ABSTRACT

Guided by the transactional approach, this grounded theory study examined the reciprocal relations between the effects of participation in a preschool education intervention program on Syrian refugee children and their mothers’ parenting practices and concept of child. 128 children participated in a school-based intervention program in resettlement communities in Turkey. 32 mothers were individually interviewed regarding their observations of and experiences with their children before and after intervention. Data were analyzed with various categorization, thematization, and trustworthiness techniques of grounded theory. Results show that participation in intervention yielded a variety of positive developmental changes in children which kicked off substantial changes in maternal practices and perceptions of child/childhood among their mothers. The emergent transactional model grounded in mothers’ voices captures three aspects of reciprocity that led to these changes: Remediation, redefinition, and reeducation. The study highlights the crucial and instrumental role of refugee children’s participation in ECEC support programs in reshaping and enhancing parental practices and their competence and capability to constructively impact on members of their proximal environments.

摘要

在交易方法的指导下，这项扎根理论研究检验了参与学前教育干预计划对叙利亚难民儿童的影响与其母亲的养育做法和儿童观念之间的相互关系。128 名儿童参加了土耳其重新安置社区的一项以学校为基础的干预计划。分别采访了 32 位母亲，了解她们在干预前后对孩子的观察和经历。使用扎根理论的各种分类、主题化和可信度技术对数据进行分析。结果表明，参与干预在儿童身上产生了各种积极的发展变化，从而引发了母亲实践和母亲对儿童/童年的看法的重大变化。补救、重新定义和再教育。该研究强调了难民儿童参与 ECEC 支持计划在重塑和加强父母实践以及他们对邻近环境成员产生建设性影响的能力和能力方面的关键和工具性作用。