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Academic literature on the topic 'Children of working parents Perception in children'

Author: Grafiati

Published: 4 June 2021

Last updated: 1 February 2022

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Journal articles on the topic "Children of working parents Perception in children"

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Gürsoy, Figen, and Müdriye Yildiz Biçakçi. "A COMPARISON OF PARENTAL ATTITUDE PERCEPTIONS IN CHILDREN OF WORKING AND NONWORKING MOTHERS." Social Behavior and Personality: an international journal 35, no. 5 (January 1, 2007): 693–706. http://dx.doi.org/10.2224/sbp.2007.35.5.693.

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The differences between the perceptions of parental attitudes in children of working and nonworking mothers and whether gender influences parental attitude perceptions were investigated. A General Information Form and the Bronfrenner Parents' Attitude Scale (in Turkish; Güneysu, 1982) were used. The data obtained were evaluated with t tests and Pearson correlation tests. Results indicate that the work status of mothers has a significant impact on the parental perception of their children, in particular how loving or punishing children perceive their parents to be (p < .001). Children of working mothers view their parents as more loving and less punishing compared to children of nonworking mothers. It was also found that gender impacts on perceptions of parents as punishing (p < .05). Girls scored higher than boys in perceiving both their mothers and fathers as punishing (p < .05). Moreover, a positive and significant relationship between the perceptions of mothers and fathers was observed (p < .001). In other words, children who perceive their mothers as loving perceive their fathers as loving, and children who perceive their mothers as punishing view their fathers the same way.

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Shields, Linda, Wendy Smyth, Abdullah Mamun, and Lisa Lucas. "Working with families in an emergency department: perceptions of working with children and their parents." European Journal for Person Centered Healthcare 6, no. 2 (June 1, 2018): 189. http://dx.doi.org/10.5750/ejpch.v6i2.1429.

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Rationale and aim: Family-centred care is widely used as a model of care in children’s health services. This paper is part of a series of studies using a validated questionnaire to test health professionals’ perceptions of working with children and with their parents.Method: The questionnaire has two questions and employs a scoring system of semantic differentials. Other questions examined demographic characteristics. The scores were compared and tested against demographic characteristics. Participants (n=126) were nurses, doctors and allied health professionals who worked with children in the emergency department of a tertiary referral regional hospital in northern Australia. We used Wilcoxon signed rank test and median to compare the scores and ANOVA to test mean differences of demographics.Results: Scores for working with children (3.81) were more positive than working with parents (3.29), (p<0.001). Scores were influenced by education level (p=0.05), gender (p=0.05), marital status (p=0.04), having one’s own children (p=0.02) and by length of time working with children (p=0.05).Conclusions: Health professionals working with children in a large, regional hospital’s emergency department held more postitive perceptions about working with children than working with their parents. This is consistent with other studies using the same tool in a variety of settings and countries and indicates that family-centred care is not being fully implemented.

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Smyth, Wendy, Abdullah Al Mamun, and Linda Shields. "Multidisciplinary perceptions of working with children and their parents in small rural and remote Australian hospitals." Nordic Journal of Nursing Research 39, no. 4 (October 16, 2019): 226–32. http://dx.doi.org/10.1177/2057158519881745.

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This study elicited perceptions of nurses, doctors and allied health staff in rural and remote health facilities, about working with children and parents. This was a quantitative study using ‘Working with Families’, a validated and well-tested questionnaire, in the setting of seven rural and remote hospitals in North Queensland, Australia. The participants were 123 health professionals from the seven hospitals. The ‘Working with Families’ questionnaire consists of demographic characteristics and two questions about working with children and with their parents. Scores were compared and correlations sought with demographic characteristics. Scores were as follows (1 = least positive, 5 = most positive): working with children: 3.35 (95% confidence interval [CI] 3.22, 3.47), with parents 3.79 (95% CI 3.66, 3.92), mean difference –0.44 (95% CI –0.54, –0. 53; p < 0.001). No significant relationships occurred between scores and demographics. Family-centred care is the cornerstone of paediatric healthcare. People work in paediatrics and child health because they like children. Respondents were more positive about working with children than with parents. If staff find working with parents more difficult, the implementation of family-centred care may theoretically be negatively affected. Support and education about family-centred care and the newly emerging model, child centred care, may assist in overcoming less positive attitudes.

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Gill, Fenella, Elaine Pascoe, Leanne Monterosso, Jeanine Young, Charlotte Burr, Ann Tanner, and Linda Shields. "Parent and staff perceptions of family-centred care in two Australian children’s hospitals." European Journal for Person Centered Healthcare 1, no. 2 (November 18, 2013): 317. http://dx.doi.org/10.5750/ejpch.v1i2.665.

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Aim: This paper is a report of the comparison of perceptions of family-centred care by hospital staff (nurses, doctors and allied health staff) and parents of hospitalised children in two Australian tertiary paediatric hospitals.Background: Family-centred care is an accepted approach to caring for children and their families in hospital. Previous publications have been inconsistent, ranging from promoting its benefits and integration into practice, reporting operational difficulties and proposing that family-centred care may not be working at all. An evaluation of the model of care is long overdue. Method: A quantitative comparative cross-sectional survey was used to collect data in 2010 from a convenience sample of 309 parents of hospitalised children and 519 staff. Participants rated 20 items grouped into three subscales of respect, collaboration and support.Findings: Both parents and staff responses were positive and parents had significantly higher subscale scores for respect, collaboration and support (all p<0.0001). Parents’ responses for 19 of the 20 items were significantly higher than for staff. The item on which parents and staff did not differ was concerned with being able to question recommendations about the child’s treatment. Conclusion: Both parents and staff had positive perceptions of their family-centred care experiences. Parents’ perception of their experience was more positive than staff perceptions of their delivery of family-centred care in hospital. Whilst the positive experience by both consumers and healthcare providers is an important finding, reasons for differences, in particular in supporting parents, require further examination.

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Gudovitch, Ram, Gumisiriza Alex, Elly Kiyingi, Ezra Barigye, Maureen Zawedde, Aziizah Namu-Gambe, Flavia Mutesi, Lea Forshtat, and Vered Slonim-Nevo. "Teachers’ Perspectives: Challenges in the Integration of Refugee Children Deported from Israel to Uganda." Social Sciences 10, no. 3 (March 5, 2021): 91. http://dx.doi.org/10.3390/socsci10030091.

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In 2012, Israel deported 500 South-Sudanese refugee children and their families. A year later, a civil war broke out in the young South Sudan and the deportees, along with over one million South-Sudanese citizens, fled to the neighboring Uganda. Since then, many of these children have studied in boarding schools in Uganda. We explore, using qualitative methods, the perceptions and experiences of six Ugandan teachers all working with these children for at least 5 years. The research is unique in studying children who have previously lived and studied in a developed Western environment, and experienced, subsequently, a transition to the global south, with far more conservative social norms and an authoritarian, teacher-centered conception of education. The results show a clear progression in the teachers’ conception of the children, beginning with an impression of the children as rebellious, tending to initiate conflicts, and disrespectful. Gradually, they came to view them as being open and assertive, often very articulate and communicative. They observed changes in the children’s behavior: acquiring language skills, being cooperative with staff, integrating with the other children and caring. Working with the refugee children had a great impact on the teachers’ perceptions and on their personal and professional conduct: they substituted punishments—including physical caning—with other methods of discipline. They endorsed open academic methods based on dialogue in class and between teachers and students, and encouraged experiment-based learning methods. On the other hand, the teachers initial perception of children’s parents as ignorant and disruptive remained unchanged and little effort, if any, was made throughout the years of this educational encounter to include the parents in the educational process. The teachers’ recommendations focused mainly on three issues: preparing the children and the staff to the new experience in order to facilitate integration, enhancing the communication and mutual work with the children’s parents, and giving more attention to the children’s emotional state. The discussion section addresses the limitation of this study, directions for future research, and practical implications.

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Choi, Clara, Hong-Jae Park, and Michael O'Brien. "Caring for children with disabilities in a foreign land: Experiences and perceptions of a group of Korean parents and professionals." Aotearoa New Zealand Social Work 29, no. 4 (December 2, 2017): 61–73. http://dx.doi.org/10.11157/anzswj-vol29iss4id398.

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INTRODUCTION: This article aims to provide an overview of the experiences of Korean immigrant parents raising children with disabilities in Aotearoa New Zealand, primarily focusing on their experience of disability services and systems.METHODS: As the present exploratory study aimed to gain a deeper understanding of immigrant parents’ experiences and perceptions, a qualitative approach was employed to collect rich and lived information from participants. Ten participants were recruited and interviewed among Korean parents of children with disabilities and professionals working with those families.FINDINGS: Lack of trust among Korean parents living in Aotearoa New Zealand was frequently discussed by the participants in the present study. Lack of information around available services and alternative support and cultural barriers were often identified to have a significant impact on Korean parents’ experiences with services. A sense of obligation to integrate into the host society and the services provided was also evident. Further, there was a contradictory perception between parents and associated professionals in relation to services’ expectations of Korean parents. CONCLUSIONS: From analysis of the findings, three main themes emerged: experiences of services and its relations with trust, cultural values and expectations, and looking to the future. The study suggests that there is a need for professionals, service providers and government to consider ways to build trusting relationships with Korean parents and their children with disabilities, and makes a number of recommendations.

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Kahanov, Leamor, Alice R. Loebsack, Matthew A. Masucci, and Jeff Roberts. "Perspectives on Parenthood and Working of Female Athletic Trainers in the Secondary School and Collegiate Settings." Journal of Athletic Training 45, no. 5 (September 1, 2010): 459–66. http://dx.doi.org/10.4085/1062-6050-45.5.459.

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Abstract Context: Female athletic trainers (ATs) are currently underrepresented in the collegiate setting. Parenting and family obligations may play a role in this underrepresentation. Objective: To examine female ATs' perspectives on parenting and working in the secondary school and collegiate employment settings. Design: Cross-sectional study. Setting: Online survey. Patients or Other Participants: A total of 1000 nonstudent, female certified ATs who were currently members of the National Athletic Trainers' Association. Main Outcome Measure(s): An original survey was developed to assess perceptions related to motherhood and work responsibilities. Descriptive statistics were used to assess age, years of experience as a certified AT, employment position, and parent or nonparent status. A correlation matrix was conducted to determine factors among parent and nonparent status, perceptions of motherhood, and employment-setting decisions. Results: Of the 1000 surveys sent via e-mail, 411 (41.1%) female ATs responded. Responses indicated that a majority of the female ATs worked in the secondary school setting. Sixty-one percent of the respondents did not have children. Past female ATs' experiences indicated a perception that motherhood created more challenges or struggles (or both) in the work and family settings. Whether parents considered children a factor in employment-setting changes produced conflicting results: no significant correlations or differences were found among responses. Conclusions: Parenting considerations had influences on both the home and employment settings. Although parents and nonparents had different views on the implications of parenting in the workplace, both groups agreed that parenting could affect the work environment and the choice to change employment settings and careers. Administrative decisions need to be considered in relation to parenting concerns. Mentoring that includes employment-setting choices relative to life goals should be provided to ATs, regardless of sex.

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Christensen, Pia H. "Er mere tid med familien løsningen? Hvad siger børn?" Dansk Sociologi 14, no. 2 (March 10, 2006): 59–74. http://dx.doi.org/10.22439/dansoc.v14i2.363.

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Pia Haudrup Christensen: Children’s perception of time spent with the family This paper examines time spent with the family from children’s point of view. Since the 1960s notions of “quality time“ versus “quantity time“ have been employed to capture the everyday reality of working parents and their children. Some researchers have argued that parents should spend “more time“ together with their children and less time working, while others have suggested that it is important to examine how parents and children spend their time together. These discussions of what is “good“ for today’s children tend to neglect children’s perspectives. This paper draws on extensive ethnographic studies among 10-11 year old children about their understandings and use of time in an urban and a rural area of the North of England and in a district of Copenhagen, Denmark. The paper argues that the quality/quantity conundrum needs to be replaced by fuller and more representative accounts that include dimensions of family time that matter for children. The paper examines the six qualities of time that children value: “ordinary everyday family routines“, the notion of “hygge“ or coziness in Danish, “someone being there for you“, to “have one’s own time“, time for “peace and quiet“, and to be able “to plan own time“. It argues that children’s view of time spent with their families cannot be seen in isolation from the time they spend with friends, time at school and on their own. It concludes that children’s time needs to be situated in the everyday processes of balancing family, school and work life which both children and parents engage in.

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Mockett, Mischa, Jamila Khan, and Louise Theodosiou. "Parental Perceptions of a Manchester Service for Autistic Spectrum Disorders." International Journal of Family Medicine 2011 (June 19, 2011): 1–6. http://dx.doi.org/10.1155/2011/601979.

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Background. User feedback is now an integral part of both clinical governance and service development, and it also provides a key route to engaging parents and children. Autistic spectrum disorders (ASDs) can impact on all members of a family, and close working between parents and professionals is essential. Aim. To explore parental satisfaction rates and identify areas in need of improvement. Method. A postal survey was completed by parents whose children had been diagnosed with an ASD in the past 18 months in a Manchester Child and Adolescent Mental Health Service. The National Autism Plan for Children was used as a gold standard. Results. Parents were particularly satisfied with the way team members dealt with them and their children during appointments. However, the standard of written information provided about the condition, diagnosis, and support available could be improved. The findings show the benefits of receiving a diagnosis in the recommended timeframe. Discussion. We discuss ways of effectively using scarce resources.

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Nadan, Yochay, Netanel Gemara, Rivka Keesing, Esther Bamberger, Dorit Roer-Strier, and Jill Korbin. "‘Spiritual Risk’: A Parental Perception of Risk for Children in the Ultra-Orthodox Jewish Community." British Journal of Social Work 49, no. 5 (November 22, 2018): 1198–215. http://dx.doi.org/10.1093/bjsw/bcy092.

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AbstractThis article addresses child protection in close-knit religious communities. Specifically, it presents the findings of a qualitative research project that examined Ultra-Orthodox Jewish parents’ perceptions and ascribed meanings of child risk and protection based on fifty in-depth interviews with parents from Israel and the USA. Here, we hone in on one key theme that emerged from our analysis of the interviews, which the interviewees themselves referred to as ‘spiritual risk’. ‘Spiritual risk’ is a complex construct comprising the following three interrelated dimensions: (i) a decline in observance of the Torah and the commandments, (ii) violation of socio-cultural norms and rules and (iii) a decline in spiritual beliefs, including the sense of connection with G-d. In the eyes of parents, it is decline in these three dimensions that constitutes the ‘spiritual risk’ to the child. ‘Spiritual risk’ can be a consequence of parental maltreatment and can result in children and adolescents moving away from the Ultra-Orthodox religious world and leaving their community. The results of this study advocate context-informed and religious-sensitive prevention and intervention programmes. They also highlight the need to include context and religious competency in the training of professionals working with diverse communities.

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Dissertations / Theses on the topic "Children of working parents Perception in children"

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Winkelman, Sara L. "Parent-child communication about work : linkages with children's perceptions of parental employment and children's educational and occupational aspirations." Online access for everyone, 2006. http://www.dissertations.wsu.edu/Thesis/Spring2006/s%5Fwinkelman%5F050306.pdf.

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Olsen, D. Rachel. "Childhood attachment patterns and internalized working models of attachment." Virtual Press, 1998. http://liblink.bsu.edu/uhtbin/catkey/1117115.

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In this study, results from Epstein's (1983) study were replicated and parental acceptance was found to be significantly correlated with measures of global self-esteem and lovability. This study extends his work to examine the unique effect of parental nonconcordance (i.e., one parent experienced as accepting and the other parent experienced as rejecting). Undergraduate students (N = 259) completed the Mother-Father-Peer Scale and the Multidimensional Self-Esteem Inventory. Results of the hierarchical multiple regression analysis supported the hypotheses that mother acceptance is a better predictor of global self-esteem and lovability than father acceptance in cases of parental nonconcordance. The results are discussed in lights of Bowlby's (1969/1982. 1973, & 1980) attachment theory, the construct of internal working models of attachment and the hierarchical nature of these models.
Department of Counseling Psychology and Guidance Services

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Lau, Hang-chi Frederick, and 劉恆志. "Working with parents having children in foster care." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1993. http://hub.hku.hk/bib/B31249462.

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Lau, Hang-chi Frederick. "Working with parents having children in foster care /." [Hong Kong : University of Hong Kong], 1993. http://sunzi.lib.hku.hk/hkuto/record.jsp?B13744586.

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Rochabrun, Hidalgo Fanny Mercedes, and Florez Rosalicia Mercedes Uceda. "Estrés Laboral y Percepción de Competencias Parentales en padres que trabajan." Bachelor's thesis, Universidad Peruana de Ciencias Aplicadas (UPC), 2020. http://hdl.handle.net/10757/653705.

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El presente estudio relaciona estrés laboral y percepción de competencias parentales en padres que trabajan. Se utilizó un diseño transversal de tipo correlacional (Hernández- Sampieri & Mendoza, 2018) en el que participaron 177 padres (55.7% mujeres) que trabajan como mínimo 30 horas semanales y con hijos entre 3 y 12 años. Los instrumentos utilizados fueron el Inventario del modelo demandas-control-apoyo (Rosario-Hernández & Rovira, 2016) y la Escala de Competencia Parental Percibida (Vera-Vásquez, Zaragoza-Tafur & Musayón-Oblitas, 2014). Los resultados evidencian que los trabajadores que perciben colaboración por parte de sus supervisores y compañeros suelen manifestar que poseen tiempo para realizar actividades recreativas y acompañar a sus hijos en los aprendizajes escolares. Del mismo modo, los padres que perciben autonomía para realizar sus funciones laborales, consideran también que brindan mayor dedicación a sus hijos. No obstante, aún existen modificaciones en el ámbito organizacional y familiar que lleven al equilibrio de roles y responsabilidades en mujeres y hombres. En conclusión, las personas que perciban estrés en su trabajo tendrán menor percepción de competencias parentales, ya que no encuentran un equilibrio entre las funciones de ambos roles.
The study analyze the relationship between work stress and perception of parental skills on working parents. It was used a cross- sectional correlational design (Hernández- Sampieri & Mendoza, 2018) in which 177 parents participated (55.7% women), who work at least 30 hours per week and with children between 3 and 12 years old. The psychological instruments were: Inventory of the demands-control-support model (Rosario-Hernández & Rovira, 2016) and Scale of Perceived Parental Competence (Vera-Vásquez, Zaragoza-Tafur & Musayón-Oblitas, 2014). The results shows that workers who perceive collaboration from their supervisors and partners usually state that they have time for recreational activities and accompany their children in their school learning. In the same way, parents who perceives autonomy to carry out his work functions, also considers that provides greater dedication to their children. However, there are still changes in the organizational and family environment that lead to a balance of roles and responsibilities in women and men. As main conclusion, people who perceive stress in their work found less perception of parental skills, because they do not find a balance between the functions of both roles.
Tesis

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Gaven, Jodie Marie. "Demography of perception : leisure perceptions of inner city children and parents /." [St. Lucia, Qld.], 2004. http://www.library.uq.edu.au/pdfserve.php?image=thesisabs/absthe17663.pdf.

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Cho, Kam-fung. "The impact of parental divorce on adolescents' perception of heterosexual relationship." Hong Kong : University of Hong Kong, 1996. http://sunzi.lib.hku.hk/hkuto/record.jsp?B1947054X.

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Yung, Wai-man. "An exploratory study on children's perception towards their parents' involvement during their residence in the small group home." Click to view the E-thesis via HKUTO, 2004. http://sunzi.lib.hku.hk/hkuto/record/B4389544X.

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DEMETRAS, MARTHA JO-ANN. "WORKING PARENTS' CONVERSATIONAL RESPONSES TO THEIR TWO-YEAR-OLD SONS (LINGUISTIC INPUT, LANGUAGE ACQUISITION)." Diss., The University of Arizona, 1986. http://hdl.handle.net/10150/183947.

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Despite claims by some theorists to the contrary, investigators have shown that information about grammatical errors is available to young children learning language via the conversational responses of their parents. The present study described five categories of responses in the conversations of working mothers and fathers to their normally developing two-year-old sons, and investigated whether any of these responses were differentially related to well-formed vs. ill-formed child utterances. Subjects were six middle-class, monolingual (English) parent-child dyads. Parents worked full-time jobs and the children were enrolled in full-time daycare. Within a two week period, four 20-minute conversational samples were audio and video recorded for each dyad in the subjects' homes during freeplay activities of the subjects' choice. Results indicated that the pattern of responses for these six parents was very similar to that reported for other parent-child dyads. The most frequent type of response for all parents was one that continued the conversation without either repeating or clarifying the child's previous utterance. The least frequent type of response was one that explicitly corrected portions of the child's utterance. Of all responses, repetitions--both clarifying and nonclarifying--appeared to be the type of response most differentially related to well-formed and ill-formed child utterances. Exact repetitions were more likely to follow well-formed utterances, while the remaining repetitions were more likely to follow ill-formed utterances. This pattern of differential responses was similar for all six dyads. Very few differences regarding the style or pattern of interaction were noted for fathers and mothers. Implications were drawn regarding the nature of linguistic input that is available to two-year-old children learning language.

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Pajo, Bora. "Time Spent with Children and Working Parents' Willingness to Medicate ADHD-like Behaviors." FIU Digital Commons, 2012. http://digitalcommons.fiu.edu/etd/729.

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ADHD, which refers to one of the most common behavioral problems among children, is subject to controversial arguments surrounding its nature and its primary treatment with psychiatric medications. At the heart of the problem are parents, whose responsibility includes providing pivotal information to clinicians for the diagnosis and deciding whether their children will receive medications. This study investigates the relationship between working parents’ willingness to medicate ADHD-like behaviors and the time they are able to spend with their children during a regular workday. The importance of time spent with children derives from the observation that it is likely to influence not only parents’ judgments of their children’s behaviors but the behaviors themselves. The relationship was investigated using a subsample of 551 working parents (452 parents reporting no child with problems and 99 parents reporting child with problems) drawn from a population-based telephone survey of parents in the Miami-Dade and Broward counties of Florida. A series of path analyses, controlling for selected socio-demographic and family variables, showed that spending more time with their children during a regular workday was significantly related to being less willing to medicate ADHD-like behaviors. The association was stronger for parents reporting having a child with emotional and behavioral problems (b = –.20) and faint for other parents (b = –.06). The interpretation of the study findings emphasizes the vagueness surrounding the nature of ADHD and the events and procedures leading to the diagnosing of a child, as well as the delicate situations in which parents find themselves.

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Books on the topic "Children of working parents Perception in children"

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Hannon, Ruth T. Children's perceptions of their parent's work. Wellesley, MA: Center for Research on Women, 1999.

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Working parents and their children. Dharwad: Sri Veerbhadreshwara Publishers, 2007.

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Ehly, Stewart W. Working with parents of exceptional children. St. Louis: Times Mirror/Mosby College Pub., 1985.

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Trust, National Childbirth, ed. Working parents' companion. London: National Childbirth Trust, 1998.

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Empowering parents and teachers: Working for children. London: Cassell, 1992.

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Wolfendale, Sheila. Empowering parents and teachers: Working for children. London: Cassell, 1992.

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Coping with absent parents. Chicago, Ill: Heinemann Library, 2011.

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Ask the Children: What America's Children Really Think About Working Parents. New York, USA: William Morrow & Company, 1999.

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Ribaudo, Linda. Working parents. Syracuse, N.Y: New Readers Press, 1994.

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Working with parents of children with special needs. London: Cassell, 1995.

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Book chapters on the topic "Children of working parents Perception in children"

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Gardner, Ruth, and Hedy Cleaver. "Working Effectively with Parents." In Safeguarding Children, 38–61. Chichester, West Sussex, UK: John Wiley & Sons Ltd., 2012. http://dx.doi.org/10.1002/9780470721506.ch2.

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Jeppsen, Mary L. "It’s About the Children Now." In Working with Co-Parents, 15–32. New York : Routledge, 2017.: Routledge, 2017. http://dx.doi.org/10.4324/9781315283494-2.

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Johnson, Tricia. "Working with parents." In Understanding the Emotional Needs of Children in the Early Years, 91–113. Abingdon, Oxon ; New York, NY : Routledge, 2018.: Routledge, 2018. http://dx.doi.org/10.4324/9781315391502-5.

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Watson, Pat, and Wade Tovey. "Participation by Children, Parents and Carers." In Working with Children and Families, 178–89. London: Macmillan Education UK, 2012. http://dx.doi.org/10.1007/978-0-230-34434-1_18.

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Cronin, Mark. "Working with Vulnerable Parents." In Working with Vulnerable Children, Young People and Families, edited by Graham Brotherton, 165–80. 2nd edition. | Milton Park, Abingdon, Oxon ; New York, NY : Routledge, 2021.: Routledge, 2020. http://dx.doi.org/10.4324/9780429055218-9.

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Jessiman, Lesley, and Robert Adams. "The Influence of Parents, Siblings and Friends." In Working with Children and Families, 99–108. London: Macmillan Education UK, 2012. http://dx.doi.org/10.1007/978-0-230-34434-1_10.

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Mainstone-Cotton, Sonia. "Working with parents." In Supporting Children with Social, Emotional and Mental Health Needs in the Early Years, 161–72. London: Routledge, 2021. http://dx.doi.org/10.4324/9781003089544-14.

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Cowne, Elizabeth, Carol Frankl, and Liz Gerschel. "Working with parents, children and young people." In The SENCo Handbook, 68–79. Seventh Edition. | New York : Routledge, 2019. | “Sixth edition published by Routledge 2015”—T.p. verso.: Routledge, 2018. http://dx.doi.org/10.4324/9780429465024-6.

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Dowling, Emilia, and Gill Gorell Barnes. "Working with Parents and their Children: A Focus on Parents." In Working with Children and Parents through Separation and Divorce, 64–83. London: Macmillan Education UK, 2000. http://dx.doi.org/10.1007/978-1-349-90774-8_5.

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Goodley, Dan, and Katherine Runswick-Cole. "Disabled children, their parents and their experiences with practitioners." In Working with Children and Young People, 69–79. London: Macmillan Education UK, 2011. http://dx.doi.org/10.1007/978-1-137-28524-9_6.

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Conference papers on the topic "Children of working parents Perception in children"

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Cohen Zilka, Gila. "The Elements Way: Empowering Parents, Educators, and Mentors in the Age of New Media." In InSITE 2017: Informing Science + IT Education Conferences: Vietnam. Informing Science Institute, 2017. http://dx.doi.org/10.28945/3701.

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[This Proceedings paper was revised and published in the journal Issues in Informing Science and Information Technology] Aim/Purpose: This study was designed to examine the effectiveness of mentor’s work with immigrant children and adolescents at risk, using the Elements Way. Background: The New Media offers our “screen kids” a lot of information, many behavioral models, and a new type of social communication. The Elements Way is an educational method designed to enhance openness, development, breakthroughs, goal achievement, and transformation in the age of media and social networks. Methodology: The Elements Way was developed following research on communication in the diversified media, especially new media such as Facebook, WhatsApp, and television reality shows, and the study is an examination of the effectiveness of mentors’ work with immigrant children and adolescents at risk, using the Elements Way. All mentors had been trained in the Elements Way. The study population included 640 mentors working with immigrants’ children in Israel. The work was conducted in 2010-2013. The mixed-methods approach was selected to validate findings. Contribution: Empowering children and enhancing their ability to cope; Creating openness and sharing, making children more attentive to the significant adults in their lives; Supporting children who face the complex reality that characterizes our age. Findings: Significant differences were found in the mentors’ conduct with the children. Work programs were designed and implemented with care and consistency, and mentors succeeded in generating change within the children and achieving desired goals. Of the 640 participating mentors, 62 were not able to promote the child, and interviews with them revealed that their work with the children was not consistent with the Elements Way and began from a different vantage point. Recommendations for Practitioners: Success factors: Self-awareness and awareness of one’s surroundings. Empathy. Willingness to engage in significant interactions. Self-cleansing and self-reflection. Ability to engage in a personal and interpersonal dialogue. Ability to accept and contain the child. Cooperation with the child in creating a work program and assisting the child to achieve the goals that were set in the program. Recommendation for Researchers: Future studies should focus on analyzing the discussions of children and adolescents, to add depth to our insights regarding children and adolescents’ perception of the mentors’ work from their perspective. Impact on Society: Finding the “keys” to openness, development, goal achievement, and transformation in our work with “screen kids.” Future Research: Studies that are designed to examine the effectiveness of mentor’s work with immigrant children and adolescents at risk, using the Elements Way.

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Tereshchenko, Vladimir V. "Perception of children reaching adulthood by parents and teachers." In The Herzen University Conference on Psychology in Education. Herzen State Pedagogical University of Russia, 2020. http://dx.doi.org/10.33910/herzenpsyconf-2020-3-31.

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Butabayeva, Laura, and Ewa Maria Kulesza. "CHILDREN WITH DISABILITIES AS SOCIAL PARTNERS IN THE PERCEPTION OF KAZAKH PARENTS AND THEIR CHILDREN." In 11th International Conference on Education and New Learning Technologies. IATED, 2019. http://dx.doi.org/10.21125/edulearn.2019.1657.

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Sitimin, Shirley Angie, Zulhabri Ismail, Amily Fikry, Hamizah Hassan, Sabarinah Sh Ahmad, Nusrah Samat, Rosidah Musa, and Rugayah Hashim. "A review on employee benefits for working parents with autistic children." In 2014 IEEE International Symposium on Robotics and Manufacturing Automation (ROMA). IEEE, 2014. http://dx.doi.org/10.1109/roma.2014.7295883.

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Sidorina, Natal’ya, Anastasiya Kuznetsova, and Aleksey Khavylo. "Parents perception of child safety." In Safety psychology and psychological safety: problems of interaction between theorists and practitioners. «Publishing company «World of science», LLC, 2020. http://dx.doi.org/10.15862/53mnnpk20-28.

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The article discusses the problem of the child forming the basics of safe behavior and culture of safety. The main broadcaster, according to the authors, this information is the parent and at the same time the family acts as a supporting factor. The subject of the study was parents' perception of the safety of their own children. 280 parents from families of various types under the age of 59 with at least one minor child were interviewed. The questionnaire included two blocks of questions: the observance of the rules of safe behavior of the child and parents. It has been established that parents are aware of their responsibility for the child's knowledge of the culture of life safety and consider children to be able to cope with possible dangers. Most parents perceive the culture of safety not just as a set of rules and skills, but as a component of a full-fledged lifestyle.

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Blednova, Natalia, and Anna Bagirova. "Factor Modeling Of Russian Women’s Perceptions Of Combining Family And Career." In 35th ECMS International Conference on Modelling and Simulation. ECMS, 2021. http://dx.doi.org/10.7148/2021-0069.

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Sociologists and demographers explain late childbearing by the transformation of the life values of modern women. This is considered as one of the reasons for the decline in the birth rate. Our study aims to reveal perceptions of the relationship between career and family in the life strategies of working Russian women by using factor analysis. We collected data in a sociological survey of working women living in the Ural region. We asked respondents to rate 10 statements about work, family and children. We constructed 3-factors model of Russian women’s perceptions of combining family and career. Then we used correlationanalysis to assess the relationship between these factors and the social and demographic parameters of the respondents. We concluded that the use of factor analysis made it possible to model a wide range of Russian women’s perceptions of combining family and career. Considering the results obtained may contribute to improving the regulation of interaction of two important societal spheres of professional and parental activities and create conditions for increasing the birth rate in Russia.

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Nováková, Hana, and Peter Štarchoň. "MARKETING ETHICS IMPLICATIONS: COMPARATIVE RESEARCH OF VR EXPERIENCE PERCEPTION BY CHILDREN AND PARENTS." In 17th International Bata Conference for Ph.D. Students and Young Researchers. Tomas Bata University in Zlín, 2021. http://dx.doi.org/10.7441/dokbat.2021.29.

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Heejeon, Suh. "Parents’ Perception and Current State of Forest Experience SMART based Creativity Education for Young Children." In Education 2015. Science & Engineering Research Support soCiety, 2015. http://dx.doi.org/10.14257/astl.2015.92.11.

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Yasinovskaya, Galina A. "From the experience of hearing and speech rehabilibitation of children after cochlear implantation." In Особый ребенок: Обучение, воспитание, развитие. Yaroslavl state pedagogical university named after К. D. Ushinsky, 2021. http://dx.doi.org/10.20323/978-5-00089-474-3-2021-200-205.

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The article summarizes the practical experience of teachers in hearing and speech rehabilitation of children after cochlear implantation. The work is based on the "auditory method". Particular attention is paid to the specifics of working with children at the language stage. The article contains exercises that develop in children with CI the ability to recognize and understand words in continuous speech. The article is intended for parents of children with CI, deaf teachers, defectologists and students

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Tokareva, Olga Nikolaevna. "Development and Correction of Tactile Perception in Children with Cerebral Palsy using the elements of Su Jokj Therapy." In International applied research conference. TSNS Interaktiv Plus, 2020. http://dx.doi.org/10.21661/r-530581.

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The article presents an individual form of work with children with disabilities (cerebral palsy), which takes into account the individual characteristics of each child and joint activities with parents. The positive dynamics is described when using tactile sensation development classes with elements of su Jok therapy (massage ring, roller and ball).

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Reports on the topic "Children of working parents Perception in children"

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Oza, Shardul, and Jacobus Cilliers. What Did Children Do During School Closures? Insights from a Parent Survey in Tanzania. Research on Improving Systems of Education (RISE), May 2021. http://dx.doi.org/10.35489/bsg-rise-ri_2021/027.

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In this Insight Note, we report results of a phone survey that the RISE Tanzania Research team conducted with 2,240 parents (or alternate primary care-givers) of primary school children following the school closures in Tanzania. After the first case of COVID-19 was confirmed in Tanzania on 16 March 2020, the government ordered all primary schools closed the following day. Schools remained closed until 29 June 2020. Policymakers and other education stakeholders were concerned that the closures would lead to significant learning loss if children did not receive educational support or engagement at home. To help stem learning loss, the government promoted radio, TV, and internet-based learning content to parents of school-age children. The primary aims of the survey were to understand how children and families responded to the school closures, the education related activities they engaged in, and their strategies to send children back to school. The survey also measures households’ engagement with remote learning content over the period of school closures. We supplement the findings of the parent survey with insights from interviews with Ward Education Officers about their activities during the school closures. The survey sample is comprised of primary care-givers (in most cases, parents) of students enrolled in Grades 3 and 4 during the 2020 school year. The survey builds on an existing panel of students assessed in 2019 and 2020 in a nationally representative sample of schools.4 The parent surveys were conducted using Computer Assisted Telephonic Interviewing (CATI) over a two-week period in early September 2020, roughly two months after the re-opening of primary schools. We report the following key findings from this survey: *Almost all (more than 99 percent) of children in our sample were back in school two months after schools re-opened. The vast majority of parents believed it was either safe or extremely safe for their children to return to school. *Only 6 percent of households reported that their children listened to radio lessons during the school closures; and a similar fraction (5.5 percent) tuned into TV lessons over the same period. Less than 1 percent of those surveyed accessed educational programmes on the internet. Households with access to radio or TV reported higher usage. *Approximately 1 in 3 (36 percent) children worked on the family farm during the closures, with most children working either 2 or 3 days a week. Male children were 6.2 percentage points likelier to work on the family farm than female children. *Households have limited access to education materials for their child. While more than 9 out of 10 households have an exercise book, far fewer had access to textbooks (35 percent) or own reading books (31 percent). *One in four parents (24 percent) read a book to their child in the last week.

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Kaffenberger, Michelle, Danielle Sobol, and Deborah Spindelman. The Role of Low Learning in Driving Dropout: A Longitudinal Mixed Methods Study in Four Countries. Research on Improving Systems of Education (RISE), April 2021. http://dx.doi.org/10.35489/bsg-rise-wp_2021/070.

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Using unique longitudinal quantitative and qualitative data, we examine the role that low learning plays in driving dropout in Ethiopia, India, Peru, and Vietnam. Regression analysis using IRT-linked test scores and data on schooling attainment and dropout shows a strong, significant association with one standard deviation higher test scores associated with 50 percent lower odds of dropping out between the ages of 8 and 12, and a similar association between the ages of 12 and 15. Qualitative analysis indicates a direct relationship between low learning and dropout, with children and parents choosing to discontinue school when they realize how little is being learned. Qualitative findings also show that low learning interacts with and exacerbates more proximate causes of dropout, with low learning often contributing to choices of early marriage (for girls) and of leaving school to work (for both genders), with families making practical decisions about which options will best provide for children in the long run. Finally, learning, work, and poverty often interact, as the need to work to help provide for the household reduces the opportunities to learn, and low learning tilts the opportunity cost of time in favor of working. These findings suggest that low learning may play a larger role in dropout decisions, by underlying and interacting with other causes, than has been typically recognized.

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