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The aim of this study is a quest into the interpretation of Proverbs 1-9 to learn its meaning, i.e., its significance, value and relevance for the Christian church today. This thesis is divided into six chapters. Chapter 1 sketches the problem that is to be researched and its background and the research methods and approach in this study. Chapter 2 investigates the review of literature on the exegesis of Proverb 1-9. It looks at the form, social setting and the purpose of Proverbs 1-9. It also investigates the relationship between Proverbs 1-9 and the Ancient Near Eastern wisdom. Chapter 3 investigates the form and literary analysis of Proverbs 1-9. It deals with the two literary genres in Proverbs 1-9, namely instructions and the wisdom speeches. The thesis argues in this chapter that the focus of this study is on the parental instructions in Proverbs 1-9. It analyses the structure of all the parental instructions. Chapter 4 deals with the exegetical study of Proverbs 1-9. The focus of this chapter is on the exegesis of the parental instructions in Proverbs 1-9. Chapter 5 is built on the outcome of the exegesis dealt with in Chapter 4 by extracting themes on child-rearing that will help Christian parents in their task of child-rearing. Chapter 6 summarises the findings and makes some recommendations on the further study of Proverbs 1-9. The central theoretical argument was that Proverbs 1-9 is the Word of God that needs to shed its light onto the contemporary issues on Child-rearing that the church is facing. In conjunction with this central theoretical argument was the argument that Proverbs 1-9 is an indispensable resource for the church in her task of guiding parents with regard to rearing their children properly. / Thesis (Ph.D. (Old Testament))--North-West University, Potchefstroom Campus, 2010.

The purposes of the study were to determine who was taking care of three- and four-year-old children in Middletown USA, and to attempt to identify why parents of these children chose particular types of child care. A further purpose of the study was to supply data relative to the Muncie, Indiana, community which were not gathered in the Middletown studies. The sample consisted of 153 parents of three- and four-year-old children who lived on randomly selected city blocks in Muncie, Indiana.An informal questionnaire was constructed in order to gather information needed to test the null hypotheses and to obtain data relative to the community. Informal interviews were conducted at the home of each subject. Responses were recorded on the questionnaire forms. Null hypotheses were tested at the .05 level of significance.The observed proportion of parents who provided parental care for their three- or four-year-old children was significantly greater than .5. The observed proportion of parents who provided parental care for their three- or four year-old children because they wanted to take care of their own children was significantly greater than .5. The observed proportion of parents who arranged informal care for their three- or four-year-old children because of a need to work was significantly greater than .5. The observed proportion of parents who arranged group care for their three- or four-yearold children because of its educational value was considerably less than .5. For those parents who arranged informal care, cost, convenience, and the quality of care were equally probable stated reasons for specific choice of informal care. For those parents who arranged group care, stated reasons for specific choice of group care were not equally probable. Convenience, educational value, and social value deviated most from the expected mean.It was concluded that many more preschool children were being provided with non-parental care than results from previous Middletown research hid indicated. Parents most often saw their need to work as the primary reason for arranging non-parental care.

The aim of this study is a quest into the interpretation of Proverbs 1-9 to learn its meaning, i.e., its significance, value and relevance for the Christian church today. This thesis is divided into six chapters. Chapter 1 sketches the problem that is to be researched and its background and the research methods and approach in this study. Chapter 2 investigates the review of literature on the exegesis of Proverb 1-9. It looks at the form, social setting and the purpose of Proverbs 1-9. It also investigates the relationship between Proverbs 1-9 and the Ancient Near Eastern wisdom. Chapter 3 investigates the form and literary analysis of Proverbs 1-9. It deals with the two literary genres in Proverbs 1-9, namely instructions and the wisdom speeches. The thesis argues in this chapter that the focus of this study is on the parental instructions in Proverbs 1-9. It analyses the structure of all the parental instructions. Chapter 4 deals with the exegetical study of Proverbs 1-9. The focus of this chapter is on the exegesis of the parental instructions in Proverbs 1-9. Chapter 5 is built on the outcome of the exegesis dealt with in Chapter 4 by extracting themes on child-rearing that will help Christian parents in their task of child-rearing. Chapter 6 summarises the findings and makes some recommendations on the further study of Proverbs 1-9. The central theoretical argument was that Proverbs 1-9 is the Word of God that needs to shed its light onto the contemporary issues on Child-rearing that the church is facing. In conjunction with this central theoretical argument was the argument that Proverbs 1-9 is an indispensable resource for the church in her task of guiding parents with regard to rearing their children properly. / Thesis (Ph.D. (Old Testament))--North-West University, Potchefstroom Campus, 2010.

This is a qualitative sociolinguistic study that investigates the parental experiences of bilingual child-rearing for linguistically intermarried couples in Japan. In particular, it focuses on the role of native English-speaking fathers. Through the incorporation of questionnaire, logbook, and in-depth interview data, the study presents eight unique and richly-nuanced cases of language contact in the family domain. The thesis builds on influential works that have both questioned the ease with which children acquire two languages (Yamamoto, 2001b) and highlighted bilingual child-rearing as an emotionally draining and labour-intensive pursuit (Okita, 2002). In accordance with recent suggestions to more readily acknowledge the socio-political dimensions of bilingualism (e.g. Heller, 2007, p. 1; Myers-Scotton, 2006; Li Wei, 2008, p. 17), this study shows bilingual child-rearing to be an innately political phenomenon. The study supports the supposition that the individual circumstances of linguistically intermarried couples rarely align neatly with the prescriptive advice found in much of the popular literature on how to raise children in two (or more) languages (Piller, 2001b). In particular, abstractions of power and discursively constructed identities are shown to structure both the specific language choices and the broader parental practices of the couples in this study. For linguistically intermarried couples, bilingual child-rearing is shown to be a fluid process of negotiation, whereby language choices and decisions about transmission strategies are tied to social positioning of both self and other. Drawing from a broader literature pertaining to the social psychology of parenting, this thesis also proposes a model to analyse the ecological context of bilingual child-rearing. The linguistic behaviours of the parents, as well as their decisions concerning family language planning are shown to emerge from each family’s unique and fluctuating set of social circumstances. These include, but are not limited to, the quality of the spousal relationship, the family’s economic resources, (shifting) cultural affiliations of all family members, future plans, minority language contact opportunities, the medium of instruction at the child’s school, the needs and wishes of extended family members, as well as the agency of the child.

Thesis (M.A.)--Reformed Theological Seminary, 2005. / Includes bibliographical references (leaves 154-160).

Thesis (D. Ed.)--University of Western Sydney, 2003. / "A portfolio submitted in the fulfillment of the requirements for the degree of Doctor of Education at University of Western Sydney." Includes bibliography and appendices.

Thesis(M.S.)--Auburn University, 2006. / Abstract. Vita. Includes bibliographic references.