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Articles by Yi-Chan Tu
Total Records ( 2 ) for Yi-Chan Tu
  Yi-Chan Tu , Mei-Ju Chou and Hung-Chung Lee
  The influence of integrated information technology on various facets of modern day life is immense. Over the past decade, it has also influenced early childhood education-be it from an academic perspective or be it from the perspective of character education. The study aims to investigate how integrated information technology with parent-child shared reading would have a major impact on family education, especially from parenting and character education perspectives. The study first collects the data from some relative questionnaires with randomly sampling to distribute for 500 preschool children’s parents in Southern Taiwan. The data are then analyzed by using SPSS statistical tool with factor analysis, regression analysis and also Hierarchical regression. The results of analysis are concluded as follows: (1) Parenting style reveals partially notably positive correlations with young children’s character development, (2) Parent-child shared reading within information technology application presents partially significantly positive correlations with parenting style, (3) Parent-child shared reading within information technology application appears partially remarkably positive correlations with young children’s character development, (4) Parent-child shared reading within information technology application shows partially significantly moderating effects between parenting style and children’s character development. Based on the research outcomes, it is expected that some suggestions and references would be very useful for preschool children’s parents to appropriately integrate information technology within their shared reading and parenting with children.
  Yi-Chan Tu and Mei-Ju Chou
  The purpose of this study is to identify the effects of different parenting styles and teachers’ strategies in classroom interaction for emotion regulation development in preschool children. The quantitative approach employed instruments to measure parenting style and emotion regulation scores. The qualitative approach involved classroom observations and interviews with the teachers. The data revealed to implement an authoritative parenting style. In addition, there is a significant difference in the emotion regulation scores. The results indicated that teachers’ act strategies in classroom interactions widely affected children’s emotion regulation. The study suggested both professional development programs and workshops should be applied to develop a consistent approach to classroom interaction.
 
 
 
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