Development of Parenting Program for teens as lifelong education

在本研究中，父母教养被认为是“为繁衍和培养下一代而发展的”，而“为父母做好准备”被定义为“父母养育过程中的发展阶段”。本研究旨在为初中生和高中生编制父母教养计划，以培养他们为父母做好准备的能力。第一项任务是通过测量儿童社交自我效能感的变化过程的问卷，考察儿童烹饪班(CC)的教育有效性，并将其与早期儿童教育和护理经验(ECEC)进行比较。研究发现，在非冲突情境下，ECEC提高了学生与儿童社会交往的自我效能感，而在冲突情境下，CC则增强了这种自我效能感。第二项任务是对美国初中生的父母教养计划进行回顾，并调查特殊的父母教养计划，以收集基础材料。《学会关爱课程》是一项针对青少年的特殊育儿计划，已被证明是一项行之有效的计划。在这个项目的过程中，学生们体验到了真正的养育和关爱他人的学习。第三个任务是明确家政专业的ECEC教育任务。问卷调查涉及两个方面：发送者和接受者，即带学生到幼儿园和日托机构与儿童玩耍的家庭经济教师，以及这些设施的幼儿教师。总之，ECEC的发送者和接受者都应该努力加强和建立更多的联系，以提高ECEC的教育效果。第四项任务是开发ECEC指南。这一点得到了初中和高中家政学老师的高度评价。

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.