Effects of Parent Training Program on Story Reading in Promoting Toddler Language Development
Keywords:
Promoting Language Development, Story Reading, Theory of Planned BehaviorsAbstract
This quasi-experimental research aimed to study the effects of a parent training program on story reading in promoting toddler language development based on Theory of Planned Behavior. The participants consisted of 64 parents of children aged 2-3 years, divided into the experimental group (32 participants) and the control group (32 participants). The research instruments included the program and questionnaires assessing parents’ attitudes, subjective norms, perceived behavioral control, intention and behaviors. Data were analyzed using descriptive statistics, chi-square, independent t-test, Mann-Whitney U test, and Generalized Estimating Equations (GEE).
The results revealed that the experimental group had a statistically significant increase in the mean scores of story reading behaviors after the intervention and at the one-month follow-up (p<.05). The mean scores of attitudes, subjective norms, perceived behavioral control, and intention showed a statistically significant increase after the intervention (p<.05). At the one-month follow-up, perceived behavioral control and intention remained significantly increased (p<.05). Healthcare professionals involved in promoting child development can use this program to support parents’ roles in enhancing children’s language development through story reading.
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