Parents of pre-school children with effective learning patterns in low socio-economic areas were studied in relation to four dimensions: parental philosophy and values, perception of the child, feelings of competence, and verbal interaction. In these families, parents maintained a helpful and encouraging attitude toward their children as curious adventurers, creative and independent learners, and often interacted with them in situations which were non-conflictual, thus providing a rich verbal environment This research adds to our knowledge about atypical parent-child interaction in low socio-economic areas which leads to effective learning, and may be helpful in planning optimal care for disadvantaged children.
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