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العنوان
فاعلية برنامج إرشادي لتنمية وعي الوالدين و المعلمين بحقوق الأطفال و تحسين إتجاهاتهم نحو أساليب التنشئة الإجتماعية للأطفال\
المؤلف
صبري، ريماء صلاح الدين عبد العزيز.
هيئة الاعداد
باحث / ريماء صلاح الدين عبد العزيز صبري
مشرف / طلعت منصور غبريال
مشرف / ايمان لطفي ابراهيم
الموضوع
التربية.
تاريخ النشر
2015.
عدد الصفحات
315.ص :
اللغة
العربية
الدرجة
الدكتوراه
التخصص
التنمية
تاريخ الإجازة
1/1/2015
مكان الإجازة
جامعة عين شمس - كلية التربية - الصحة النفسية
الفهرس
يوجد فقط 14 صفحة متاحة للعرض العام

from 315

from 315

المستخلص

As the interest in achieving care and psychological security of children has increased; and the issuance of many laws, conventions, and international agreements of children rights and protection, so the necessity of deal with children rights in our Arab nation with more seriousness and interest. Children are gift from Allah, and we have to pay more care, interest, and good integrated nurturance so that well physical, mental, psychological, and social development is achieved to be an effective and productive member in society. So, many great countries of the world, international organizations and bodies paid great interest to issue conventions and laws for regulating the interest in children rights and care.
So, our study goes further to identify the effectiveness of a counseling program to develop parents and teachers awareness to children rights, and to improve their attitudes toward social nurturance styles of children.
Aims of Study:
Current research aims at validating the effectiveness of the two counseling programs used in study to develop parents and teachers awareness to children rights, and to improve their attitudes toward social nurturance styles of children.
Problem of Study:
International interest to children rights and nurturance, although new in form, is old in meanings. Every heavenly books have paid interest to children, as they are weak, unable to face surrounding risks, and they need care and defensiveness. There is no doubt that child rights are so important and should be preserved by others, either countries or individuals. In addition, it is important for everyone to be aware of such rights, especially parents and teachers who communicate daily with children. For such reasons, current research tried to raise parents and teachers’ awareness to children rights through two counseling programs. Both programs aimed at developing awareness to children rights and to improve attitudes of parents and teachers toward social nurturance styles using several techniques including discussion, lecture, role-play, and modeling.
As such, problem of research is shaped in the following main question:
What is the effectiveness of counseling program in developing awareness to children rights for both parents and teachers, to improve the attitudes toward social nurturance styles?
Significance of Study:
Research is significant in identifying ways to develop children rights awareness for parents and teachers, and to improve their attitudes toward social nurturance of children. This may be stated through:
Theoretical Significance:
Trying to develop awareness to children rights for a two samples (i.e. parents and teachers), through the program prepared for each group.Applied Significance:
 Identified through the usefulness of the counselling program for parents and teachers in developing their awareness to children rights, and to improve attitudes toward children.
 Building tools to measure awareness to children rights, and to improve attitudes toward social nurturance styles of children.
 Investing positive abilities of children to become good citizens.
Sample:
Total sample were selected among (40) parents and teachers. They were divided into two groups:
First Sample:
consisted of (20) parents (male and female), with children at primary education. They were divided to two groups (experimental and control groups), with 20 parents in each group (10 males- 10 females).
Second Sample:
consisted of (20) teachers (male and female), who work with children at primary education (El Asher Azhari Model Institute). They were divided to two groups (experimental and control groups), with 20 teachers in each group (10 males- 10 females).Tools:
1- Parents Awareness to Children Rights Scale (prepared by the researcher).
2- Teachers Awareness to Children Rights Scale (prepared by the researcher).
3- Social Nurturance Scale- Parents ”1st form” (prepared by the researcher).
4- Social Nurturance Scale- Teachers ”2nd form” (prepared by the researcher).
5- An Observation Form for Teachers (prepared by the researcher).
6- A Counseling Program to Develop Awareness to Children Rights for Parents and improve their attitudes toward Social Nurturance Style of children (Prepared by the researcher).
7- A Counseling Program to Develop Awareness to Children Rights for Teachers and improve their attitudes toward Social Nurturance Style of children (Prepared by the researcher).
Hypotheses:
1- There are statistically significant differences between degrees of teachers in the experimental group in pre and post measurements of Teachers Awareness to Children Rights Scale in the direction of post measurement.
2- There are no statistically significant differences between degrees of teachers in the control group in both pre and post measurement of Teachers Awareness to Children Rights Scale.
3- There are statistically significant differences between mean degrees of teachers in the experimental and control groups in post measurement of Teachers Awareness to Children Rights Scale in the direction of the experimental group.
4- There are no statistically significant differences between degrees of teachers in the experimental group in post and follow-up measurements of Teachers Awareness to Children Rights Scale.
5- There are statistically significant differences between degrees of parents in the experimental group in pre and post measurements of parents Awareness to Children Rights Scale in favor of post measurement.
6- There are no statistically significant differences between degrees of parents in the control group in pre and post measurements of parents Awareness to Children Rights Scale in favor of post measurement.
7- There are statistically significant differences between mean degrees of parents in the experimental and control group in post measurements of parents Awareness to Children Rights Scale in the direction of experimental group.
8- There are no statistically significant differences between degrees of parents in the experimental group in post and follow-up measurements of parents Awareness to Children Rights Scale.9- There are statistically significant differences between degrees of teachers in the experimental group in pre and post measurements of Social Nurturance Scale of Children in the direction of post measurement.
10- There are no statistically significant differences between degrees of teachers in the control group in pre and post measurements of Social Nurturance Scale of Children.
11- There are statistically significant differences between mean degrees of teachers in the experimental and control groups in post measurements of Social Nurturance Scale of Children in the direction of post the experimental group.
12- There are no statistically significant differences between degrees of teachers in the experimental group in post and follow-up measurements of Social Nurturance Scale of Children.
13- There are statistically significant differences between degrees of parents in the experimental group in pre and post measurements of Social Nurturance Scale of Children in the direction of post measurement.
14- There are no statistically significant differences between degrees of parents in the control group in pre and post measurements of Social Nurturance Scale of Children.
15- There are statistically significant differences between mean degrees of parents in the experimental and control groups in post measurement of Social Nurturance Scale of Children in the direction of the experimental group.16- There are no statistically significant differences between degrees of parents in the experimental group in post and follow-up measurements of Social Nurturance Scale of Children.
Findings:
Current research concluded the following:
1- There are statistically significant differences at (0.01) level between degrees of teachers in the experimental group before and after applying the program, on all dimensions of Teachers Awareness to Children Rights Scale in the direction of post measurement.
2- There are no statistically significant differences between degrees of teachers in the control group in both before and after applying the program, on all dimensions of Teachers Awareness to Children Rights Scale and total rating on scale.
3- There are statistically significant differences qt (0.01) level between mean degrees of teachers in the experimental and control groups in post measurement of Teachers Awareness to Children Rights Scale in the direction of the experimental group.
4- There are no statistically significant differences between degrees of teachers in the experimental group in post and follow-up measurements on all dimensions of Teachers Awareness to Children Rights Scale and total rating of scale.
5- There are statistically significant differences at (0.01) level between degrees of parents in the experimental group before and after applying the program, on all dimensions of parents Awareness to Children Rights Scale and totla rating of scale in the direction of post measurement.
6- There are no statistically significant differences between degrees of parents in the control group before and after applying the program, on all dimensions of parents Awareness to Children Rights Scale and the total rating of scale.
7- There are statistically significant differences at (0.01) level between mean degrees of parents in the experimental and control group in post measurements of parents Awareness to Children Rights Scale in the direction of experimental group.
8- There are no statistically significant differences between degrees of parents in the experimental group in post and follow-up on all dimensions of parents Awareness to Children Rights Scale and total rating of scale.
9- There are statistically significant differences at (0.01) level between degrees of teachers in the experimental group before and after applying the program, on all dimensions of Social Nurturance Scale of Children and total rating of scale in the direction of post measurement.
10- There are no statistically significant differences between degrees of teachers in the control group before and after applying the program, on all dimensions of Social Nurturance Scale of Children and total ratings of scale.
11- There are statistically significant differences at (0.01) level between mean degrees of teachers in the experimental and control groups in post measurements of Social Nurturance Scale of Children in the direction of post the experimental group.
12- There are no statistically significant differences between degrees of teachers in the experimental group in post and follow-up measurements on all dimensions of Social Nurturance Scale of Children.
13- There are statistically significant differences at (0.01) level between degrees of parents in the experimental group before and after applying the program, on all dimensions of Social Nurturance Scale of Children and total ratings of scale in the direction of post measurement.
14- There are no statistically significant differences between degrees of parents in the control group before and after applying the program, on all dimensions of Social Nurturance Scale of Children and total rating of scale.
15- There are statistically significant differences at (0.01) level between mean degrees of parents in the experimental and control groups in post measurement of Social Nurturance Scale of Children in the direction of the experimental group.
16- There are no statistically significant differences between degrees of parents in the experimental group in post and follow-up measurements on all dimensions of Social Nurturance Scale of Children and the total rating of scale.