Communication in Authoritarian Parenting on Learner Participation in Early Childhood Education Science Class in Homabay County, Kenya

Odundo Paul Amollo, Ganira Khavugwi Lilian
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Abstract

Communication is the process of reaching mutual understanding where participants not only exchange information, ideas and feelings but also create and share meaning. Effective communication imparts knowledge and paves way towards building and strengthening relationships which uphold peace between parents and children for lasting associations. However, the authoritarian parenting style tends to manipulate communication which creates fear and compromise learner participation in class. The study explored the relationship between communication in authoritarian parenting model and participation of learners in Early Childhood Education (ECE) science classroom in Homabay County, Kenya. The population of the study involved 314 respondents including 4 County education officers; 60 head teachers; 60 ECE teachers attached to public primary schools; 120 learners and 70 parents. The teachers’ questionnaire was used as the main data collection tool. Correlation analyses were performed to determine which demographic characteristics should be used as control variables. Regression analyses were also performed to examine the relationship between communication in authoritarian parenting model and children’s participation in class activities. Data was gathered, summarized and analyzed by reading the information collected through the research instruments and pattern trends and relationships from the information gathered were established. Descriptive statistics were used to analyze qualitative data while quantitative statistics were employed to match authoritarian parenting numbers to learner participation attributes. Frequency distribution tables were used to present the data. Anchored on social learning theory, the study findings supported the view that communication in authoritarian parenting model is negatively related to children’s participation in class. The 91% of ECE teachers confirmed that learners from authoritarian settings could not express themselves well as a result of limited communication existing between the child and the parent and only 9% observed eloquence in the learners of authoritarian parents. For further research the study suggested that since authoritarian mothers and fathers behave differently, studies should be done separately to assess consistency of the parenting model in both parents.
肯尼亚霍马贝县幼儿教育科学课堂中,权威父母的交流对学习者参与的影响
沟通是达到相互理解的过程,参与者不仅交换信息、想法和感受,而且还创造和分享意义。有效的沟通可以传授知识,并为建立和加强关系铺平道路,维护父母与子女之间的和平,建立持久的联系。然而,权威型的教育方式往往会操纵沟通,从而产生恐惧,损害学习者在课堂上的参与。本研究探讨了肯尼亚霍马贝县幼儿教育(ECE)科学课堂中权威型育儿模式下的沟通与学习者参与之间的关系。该研究涉及314名受访者,其中包括4名县教育官员;60名校长;公立小学的60名欧洲经委会教师;120名学生和70名家长。采用教师问卷作为主要的数据收集工具。进行相关分析以确定应使用哪些人口统计学特征作为控制变量。此外,本研究亦采用回归分析检视权威型教养模式下的沟通与儿童参与课堂活动的关系。通过阅读研究工具收集到的信息,对数据进行收集、总结和分析,并根据收集到的信息建立模式趋势和关系。描述性统计用于分析定性数据,定量统计用于匹配专制父母数量与学习者参与属性。使用频率分布表来表示数据。基于社会学习理论,本研究结果支持权威型育儿模式下的沟通与儿童课堂参与负相关的观点。91%的ECE教师确认,由于孩子与父母之间的沟通有限,专制环境下的学习者不能很好地表达自己,只有9%的教师观察到专制父母的学习者有口才。对于进一步的研究,该研究表明,由于专制母亲和父亲的行为不同,应该分别进行研究,以评估父母双方养育模式的一致性。
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