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71.
72.
A series of studies was conducted which focused on US adults' beliefs about the relative importance of acquiring mathematical skills for preschool children and about how children acquire these skills. In Study 1, adults rated general information, reading and social skills as all being more important than mathematical skills. They also claimed that parents have the most influence on preschool children's learning regardless of content area. In Study 2, the parents of kindergarten children also rated reading, general information and social skills as all being more important than mathematics in preparing children for the first grade. The more important parents felt mathematics were, the more they reported engaging in a variety of mathematical-related activities with their children. However, the importance they placed on mathematics was not related to their child's actual mathematical performance. In summary, adults seem to value mathematics less than other skills in preparing young children to enter elementary school. © 1998 John Wiley & Sons, Ltd. 相似文献
73.
Keith A. King Linda K. Kraemer Amy L. Bernard Rebecca A. Vidourek 《Journal of child and family studies》2007,16(5):606-614
We surveyed 191 Southwest Ohio foster parents regarding their involvement in authoritative parenting and interest for additional
parenting education. Our results showed that most respondents reported using an authoritative parenting style and were interested
in receiving future training. Involvement in authoritative parenting differed significantly based on level of education and
number of years as a foster parent. Foster parents with a college degree or higher were significantly more involved in authoritative
parenting than foster parents with a high school diploma or less. Those who had been a foster parent for greater than five
years were significantly more likely than those who been a foster parent for five years or less to use authoritative parenting
and desire future training in authoritative parenting. 相似文献
74.
Jason D. Brown Nadine Sigvaldason Lisa M. Bednar 《Journal of child and family studies》2007,16(2):197-208
A sample of 63 licensed foster parents was asked, “What motivates you to foster a child who has a fetal alcohol spectrum disorder?” The responses to this question were grouped together by licensed foster parents. The grouped data were subjected to multidimensional scaling and cluster analysis. Results indicated that foster parents were motivated to care for children with alcohol-related disabilities by witnessing positive changes in the children in their care, helping children focus on their strengths, using their own parenting experience, earning an income, assisting children who have disabilities, and helping children stay connected to their families and communities. Foster parents who foster children with alcohol-related disabilities foster for similar reasons to those who foster children with special needs in general. Differences between the literature on foster parent motives and study results were described. Foster parents who are caring for children with alcohol-related disabilities see their care as specialized, see their roles as long-term helpers facilitators to children, their birth families and home communities, and emphasize positive experiences of fostering. 相似文献
75.
Psychosocial theories focused on the intrafamilial transmission of anxiety often concentrate on specific parenting behaviors
that increase risk of anxiety disorders in children. Two such theories—affectionate versus affectionless control—both implicate
parenting, although differently, in the pathogenesis of childhood anxiety. The present article reviews observational studies
that focus on interactions between parents and children in anxious families in order to examine critically each of these two
models. We divide these observational studies into two groups: those that seek to characterize the behavior of anxious parents
(top-down studies) versus parents of anxious children (bottom-up studies). This approach reveals that there is a consistent
relationship between controlling parental behavior in families with anxiety-disordered children as well as a consistent relationship
between parental behavior low in warmth and families with anxiety-disordered parents. The present article discusses the implications
of the pattern that unfolds from the observational studies of the last decade and provides suggestions for future research
in the area. 相似文献
76.
To Play or Not to Play: Diverse Motives for Latino and Euro‐American Parent–Child Play in a Children's Museum
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Allison DiBianca Fasoli 《Infant and child development》2014,23(6):605-621
A popular social discourse in the United States is that play is important for children's learning and that parental involvement maximizes play's learning potential. Past research has concluded that parents who hold this view of play are more likely to play with their children than those who do not. This study investigated the prevalence of this view among Euro‐American and immigrant Latino parents of young children in order to illuminate the extent to which it uniquely and uniformly motivates parent–child play. Parents' models of play were assessed through interviews and naturalistic observations in a children's museum. Analysis revealed ethnic group differences in parent–child play that corresponded with parental beliefs about play. Within‐group analysis, however, revealed diversity in the ways that these play behaviours and beliefs came together to comprise parents' models of play. Discussion focuses on the social nature of play, the dynamic nature of culture, and the issue of individual subject validity. Implications for the interpretation of parent–child play in early childhood settings are considered. Copyright © 2014 John Wiley & Sons, Ltd. 相似文献
77.
Latin American immigrant parents and their children's teachers in U.S. early childhood education programmes
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For many immigrants, their children's schools offer their first sustained interaction with the major societal institutions of their new countries, and so exploring the ways in which immigrant parents manage their children's educational experiences offers insight into how they adapt to new cultural norms, customs and expectations and how they are treated in return. This study delved into the involvement of Latin American immigrant parents in U.S. education, shifting the traditional focus down from elementary and secondary school to early childhood education. Statistical analysis of nationally representative data revealed that Latina immigrants had lower frequencies of most home‐ and community‐based involvement behaviours than U.S.‐born and foreign‐born parents of varying racial/ethnic backgrounds but higher frequencies of involvement behaviours requiring participation in early childhood education programmes. As a window into these national patterns, qualitative data from an early childhood programme in an immigration‐heavy state revealed that Latina immigrant mothers and their children's teachers often talked about each other as partners in supporting children's educational experiences but that their actual interactions tended to socialise mothers into being more passive recipients of teachers' directives. 相似文献
78.
This article focuses on parents’ role in overweight adolescents’ motivation to diet and successful weight loss. The study employed Self-Determination Theory (SDT) as the theoretical framework (Deci & Ryan, 2000, 2011). Ninety-nine participants (ages 20–30) who had been overweight during adolescence according to their Body Mass Index (BMI mean = 25, SD = 1.6), completed retrospective questionnaires about their motivation to diet and their parents’ behavior in the context of dieting. Findings from a structural equation modeling analysis suggested that participants who viewed their parents’ as more need-supportive demonstrated more autonomous motivation to diet, which, in turn, contributed to their successful weight loss. The findings highlight the importance of parental support of adolescents’ psychological needs in the quality of their motivation to diet. This is an important insight for parents and professionals who aim to encourage more constructive parent involvement in adolescents’ dieting and well-being. 相似文献
79.
Marcus A. Rodriguez Caitlin M. Fang Clive Robins M. Zachary Rosenthal 《Ethics & behavior》2016,26(4):344-356
The present study aims to (a) survey Chinese mental health professionals’ attitudes toward therapeutic confidentiality with adolescent patients in specific clinical situations, and (b) compare Chinese adolescents’ and parents’ beliefs about when most mental health professionals would breach confidentiality. A sample of 36 mental health practitioners, 152 parents, and 164 adolescents completed a survey to assess their opinions about when confidentiality should be breached in 18 specific clinical situations (e.g., an adolescent tells his or her therapist that he or she smoked a cigarette, had unprotected sex, or attempted suicide). Nearly half of the parents (46%) and adolescents (41%) and 78% of the therapists in our sample selected “yes” in response to the question of whether the principle of confidentiality applies to adolescents. However, 49% of parents indicated “no,” and 53% of adolescents indicated “not sure.” Compared to adolescents, parents were significantly more likely to believe that therapists would breach confidentiality for the high-breach-likelihood items. For the low-breach-likelihood items, adolescents and parents were significantly more likely than therapists to believe confidentiality should be breached. Results from this study provide data to inform the development, refinement, practical implementation, and communication of guidelines and recommendations specific to adolescents receiving psychotherapy in China. 相似文献
80.