total threehours in group meetings

Home Activities

  • Cognitive Training Program – mothers implement worksheets at home with child every day for 30 minutes
  • total 30 minutes * 5 days* 25 weeks
  • Home visits – facilitator can implement 4-5 home visits to each mother child at home
slide12

AT THE

BEGINNING OF

THE PROGRAM

AT THE

END OF THE

PROGRAM

AT THE

END OF

THE FIRST

GRADE

  • LEVEL OF THE
  • PRE- LITERACY AND
  • PRE-NUMERACY
  • SKILLS and
  • MOTHER-CHILD
  • RELATIONSHIP
  • LEVEL OF THE
  • PRE- LITERACY AND
  • PRE-NUMERACY
  • SKILLS and
  • MOTHER-CHILD
  • RELATIONSHIP
  • LEVEL OF THE
  • LITERACY AND
  • NUMERACY SKILLS
  • AT THE END OF THE
  • 1st GRADE and
  • MOTHER-CHILD
  • RELATIONSHIP
  • EVALUATION BY THE
  • TEACHER

Process of The Evaluation Research

slide15

50

45

40

MOTHER-

TRAINED

35

NON-TRAINED

30

CHANGE SCORES

25

20

15

10

5

0

PRE-LITERACY

PRE-NUMERACY

Change in Pre Literacy andPre Numeracy Skills

slide16

Change in Pre-literacy and Pre-numeracy

Scores According to Environmental Stimulation

60

50

STIMULATING

ENVIRONMENT

40

NON-STIMULATING

ENVIRONMENT

30

CHANGE SCORES

20

10

0

PRE-

PRE-

PRE-

PRE-

LITERACY

NUMERACY

LITERACY

NUMERACY

MOTHER-TRAINED

NON-TRAINED

slide19

100

90

80

70

MEAN SCORES

60

50

40

30

20

10

0

LITERACY SKILLS

NUMERACY SKILLS

MOTHER-TRAINED

NON-TRAINED

Literacy and Numeracy Skills

slide20

4.9

4.85

4.8

4.75

MEAN GRADES

4.7

4.65

4.6

4.55

MOTHER-TRAINED

NON-TRAINED

Passing Grades

slide21

Date Child Began to Read

NUMBER OF CHILDREN

NON-TRAINED

MOTHER-TRAINED

slide22

NOT

READY

NOT

READY

0%

72%

READY

READY

100%

28%

MOTHER-TRAINED

NON-TRAINED

School Readiness of Child According to Mother

slide23

3.9

3.8

3.7

3.6

MEANS

3.5

3.4

3.3

3.2

COGNITIVE

SOCIAL

MOTHER-TRAINED

NON-TRAINED

Teachers Evaluation on School Readiness

slide24

4.5

4

3.5

3

2.5

MEANS

2

1.5

1

0.5

0

APPROPRIATE

ATTENTIVE

CREATIVE

CURIOUS

BEHAVIORS

MOTHER-TRAINED

NON-TRAINED

Teacher’s Evaluation of Children

summary effects on cognitive development
Summary- Effects on Cognitive Development
  • create a home environment with necessary stimulation for such literacy and numeracy activities by making the mother active in this environment.
  • better performance in pre-literacy and pre-numeracy skills
  • better prepared for formal schooling and achievement.
  • earlier date for reading
  • better school success of children at the end of their first year of primary school
mothers speaking
Mothers Speaking

“A change with my son was such that it could clearly be observed. Before he was unable to hold even a pencil, now he sits down and paints pictures and write his name. He is also able to solve simply addition and subtraction problems.”

“With what I learnt in the course I also guided my child. I think that I enabled a considerable degree of change in my child.I think that we are learning all the subjects that can be learnt before schooling.”

mothers speaking27
Mothers Speaking

“I used to hit him at times when I could not stand it anymore. Now it is almost absolutely over.”

“I did not use to talk to my son thinking that he was just a kid, whereas now I feel the need to talk to him.”

“I was the one who benefited the most from the program. Then, I tried to reflect this change at home.”