The Impact of Science Intervention on Caregiver Attitudes and Behaviours towards Science for Deaf and Hearing Children

Autor/inn/en	Jones, Lindsey; Chilton, Helen; Theakston, Anna
Titel	The Impact of Science Intervention on Caregiver Attitudes and Behaviours towards Science for Deaf and Hearing Children
Quelle	In: Deafness & Education International, 24 (2022) 2, S.100-126 (27 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1464-3154
DOI	10.1080/14643154.2020.1842623
Schlagwörter	Deafness; Hearing Impairments; Preschool Children; Intervention; Science Instruction; Parent Participation; Attitude Change; Interpersonal Communication; Barriers; Parent Child Relationship; Parent Role; Parent Attitudes; Foreign Countries; United Kingdom (England) + Suchen Sie Ihr Suchwort? Gehörlosigkeit; Taubstummheit; Hearing impairment; Hörbehinderung; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Elternmitwirkung; Attitudinal change; Einstellungsänderung; Interpersonale Kommunikation; Parents-child relationship; Parent-child-relation; Parent-child relationship; Eltern-Kind-Beziehung; Parental role; Elternrolle; Elternverhalten; Ausland
Abstract	Assessment of deaf children has found that their early understanding in science is behind that of their hearing peers. Research shows that parental attitudes and behaviours can affect educational outcomes but few studies have considered the effects of attitudes towards science on parent/child interactions in the home and thus, the effects on attainment. We studied whether caregiver participation in a pilot intervention would influence attitudes and reported behaviours towards science learning in the home. Method: Caregivers of deaf and hearing pre-school children (N = 18) completed a questionnaire at the start and end of a year-long intervention to determine whether there was a relationship between the level of engagement with the intervention and attitudes towards science both pre- and post-study. Findings: There was a significant positive shift in the amount of reported science talk between caregivers and their children. No relationship between engagement and attitudes was found. Conclusions: We propose that irrespective of group (control or intervention), participating in an intervention involving science talk led to a reported increase in science talk and a generally positive view of science across all groups. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01