Using National Literary Works to Foster Children’s Character Development Through Parents’ Language Intervention
DOI:
https://doi.org/10.17507/tpls.1403.35Keywords:
character development, language intervention, parent-child relationship, national literary works, teacher-child relationshipAbstract
The effect of national literary works on children’s character development was investigated through both naturalistic observation and mixed methods data analysis. The children who took part in this study were, on average, eight years old. The findings demonstrate that: 1) language intervention through national literary works enhances children’s character development by appealing to them through the setting, action, characters’ appearance, expression, and colors; 2) parents play key roles in this process by selecting appropriate themes, enforcing viewing rules, accompanying their children while watching, and discussing the content of the stories with them; 3) the roles of teachers and individuals in the children surroundings include supporting the parents’ program which requires them to treat the children in line with the information provided by the parents regarding their children. This study concludes that language intervention through national literary works positively impacts children’s character development when supported by the roles of parents, teachers, and individuals in their environment. This study contributes to teaching character through literature.
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