Parental perceptions of the effects of baby sign classes on parent-child interaction
Cardiff Metropolitan University
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Introduction: There is current debate in the literature surrounding the effects of baby sign on parent-child interaction, with research both supporting and contesting the use of baby sign. The aim of this study was to explore parental perceptions of baby sign classes on parent-child interaction. Method: Five participants were interviewed using a semi-structured interview method. The participants were all parents of children who had attended baby sign classes within the last two years and were from high socio-economic areas. The interview transcripts were subsequently analysed using Interpretative Phenomenological Analysis. Results: The data suggested that attendance at baby sign classes and the use of baby sign had a positive effect on parent-child interaction. The data highlighted that the participants perceived a sense of empowerment, social and emotional benefits, a closeness of parent-child relationship and that baby sign had integrated naturally into their everyday lives. In particular, the data suggested that parents felt an increase in parental confidence, an increase in parent-child attachment and improved temperament for the babies after using baby sign. Conclusion: This study suggests that baby sign classes have a positive impact on parent-child interaction, with no increase in parental stress.
B.Sc. (Hons) Speech and Language Therapy
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