Professional Development Centre, Karachi
This study explores the perceptions of mothers (working and stay-at-home) about their role in the emotional development of their children in early years (4-6 years). It also explores the impeding factors in mother-child interaction during the emotional development in early years of the children. The qualitative design was used to explore the effects of stay-at-home and working mothers‟ interaction on their children‟s early year (focusing 4-6 years) emotional growth and development. Through a purposive sampling, four participants (two working and two stay-at-home mothers) were selected whose children were 4-6 years of age and were enrolled in Kindergarten I and II. The data was generated through semi-structured interviews. The study concludes by presenting implications and recommendations for parents, teachers, teacher educators, early childhood educational institutions based on the children‟s emotional development particularly focusing on early years.
In Search of Relevance and Sustainability of Educational Change : An International Conference at Aga Khan University Institute for Educational Development, November 1-3, 2012
Sewani, S. S.
(2012). Mother-child interaction and emotional development of a child : Exploring the connections. In Search of Relevance and Sustainability of Educational Change : An International Conference at Aga Khan University Institute for Educational Development, November 1-3, 2012, 401-407.
Available at: http://ecommons.aku.edu/pakistan_ied_pdck/232
Elementary and Middle and Secondary Education Administration Commons, Other Educational Administration and Supervision Commons, Other Teacher Education and Professional Development Commons, Pre-Elementary, Early Childhood, Kindergarten Teacher Education Commons