{"id":425442,"date":"2026-08-21T00:39:06","date_gmt":"2026-08-20T16:39:06","guid":{"rendered":"https:\/\/library.usj.edu.mo\/?post_type=tnc_col_19631_item&#038;p=425442"},"modified":"2026-08-24T12:15:40","modified_gmt":"2026-08-24T04:15:40","slug":"an-exploration-of-parents-perspectives-and-reasons-for-providing-electronic-devices-for-young-children-in-macao","status":"publish","type":"tnc_col_19631_item","link":"https:\/\/library.usj.edu.mo\/zh\/student-thesis-dissertation\/an-exploration-of-parents-perspectives-and-reasons-for-providing-electronic-devices-for-young-children-in-macao\/","title":{"rendered":"AN EXPLORATION OF PARENTS&#8217; PERSPECTIVES AND REASONS FOR PROVIDING ELECTRONIC DEVICES FOR YOUNG CHILDREN IN MACAO"},"content":{"rendered":"<p>LANGUAGE DELAY IS AN IMPORTANT ISSUE THAT AFFECTS THE EARLY COMMUNICATION AND LEARNING ABILITIES OF YOUNG CHILDREN. IN RECENT YEARS, THERE HAS BEEN A GREAT DEAL OF INTEREST IN THE FAMILY-CENTERED INTERVENTION MODEL, WHICH EMPHASIZES THE TEACHING OF RESPONSIVE INTERACTION STRATEGIES TO PARENTS IN ORDER TO OPTIMIZE THE FAMILY LANGUAGE ENVIRONMENT. THE PURPOSE OF THIS STUDY IS TO INVESTIGATE THE EFFECTIVENESS OF THIS MODEL OF INTERVENTION FOR CHILDREN WITH LANGUAGE DELAYS AND TO UNDERSTAND THE FACTORS THAT CONTRIBUTE TO THEIR LANGUAGE PROGRESS. THIS STUDY ADOPTED A MIXED METHODS RESEARCH DESIGN, WHICH COMBINED QUANTITATIVE EXPERIMENTS WITH QUALITATIVE INTERVIEWS TO ANALYZE THE EFFECTIVENESS OF THE INTERVENTION AND PARENTS&#8217; PERCEPTIONS OF THE FAMILY-CENTERED MODEL. THE STUDY WAS CONDUCTED WITH 10 CHILDREN WITH SPEECH AND LANGUAGE DELAYS AGED BETWEEN 2 AND 3 YEARS OLD. THE SUBJECTS WERE RANDOMLY DIVIDED INTO EXPERIMENTAL AND CONTROL GROUPS, AND RECEIVED THE FAMILY-CENTERED &#8220;&#8221;RESPONSIVE INTERACTION&#8221;&#8221; TECHNIQUE AND THE CLINICIAN-DIRECTED APPROACH &#8220;&#8221;DIRECT INSTRUCTION&#8221;&#8221; RESPECTIVELY. THE 12-WEEK STUDY CONSISTED OF A PRE-TEST, AN INTERVENTION PERIOD AND A POST-TEST. THE QUANTITATIVE STUDY WAS CONDUCTED USING THE LONG VERSION OF THE MACAO CONTONESE LANGUAGE SCREENING SCALE FOR PRESCHOOL CHILDREN (MACCLASS-P), TOGETHER WITH THE CHINESE CHILD DEVELOPMENT INVENTORY(CANTONESE VERSION) TO STANDARDIZE THE CHILDREN&#8217;S LANGUAGE COMPREHENSION AND EXPRESSION SKILLS. BOTH THE EXPERIMENTAL AND CONTROL GROUPS RECEIVED WEEKLY 45-MINUTE INTERVENTIONS DURING THE INTERVENTION PERIOD, WITH THE EXPERIMENTAL GROUP RECEIVING A FAMILY-CENTERED \u201cRESPONSIVE INTERACTION\u201d TECHNIQUE, WHERE THE THERAPIST TAUGHT THE PARENTS THE RELEVANT SKILLS AND PROVIDED THEM WITH OPPORTUNITIES FOR PRACTICE, AND THE CONTROL GROUP RECEIVING CLINICIAN-DIRECTED APPROACH &#8220;&#8221;DIRECT INSTRUCTION&#8221;&#8221;. THE CONTROL GROUP RECEIVED THE CLINICIAN-DIRECTED APPROACH &#8220;&#8221;DIRECT INSTRUCTION&#8221;&#8221;. THE QUALITATIVE STUDY INVOLVED SEMI-STRUCTURED INTERVIEWS WITH THE PARENTS OF THE EXPERIMENTAL GROUP TO INVESTIGATE THE EXPERIENCE OF USING THE TECHNIQUES AND THE CHANGES IN THEIR CHILDREN&#8217;S LANGUAGE. THE QUANTITATIVE RESULTS SHOWED THAT THE EXPERIMENTAL GROUP MADE SIGNIFICANTLY MORE PROGRESS THAN THE CONTROL GROUP IN OVERALL LANGUAGE COMPREHENSION AND EXPRESSIVE SKILLS, BUT DID NOT ACHIEVE SIGNIFICANT DIFFERENCES IN GRAMMATICAL COMPREHENSION AND PRAGMATICS. THE QUALITATIVE DATA FURTHER REFLECTED THAT PARENTS GENERALLY RECOGNIZED THE USEFULNESS OF THE \u201cRESPONSIVE INTERACTION\u201d SKILLS IN FACILITATING CHILDREN&#8217;S PROGRESS FROM SINGLE WORDS TO COMPLETE SENTENCES. 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