Development of Parenting Program for teens as lifelong education

在本研究中，父母教养被视为“为繁殖和养育下一代而发展”，父母教养准备被定义为“发展父母教养过程中的阶段”。本研究旨在发展国、高中生亲职课程，以培养国、高中生的亲职准备。本研究的第一个任务是通过问卷调查的方式考察幼儿烹饪班的教育效果，并与幼儿教育和保育经验的教育效果进行比较，以测量幼儿社会交往自我效能感的变化过程。研究结果表明，幼儿教育活动在非冲突情境中提高了学生与儿童社会交往的自我效能感，而幼儿保育活动在冲突情境中提高了学生与儿童社会交往的自我效能感。“学习如何照顾课程”是针对青少年的特殊亲职课程之一，并被证明是一个有效的课程。第三个任务是明确家政学中有关幼儿保育和教育的任务。问卷调查涉及两个方面：消费者和接受者，即，把学生带到幼儿园和日托所和孩子们一起玩的家政老师，以及这些设施的学前教师。总括而言，幼儿保育中心与受助人双方应奋进加强及建立更多联系，以提高幼儿保育中心的教育成效。第四项工作是编制幼儿保育中心指引。这一点得到了初、高中家政老师的高度评价。

In this research Parenting is regarded as 'development for reproduction and nurturing of next generation', and Readiness for Parenting is defined as 'stages in the process of developing Parenting'. This research was aimed to develop the parenting program for junior and senior high school students in order to cultivate their Readiness for Parenting.There are four tasks in this research. The first task is to examine the educational effectiveness of Cooking Class with children (CC) and to compare it with that of Experience in early Childhood Education and Care (ECEC) through the questionnaire for measuring the changing process of their Self-Efficacy for social interaction with children. It was found that ECEC enhanced students' Self-Efficacy for social interaction with children in non-conflict situations and CC enhanced it in conflict situations.The second task is to review parenting programs and investigate special parenting programs for junior and senior high school students in U.S. for the sake of gathering fundamental materials. 'Learning How to Care Curriculum' was one of special parenting programs for teens and it was proved to be an effective program. In the process of this program, students experience authentic learning of parenting and caring to others.The third task is to clarify the educational assignments concerning ECEC in Home Economics. The questionnaire survey involved two parties : senders and recipients i.e., the home economic teachers who took their students to kindergarten and day nursery to play with children, and the preschool teachers at those facilities. In conclusion, both the senders and the recipients of ECEC should endeavor to strengthen and create more ties in order to enhance the educational effectiveness of ECEC.The fourth task is to develop the Guidebook for ECEC. This was highly regarded by junior and senior high school Home Economics teachers.