| Summary: | 碩士 === 國立臺中教育大學 === 幼兒教育學系早期療育碩士班 === 102 === This study is purported to analyze the parental beliefs and practices on the language development in children with domestic developmental delays in Taiwan. This research discusses the difference between different background variables on parental beliefs’ and practices in helping their children on the language development as well as the predictors of parental practices on parent-child picture book reading time and the starting age of their child received the language therapy. Adopting purposive sampling at one regional teaching hospital and an early intervention institution, the researcher applies a self-designed structural questionnaire survey to the parents of children age under 6 years old with developmental delays with exploration into the research questions. The study analyzes a total of 96 valid samples using correlation, variance and multiple stepwise regressions. The major findings and conclusions of the study are summarized in the follows:
1. The overall parental beliefs’ on the children’s language development of children with developmental delays are positive. In terms of the overall actions, parents frequently offer children with opportunities and supports to carry our language related learning activities while the correlation between the parental beliefs and practices on language development show significant positive correlation.
2. Parents show significant difference in their beliefs on language development of children with developmental delays under different level of parents’ education, occupation, total household income and social-economic status. There is also significant difference in the actions for different parents’ age and number of siblings.
3. The significant predictors of parental actions for parent-child reading are show in the order of “total score for language practice scale,” “children’s physical and mental development” and “household income.” The three predictors effectively explain 25.3% of the variance.
4. The significant predictors of the starting age for children regularly accept language therapy are shown in the order of “children’s physical and mental development,” “children’s gender” and “status and symptoms of language development.” The three predictors effectively explain 36.7% of the variance.
In sum of the aforementioned research results, it is suggested that the clinical professionals of early intervention to cope with language and cultural diversity, respect for the difference and various parenting viewpoints, and collaborative with parents, sibling and peer to improve their beliefs on child’s language development. Children’s abilities will be scaffolding by others encouraged with responsive awareness to provide a language learning environment that will support children with developmental delays under the parental-child, sibling and peer interaction of a natural environment using milieu teaching method.
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