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Gender Constancy and Genital Knowledge in Filipino Preschool Children
Marison R. Dy 환태평양유아교육연구학회 2007 Asia-Pacific journal of research in early childhoo Vol.1 No.2
In line with Jean Piaget’s conservation concepts and Lawrence Kohlberg’s work on gender constancy, a study was conducted among Filipino preschoolers to determine the development of their gender constancy and determine the relationship between gender constancy and genital knowledge. Age and gender differences were also determined. The 87 preschoolers, aged 3-5 years old, from three laboratory schools completed the following tests: the Own-gender constancy test, Other-Gender Con- stancy test, and the Genital Knowledge test. For own-gender constancy, sex was a significant variable. The mean score of male preschoolers was higher than female preschoolers. For other-gender constancy, age was a significant variable. There was a difference in mean scores across the three age groups. There was a positive but low correlation between own-gender constancy scores and other-gender constancy scores. This relationship was also observed for other-gender constancy and genital knowl- edge.
Jewely Jean V. Padilla,Marison Felicidad R. Dy,Sue Liza C. Saguiguit The Pacific Early Childhood Education Research Ass 2022 Asia-Pacific journal of research in early childhoo Vol.16 No.3
This study determined the knowledge, attitude, and practices (KAP) of parents and children on waste segregation and if the parents’ KAP influence the children’s KAP. Fifty-six pupils at a preschool laboratory were administered a pictorial interview schedule. The parents accomplished a self-administered questionnaire. The correlation coefficients were generated to determine relationships between children’s age and sex to their KAP and parents’ KAP and children’s KAP. Regression analysis was done to determine parents’ and children’s KA contribution to their P. Findings show that majority of the parents and nearly half of the children have high KAP scores. As children’s age increases, their KAP slightly increases. Girls have slightly higher KAP than boys. For parents, knowledge was a predictor of practice while for children, attitude was a predictor for practice. There is a weak positive relationship between children’s and parents’ KAP. Parents’ P is also the biggest contributor to the children’s KAP. The family is an influential agent for children’s sustainable development practices.