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The purpose of this study is to examine and analyze the experience and transformation of fathers who participated in education for children's socio-emotional development. For this research, six fathers were selected as research participants, and they went through 7 weeks of education in children’s socio-emotional developmental support, including group interviews. During the study, recordings of videos, transcripts, self-reflections, and interviews of the participants from the education were collected and analyzed. The results have shown that through the education, the participants were able to ‘recognize and understand their ignorance and indifference’, ‘practice and role-play to apply the knowledge in real-life situations’ and ‘experience how father-child play serves as a channel for the children's social and emotional development’ and ‘exchange sympathy and fellowship between fathers’. In addition, the interviews and reflections have shown that the participants have transformed into fathers who try to ‘comprehend and understand their children’, are ‘not embarrassed to express praise and encouragement’, are ‘not afraid to spend time with their children’ and ‘enjoy co-parenting’. As a result, the analyses of the study have shown that the education for children's socio-emotional development support for fathers has not only helped the children's socio-emotional development but has also improved child-parent communication and relationship, furthermore, resulting in positive improvements in marital relationships through encouraging and motivating equal sacrifice to achieve actively joint parenting.
Hur et al. (Sun,) studied this question.