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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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Prisiazhnaia, N. V. "THE IMAGE OF «IDEAL» FAMILY IN NOTIONS OF MUSCOVITES." Sociology of Medicine 18, no. 1 (June 15, 2019): 28–34. http://dx.doi.org/10.18821/1728-2810-2019-18-1-28-34.
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The article considers concepts of Moscow residents related to the issue of «ideal» family. The generalized character of the «ideal» family in view of respondents is presented as follows: complete family with two children living in their own apartment, family relationship is based on love, mutual assistance, support, mutual understanding, domestic duties are distributed fairly and taking into account «female» and «male» types of domestic life. Furthermore, both parents are working and devote their free time to children. At that, joint leisure is mostly organized as active rest (walks, travel, sports). The study established serious gap between factual characteristics of transformation of social institution of family at present stage (increasing numbers of divorces and single parenthood, leveling of family values, decreasing of numbers of children in family, wide range of problems of modern family) and perceptions by respondents of the «ideal» family as it is. It is noted that perception of respondents of the «ideal» family may indicate preservation of value of family as social (and vital) construct. This perception also may act as intentional sources of motivation and striving for achievement of the «ideal» of family relations.
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ŞEKERCİ, Neşe, Deniz ACUNER, Şevval Nur AYDOĞAN, Yağmur DOĞAN, and Meryem EROĞLU. "RELATIONSHIP BETWEEN GENDER PATTERNS AND TOY SELECTION OF PARENTS OF CHILDREN AGED 3-8 LIVING IN ISTANBUL." IEDSR Association 6, no. 15 (September 20, 2021): 86–99. http://dx.doi.org/10.46872/pj.330.
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The main purpose of this research is to examine the relationship between children and their parents' gender stereotype judgments and toy choices. The study is descriptive and relationship-seeking research using quantitative methods. The universe of the study is that of children aged 3-8 and their parents living in Istanbul. The sample was composed of 360 parents and 360 children selected by the purpose-built sampling method. The study was conducted by researchers through online platforms with a literature review and a survey created with expert opinion. In accordance with the purpose of the study, two forms were created, aimed at parents and aimed at Children. There are 21 Questions in the parent question form and 14 questions in the child question form. Consent was obtained from the participants at the beginning of the survey. The question form includes questions about parents' perceptions of toy choices, gender stereotypes, children's gender stereotypes, and children's toy choices. Research data was collected in April 2021. Data on sociodemographic features were obtained by frequency, number and percentage analysis. It was found using the Kolmogorov Smirnov test whether gender stereotype judgment score and toy selection scores showed normal distribution. It was found that the scores did not show normal distribution, and non-parametric tests were used. Difference analyses between the groups were obtained using the Mann Whitney U test, and the existence of a relationship between the data was obtained using the Spearman correlation analysis. As a result of this research, it was found that sociodemographic characteristics that parents have influence on gender stereotypes, as well as on their and their children's toy choices. It was concluded that the children of parents with high educational status have more egalitarian gender stereotypes and non-gender-specific toy choices compared to children of parents with low educational status. In parents who had a profession and a job where they worked, the results were found to have more egalitarian gender stereotypes than in those who did not have a profession, similar to educational status. On the other hand, parents who have a job, have more egalitarian gender stereotypes than non-working parents. Gender stereotypes for parents with low educational status and non-working and the importance of toy selection for children should be organized.
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Shukoor, Jabrulla. "Trauma and Children: A Refugee Perspective." Children Australia 40, no. 3 (July 21, 2015): 188–94. http://dx.doi.org/10.1017/cha.2015.25.
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Post-traumatic stress affects both the mental and physical health of individuals, giving rise to various psychological disturbances. The neurological effects of these disturbances are similar across age groups, irrespective of race or culture. However, the perception of psychological disturbances differs from culture to culture depending on issues such as the stigma that attaches to mental illness and the ability or willingness to seek assistance. While much research has been undertaken on the impact of trauma on both adults and children, research to explore the effect of trauma on people in the context of their various cultures, especially people of refugee background, remains at an early stage. Mental health professionals working with refugees encounter various challenges. They range from dealing with resistance by individuals to the notion of counselling itself, to barriers such as the perceived stigma that prevents some individuals from acknowledging mental health problems. Other challenges in providing mental health services in such cases are contributed to by government policies and the limited resources available. All this exacerbates the mental health of traumatised parents and caregivers, and has a ripple effect on their children, who exhibit the effects of trauma in their own ways. This paper aims to highlight and discuss these issues through the presentation of two case studies, suggest a workable recovery model, possible ways to deal with the challenges, and to propose recommendations for working with non-Western children and their families.
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Leadbitter, Kathy, Wendy Macdonald, Carol Taylor, and Karen Leneh Buckle. "Parent perceptions of participation in a parent-mediated communication-focussed intervention with their young child with autism spectrum disorder." Autism 24, no. 8 (July 15, 2020): 2129–41. http://dx.doi.org/10.1177/1362361320936394.
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Paediatric Autism Communication Therapy is a parent-mediated, video-aided, communication-focussed intervention for young children with autism spectrum disorder. It has been shown in a UK randomised controlled trial to lead to improvements in parent–child communication and family quality of life, together with a sustained reduction in child autism symptom severity. This qualitative study examined parental perceptions of their participation in Paediatric Autism Communication Therapy within the context of the randomised controlled trial. Semi-structured interviews were carried out with 18 parents within 12 months of completion of the therapy. The thematic analysis provides insights into parents’ hopes, expectations, and learning processes when working with Paediatric Autism Communication Therapy therapists and carrying out daily practice in the home. Parents reported positive changes in their interaction and relationship with their child and improvements to their child’s communication and interaction. Some also highlighted poignant realisations and emotional challenges associated with taking part in this post-diagnostic therapy. Practical difficulties were also emphasised. Implications for the clinical practice of parent-mediated interventions with young children with autism spectrum disorder are discussed. Lay abstract Paediatric Autism Communication Therapy is an intervention for young children with autism spectrum disorder that focuses on parent–child communication. In Paediatric Autism Communication Therapy, the therapist and parent watch videos of the parent and child playing together. The therapist coaches the parent to carefully observe the child’s communication and to interact with their child in a more sensitive and responsive way. Parents are encouraged to use the strategies with their child at home. Paediatric Autism Communication Therapy has been shown to lead to long-term improvements in parent–child communication and family quality of life. This study aimed to explore parents’ perceptions of their participation in Paediatric Autism Communication Therapy. Interviews were carried out by an independent researcher with 18 parents. Parents discussed the learning processes they went through when working with Paediatric Autism Communication Therapy therapists and carrying out home practice. Some parents described initial doubts about the approach and hesitations about being videoed and analysing video material. In time, most parents came to really value the therapy and their relationship with the therapist. They reported positive changes in their interaction and relationship with their child and improvements to their child’s communication and interaction. Some also highlighted poignant realisations and emotional challenges associated with taking part in this post-diagnosis therapy. Practical difficulties were also emphasised, including the time commitment, accessibility of therapy venues and difficulties in occupying the child during therapist–parent discussion. Implications for the clinical practice of parent-mediated interventions are discussed.
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Blackburn, Carolyn. "Relationship-based early intervention services for children with complex needs: lessons from New Zealand." Journal of Children's Services 11, no. 4 (December 19, 2016): 330–44. http://dx.doi.org/10.1108/jcs-04-2016-0008.
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Purpose A case study is reported of a relationship-based early intervention (EI) service for children with complex needs in New Zealand. The purpose of this paper is to explore parent and professional views and perceptions about the key characteristics of a relationship-based EI service. Design/methodology/approach This qualitative study involved interviews and observations with 39 participants (10 children, 11 parents and 18 professionals). Findings Parents appreciated the knowledgeable, well-trained professionals who invested time in getting to know (and love) children and families and family practices, worked together in harmony and valued the contribution that parents made to their child’s progress and achievement. Professionals described the key characteristics of the service in terms of the range of therapies offered by the service, the focus on a strengths-based and family-focussed approach, play-based assessments, acceptance and value of family practices (including responsiveness to Maori and bi-culturalism), appropriate and respectful places to meet and greet families and work with children, and recruitment and retention of humble professionals who identified with the ethos of the model. Observable social processes and structures within the delivery of the model include respectful professional interactions and relationships with children and families, integrated professional working, effective and timely communication between professionals and families, pedagogy of listening, waiting and personalisation, engaged families and actively participating children. Originality/value This case study emphasises the significance of professional love and relational pedagogy to EI services and the value of this to improving parent-child relationships and children’s long-term outcomes.
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Fogle, Keri C., David Hoppey, and David H. Allsopp. "The Fight Within: Parent-Educators Advocating for their Children with Autism Inside their Own School Districts." Teacher Education and Special Education: The Journal of the Teacher Education Division of the Council for Exceptional Children 43, no. 2 (July 13, 2019): 162–77. http://dx.doi.org/10.1177/0888406419861964.
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Parents have advocated for the educational rights of their children with disabilities for decades, and more so since the reauthorization of the Individuals With Disabilities Education Act (IDEA). Advocating for one’s child while working as an employee in the same school district where your child receives special education services comes with unforeseen complexities. Using a heuristic case study approach, this inquiry intended to discern the experiences, barriers, and perceptions of job security of two parent-educators with children with autism. Findings suggest unanticipated experiences and challenges within their dual, parent-educator role as indicated by the theory of responsible advocacy. Perceived employment consequences related to advocating from within the school system are also discussed along with implications for such parent-educators and their role in improving parent–school partnerships in special education.
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Rivera-Singletary, Georgina, and Ann Cranston-Gingras. "Students With Disabilities From Migrant Farmworker Families: Parent Perspectives." Rural Special Education Quarterly 39, no. 2 (November 19, 2019): 60–70. http://dx.doi.org/10.1177/8756870519887159.
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Children of migrant farmworkers change schools frequently and must navigate through a maze of confusing and often inconsistent academic policies. Migrant students are often identified as English learners and some have disabilities, which results in additional academic and federal policies that families must contend with as they seek to support their children’s educational endeavors. Further affecting the school experience is the difficulty parents often have in working with school personnel who are unable to support the cultural and linguistic needs of migrant families. This study sought to explore the parents’ understanding of their children’s disability and the special education process and to learn about how migrancy affects those experiences specifically when they attempt to obtain special education services. Through an interpretive perspective, four migrant parents of children with disabilities were interviewed using a semistructured interview to collect data related to their perception of the special education process. The findings of the study are discussed, and recommendations for policy and practice are provided.
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Dreby, Joanna, Esperanza Tuñón-Pablos, and Griffin Lacy. "Social class and children’s food practices in Mexican migrant households." Childhood 26, no. 4 (February 28, 2019): 540–53. http://dx.doi.org/10.1177/0907568219832640.
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This article uses qualitative data from children and parents to explore how children’s food practices in Mexican migrant households vary by social class in the United States. Irrespective of social class, children and parents expressed similar values associated with Mexican food, perceptions of unhealthy “American” diets, and difficulties in incorporating Mexican food practices into their diets. However, we show parents in working-class families to exert less control over children’s food practices than those in middle-class families. Experiences of families whose social class changed with migration suggest that resources and social class identity post-migration likely shape children’s food practices.
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Akhtar, Shahida. "TO STUDY THE FACTORS THAT IS ENCOURAGING THE CHILD LABOUR IN BARAMULLA DISTRICT OF J&K." International Journal of Research -GRANTHAALAYAH 5, no. 6 (June 30, 2017): 578–607. http://dx.doi.org/10.29121/granthaalayah.v5.i6.2017.2078.
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Research into the topic of child labour has experienced a significant upswing in the past two decades. Yet despite this increased attention, child labour remains a significant problem in many parts of the world. According to recent estimates by the International Labor Organization (ILO), there were approximately 176 million children between the ages of 5 and 14 in employment in 2008, of which roughly 53 million were participating in hazardous work (Diallo et al., 2010). A common perception is that most child labourers work for wages in the formal sector, conjuring images of children working long hours in sweatshops or toiling away in mines. As a result, consumer boycotts and trade sanctions against products using child labour as an input are often discussed as means of reducing the incidence of child labour. In reality, however, such methods may have little impact for several reasons. Firstly, the majority of working children are active in the agricultural sector, rather than manufacturing (ILO, 2006; Diallo et al., 2010). Secondly, very few children work for wages outside the home; rather, most children are employed by their parents on the family farm or enterprise (Edmonds and Pavcnik, 2005a).
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Rose, Steve M. "Commentary: assessing children’s swallowing – parent and professional perceptions." Tizard Learning Disability Review 21, no. 3 (July 4, 2016): 126–29. http://dx.doi.org/10.1108/tldr-04-2016-0012.
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Purpose – The purpose of this paper is to provide a commentary on “Assessing children’s swallowing: parent and professional perceptions”. Design/methodology/approach – The commentary is a narrative review of the paper from a community-based SLT practitioner perspective looking at related, published practices. Findings – A number of important themes are identified, illustrating the complexity of swallowing assessment procedures. Originality/value – The paper and this commentary highlight the importance of partnership working in managing dysphagia in children, engaging parents and practitioners and providing empowerment for decision making.
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Annesley, Luke, Katherine Curtis-Tyler, and Eamonn McKeown. "Parents’ Perspectives on Their Child’s Music Therapy: A Qualitative Study." Journal of Music Therapy 57, no. 1 (2020): 91–119. http://dx.doi.org/10.1093/jmt/thz018.
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Abstract This qualitative study explored parents’ perspectives on their child receiving individual music therapy in a community setting in an NHS service in London, UK. Parents of children aged 6–11 receiving or recently discharged from music therapy took part. Data were collected through semi-structured interviews which were digitally recorded, transcribed, and analyzed following procedures of inductive thematic analysis. Music therapy was generally perceived to provide a nurturing environment for children, and communication with music therapists was mostly experienced as helpful, but with some perceived challenges. Parents perceived positive outcomes of music therapy, including children becoming calmer and engaging more with musical activities at home. Understanding of music therapy was perceived as an evolving process for parents. Some parents described a need for more information prior to music therapy. The findings of this study broadly support the model in the service of working with children aged 6–11 without parents generally present during sessions. However, there were indications that, for some families, a more flexible approach might be beneficial for the child. Participants’ commentaries on perceived outcomes for children indicate potential for intervention studies investigating the impact of music therapy, while broader perceptions of the value of music therapy indicate a need for studies exploring reasons for effectiveness.
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Gurkan, Tanju, Azize Ummanel, and Nihan Koran. "A Qualitative Study on the Perception of Fatherhood." European Journal of Educational Sciences 8, no. 2 (June 30, 2021): 42–59. http://dx.doi.org/10.19044/ejes.v8no2a42.
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The changing structure of the society and the increase in the number of working women has been influential on the relationship between the child and the parent. Today, the woman, who is responsible for the nutrition and care of the child according to the traditional point of view, can perform these duties not on her own but with her husband and the basic needs of the child can be provided by the parents together. Therefore, the role of fatherhood has changed and fathers have become more involved in meeting the basic needs of the child. This study aims to explore how men perceive fatherhood and how mothers perceive their husband’s fatherhood. 15 fathers and 15 mothers were included in the study. Mothers and fathers were interviewed to collect the data and the data were examined under the main categories of “Fatherhood self-assessment” and “Fatherhood role perception.” The results provide insight into how fathers parenting children between the ages of 3 and 6, how they perceive their fatherhood and how mothers perceive their husband’s fatherhood. Furthermore, results were obtained about how parents define fatherhood and which roles they associate fatherhood with. In conclusion it was found that fathers have a traditional perception on fatherhood, and the results were discussed in this context. As it is one of the first studies on fatherhood conducted in the TRNC, this study has importance and similar studies are suggested to carried out.
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Svalheim, Ann-Kjærsti, and Anne Kjersti Myhrene Steffenak. "Barneansvarliges rolle, knyttet til barn som er pårørende til foreldre med psykiske lidelser – en fenomenografisk studie." Nordisk tidsskrift for helseforskning 12, no. 1 (June 23, 2016): 2. http://dx.doi.org/10.7557/14.3771.
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Child-responsible role, related to children as caregivers of parents with mental illness – a phenomenographic studyChildren as caregivers of parents with mental disorders are a vulnerable group. They have been invisible to service providers until recent years. These children have an increased risk of developing behavioral problems and impaired psychosocial functioning. In 2010, law amendments require that special health have child-responsible personnel, to ensure children and their families proper measures. There is little knowledge of how this role works. The purpose of this study is to uncover the perceptions child-responsible personnel have of their own role.The study is qualitative with a phenomenographic approach. Child-responsible personell have a special interest in working with young caregivers. They act as "watchdog" for colleagues and they provide guidance for parents. Follow-up of children is random where responsibilities are added to therapists. Child-responsible personnel collaborate with municipality, and public health nurse is specifically mentioned. There is still a way to go before the role works as intended.
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Skowronek, Jolanta. "Auditory attention disorders in the functioning of children’s language." Kształcenie Językowe 18 (March 4, 2021): 63–74. http://dx.doi.org/10.19195/1642-5782.18(28).5.
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Hearing has a decisive role in human life and human development. It conditions proper functioning in terms of both primary and higher skills. Sometimes, despite the normative level of physiological hearing, there are difficulties in perception and auditory analysis. The article describes the importance of the sense of hearing in human life. The auditory attention function and its components are described. Basic profiles of auditory attention occurring in children and the difficulties that they condition — especially in the development of communication competence and school situation — are also described. The article ends with developed proposals for strategies for working with children with impaired hearing attention. The recommendations developed are the result of literature studies, observations and numerous consultations with parents. The article aims to increase the awareness and alertness of teachers towards children with the behaviours described in the article.
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Odobašić, Amina, and Anela Hasanagić. "Social and Emotional Competencies And Attitudes of Parents and Educators As Determinants of Abilities and Talents Perception of Preschool Children." Društvene i humanističke studije (Online) 6, no. 3(16) (July 27, 2021): 435–56. http://dx.doi.org/10.51558/2490-3647.2021.6.3.435.
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To ensure that the process of giftedness development runs smoothly, it is necessary to build adequate socio-emotional competencies related to the ability to use various social and emotional stimulation from the environment to achieve results that enable satisfactory and competent participation in groups, communities, and society to which individual belongs. The goal of this research was to examine whether and to what extent are socio-emotional competencies of parents and Kindergarten teachers are significant predictors of the perception of talents of preschool children. The sample consisted out of 100 participants from Zeničko-Dobojski kanton, 75 parents, and 25 educators. As instruments, we used: Questionnaire of general sociodemographic data (SD questionnaire), Giftedness Questionnaire (Von Krafft and Semke, 2008), and questionnaire of socioemotional competencies of educators (Jusufovic, unpublished paper). The results indicate that among all socio-emotional competencies of parents the only that is significant predictor is awareness of others for assessing the expression of one’s characteristics, for assessing the expression of talent and out of socio-demographic variables, the variable of age parents is significant, but only for assessing the expression of talents (older parents perceive less giftedness). Furthermore, in the case of educators, pure non-violent communication is important for socio-emotional competencies for the expression of one’s characteristics, then for the expression of talents significant factors are non-violent communication, awareness of others, emotion regulation, self-esteem, and the total score of socio-emotional competencies. Among socio-demographic characteristics, the important predictor is working experience for perceiving talents. In addition to this, there are statistically significant differences between parents and educators, in an expression of talent, and the results show that educators are better in the estimation of expression of talents.
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Syme, J., and K. Wilton. "Perceptions of a Community Program for Multiply Handicapped Blind Young Adults." Journal of Visual Impairment & Blindness 81, no. 2 (February 1987): 59–60. http://dx.doi.org/10.1177/0145482x8708100205.
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This article reports the results of a survey of the perceptions of parents of nine multiply handicapped young adults enrolled in a community living program in New Zealand and of the nine staff members who were working with the young adults. All the parents believed that the program had benefited their multiply handicapped children. Both parents and staff members strongly supported the involvement of parents in the program and the content and focus of the program. Although both the parents and the staff members believed that available support services were adequate, the social worker and adult rehabilitation services were viewed much less favorably by the parents than by the staff.
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Bagirova, Anna, and Natalia Blednova. "Combination of professional and parental labor in assessments of Ural women: objective and subjective barriers." Woman in russian society, SU (January 3, 2021): 150–67. http://dx.doi.org/10.21064/winrs.2021.0.10.
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The article considers the problem of combining two types of labor activity — professional and parental labor. The aim of the research is to identify objective and subjective barriers for combination of these two labor spheres. We focus on specific elements of the organization of labor of working mothers (length of the working week and working day, time of the start and the end of work, alternation of work and days off, leave period, form of work organization) and on identifying subjective barriers that prevent the effective combination of professional and parental labor. We conducted an online survey of 265 women aged 18 to 45 working in various organizations in the Sverdlovsk region. We analyzed the data using descriptive statistics, correlation analysis, and group comparison based on nonparametric criteria. The results of the study are as follows: the length of the working day, as well as the time of its beginning and end, act as objective barriers to combining professional and parental work for Ural women. The subjective barriers preventing the effective combination of professional and parental work for Ural women are stereotypes of employers and colleagues who do not have children, based on the perception of the low efficiency of professional activities of workers with children, the negative impact of children on the implementation of professional work and the professional career of parents, misunderstanding of the advantages that children give to workers with children in the process of their professional work. The presence of such subjective barriers often entails refusals in employment of subjects of parental labor, a deterioration in the attitude of the employers towards them, and increases the likelihood of going on unpaid leave.
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Magimairaj, Beula M., Naveen K. Nagaraj, Alexander V. Sergeev, and Natalie J. Benafield. "Comparison of Auditory, Language, Memory, and Attention Abilities in Children With and Without Listening Difficulties." American Journal of Audiology 29, no. 4 (December 9, 2020): 710–27. http://dx.doi.org/10.1044/2020_aja-20-00018.
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Objectives School-age children with and without parent-reported listening difficulties (LiD) were compared on auditory processing, language, memory, and attention abilities. The objective was to extend what is known so far in the literature about children with LiD by using multiple measures and selective novel measures across the above areas. Design Twenty-six children who were reported by their parents as having LiD and 26 age-matched typically developing children completed clinical tests of auditory processing and multiple measures of language, attention, and memory. All children had normal-range pure-tone hearing thresholds bilaterally. Group differences were examined. Results In addition to significantly poorer speech-perception-in-noise scores, children with LiD had reduced speed and accuracy of word retrieval from long-term memory, poorer short-term memory, sentence recall, and inferencing ability. Statistically significant group differences were of moderate effect size; however, standard test scores of children with LiD were not clinically poor. No statistically significant group differences were observed in attention, working memory capacity, vocabulary, and nonverbal IQ. Conclusions Mild signal-to-noise ratio loss, as reflected by the group mean of children with LiD, supported the children's functional listening problems. In addition, children's relative weakness in select areas of language performance, short-term memory, and long-term memory lexical retrieval speed and accuracy added to previous research on evidence-based areas that need to be evaluated in children with LiD who almost always have heterogenous profiles. Importantly, the functional difficulties faced by children with LiD in relation to their test results indicated, to some extent, that commonly used assessments may not be adequately capturing the children's listening challenges. Supplemental Material https://doi.org/10.23641/asha.12808607
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Cohen Zilka, Gila. "The Elements Way: Empowering Parents, Educators, and Mentors in the Age of New Media." Issues in Informing Science and Information Technology 14 (2017): 101–19. http://dx.doi.org/10.28945/3702.
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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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Elliott, Alison. "From Child Care to School: Experience and Perceptions of Children and their Families." Australasian Journal of Early Childhood 23, no. 3 (September 1998): 26–32. http://dx.doi.org/10.1177/183693919802300307.
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This paper reports on a study that traced the experiences of Australian working families as their children started school. Each family faced the prospect of moving their child from the intimate environment of a child care centre that operated from early in the morning to early evening to a large primary school with a 9 a.m. to 3 p.m. day. Children and parents were interviewed on two occasions during the transition period and interview transcripts analysed to provide detailed descriptive, interpretative, and evaluative information on experiences and perceptions of the transition. Findings from the study highlight the processes and systems of the transition and relationships between various processes and systems. At the interpretative level they assist in: (a) understanding the complexity of the transition, (b) heightening awareness of factors to be taken into account when planning for children's transitions, and (c) drawing attention to the social and systemic processes that are likely to affect parents’ management of the transition and influence children's adjustment to school.
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Paju, Elina. "Plugging in through clothing: How children’s clothes influence perception and affective practices in day care." Sociological Review 66, no. 3 (April 12, 2017): 527–41. http://dx.doi.org/10.1177/0038026117703906.
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The article examines children’s clothes in the practices of everyday life in day care. The data for the article are drawn from an ethnography of three- to seven-year-old children’s day care groups in a day care centre intended for children of shift-working parents in southern Finland. Rather than focusing on the relations between identity, representation and clothing, the article examines what clothes do in the everyday practices of day care. Clothes are seen, first, as mediating perception, and, second, as taking part in and maintaining affective everyday practices. The effects of wearing clothes are analysed using the concept of plug-ins by Latour and that of affordances proposed by Gibson. The plug-ins detect the ways in which objects transmit selfhood, while affordances describe the relation between body and environment in perception. Through the analysis of everyday practices of wearing clothing, clothes are seen as connectors. They enhance, diminish or expand possibilities for perception, action and affective practices in which children engage, thereby altering the children’s ways of being. The article proposes that the wearing of clothing plays a role in constituting selfhood outside of mere representations.
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Waliczek, Tina M., R. D. Lineberger, J. M. Zajicek, and J. C. Bradley. "Using a Web-based Survey to Research the Benefits of Children Gardening." HortTechnology 10, no. 1 (January 2000): 71–76. http://dx.doi.org/10.21273/horttech.10.1.71.
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A survey, targeting adults working with youth in garden situations, was designed for delivery on the KinderGARDEN World Wide Web site. The goal of this survey was to investigate adults who are actively involved in gardening with children in school, community or home gardens on their perceptions of the benefits of children participating in gardening. Three hundred-twenty completed surveys were returned via e-mail during a period of 9 months. Fourteen questions were included on the survey requesting information concerning what types of gardening situations in which children were participants and the demographics of the children involved in gardening. Results of the study cover 128,836 children (youth under 18 years old) involved in gardening, primarily with teachers in school gardens. The children involved were generally 12 years of age or under and were growing food crops. Adults gardening with children reported benefits to children's self-esteem and reduction in stress levels. Adults were also interested in learning more about the psychological, nutritional and physical benefits of gardening. Comparisons between those adults involved in gardening found that parents' and teachers' ideas differed concerning the most important aspects of the gardening experience. Parents viewed food production as most important while teachers thought socializing and learning about plants were most important.
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Boynton, Heather M., and Christie Mellan. "Co-Creating Authentic Sacred Therapeutic Space: A Spiritually Sensitive Framework for Counselling Children." Religions 12, no. 7 (July 12, 2021): 524. http://dx.doi.org/10.3390/rel12070524.
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Social work values client-centered holistic approaches of care, yet there is a lack of approaches addressing spirituality in counselling with children. Children’s spirituality and conceptualization have been disenfranchised. Children’s spiritual experiences, ways of knowing and perceptions are important to attend to when supporting them through an impactful life event such as trauma, grief, or loss (TGL). Parents may not fully understand or have the capacity to attend to their child’s spirituality. Counsellors appear to lack knowledge and training to attend to the spiritual needs and capacities of children. This article offers some research findings of children’s spirituality deemed to be vital for healing from TGL and counselling. It provides an understanding of some of the constructs and isolating processes described by children, parents and counsellors related to children’s spirituality in TGL. It also will present a spiritually sensitive framework specifically attuned to the spiritual dimension and creating spaces of safety and hope when working with children. The implications of not addressing the critical spiritual dimensions in practice for children are discussed, and recommendations for continued research and training for further theoretical development and future social work practice are offered.
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Cheong, Kee-Cheok, Christopher Hill, Yin-Ching Leong, Chen Zhang, and Zheng Zhang. "“Parents just don’t understand” – generational perceptions of education and work." Higher Education Evaluation and Development 12, no. 2 (September 10, 2018): 85–98. http://dx.doi.org/10.1108/heed-06-2018-0016.
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Purpose Using a Southeast Asian context, this paper asks a question that has seldom been researched: Is there a divergence between parents’ and their college-going children’s perceptions of education and employability at a time of rapid economic change? If such a divergence exists, it would have hidden costs for the children. Parents’ choice of professions no longer in demand when their children reach working age can permanently damage the latter’s earning power. Also, parents’ choice of fields of study that their children are not proficient or interested in jeopardizes the latter’s chances of success in their studies. The paper aims to discuss these issues. Design/methodology/approach Data were collected using mixed methods, a combination of structured online questionnaires from two local special-purpose sample surveys conducted by the authors, and follow-up interviews. Graduate Employment Survey 2 (GES2) was the second of a three-phase British Council-sponsored study, focusing on TNE, that used a structured online questionnaire for students of several tertiary education institutions, both in the public and private sectors, and for several group interviews of students in 2015. A structured questionnaire was also administered to a small number of parents. Findings In terms of employment, the rankings of HEIs by parents and students were generally consistent. Study in foreign HEIs abroad has the highest likelihood of employment. Branch campuses were ranked next highest. Despite this, of interest is the difference in mean scores between first and second ranked HEIs. Whereas students rate branch campuses as not much inferior to foreign university campuses, parents see a major gulf between them – they rate foreign campuses more highly than branch campuses more poorly. This difference is likely caused by parents’ traditional preference for foreign study over local, coupled with a lack of TNE knowledge. Social implications A fundamental issue of perception is how parents and students see the role of education. Is education a destination or is education a journey? This disconnect has consequences. Given the shifting nature of employment, the need for transferable skills and the fact that some of the jobs that the next generation will be doing are not even known today, parental advice based on what they know may not do justice to their children’s choice of career. Likewise, the approach of TNE to promote traditional degrees to job paths is also a conventional approach that has a limited shelf life. Originality/value The role of parents in education choice has received surprisingly scant academic attention. With technological change driving product and service innovation ever more rapidly, previously unknown types of work have emerged in a relatively short span of time. In this situation, the risk of mismatched perceptions between parents and their children, whose educational experience spans a generation, is becoming increasingly real. While most studies of a parental role have been undertaken for Western countries, there is much less research on East Asian parents’ role in their children’s education.
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Park, Young-Ye. "A Study on the Perceptions and Attitudes of Working Parents toward Elementary English Education for their Children." Institute for Education and Research Gyeongin National University of Education 39, no. 3 (September 30, 2019): 83–105. http://dx.doi.org/10.25020/je.2019.39.3.83.
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Anderson, Rebecca, Jessica Walburn, and Myfanwy Morgan. "Approaches to Photoprotection and Normalization in Highly Adherent Families of Children With Xeroderma Pigmentosum in the United Kingdom." Qualitative Health Research 30, no. 8 (February 9, 2019): 1275–86. http://dx.doi.org/10.1177/1049732319826561.
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In this study, we examine photoprotection for children with Xeroderma pigmentosum (XP), a rare genetic skin disease requiring rigorous photoprotection, to reduce risks of severe burning and skin cancers from exposure to ultraviolet radiation (UVR). We elicit the views and experiences of both children and their parents to inform the care and support provided. Qualitative semistructured interviews were undertaken with 12 child–parent dyads recruited from the National XP Specialist service in London. We employed a framework approach to analysis. This identified a high level of photoprotection based either on “protection” to facilitate normal activities or “avoidance” of outdoor activity with priority given to normality in the future. These approaches were shaped by perceptions of clinical risk, the emphasis given to a normal family life and families’ circumstances and resources. The findings contribute to notions of normalization and coping with demanding care regimens and inform approaches to working with families.
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Waliczek, T. M., R. D. Lineberger, and J. M. Zajicek. "Studying Children's Perceptions of Garden Benefits Using the Internet." HortScience 33, no. 3 (June 1998): 504d—504. http://dx.doi.org/10.21273/hortsci.33.3.504d.
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A survey was designed to investigate children's perceptions of the benefits of gardening and is posted on the KinderGARDEN Web page within the Aggie Horticulture network. The KinderGARDEN Web page was developed as a resource for parents and teachers to help them incorporate the garden into the home and school lives of children. The Web site additionally attracts young visitors with a “Fun Page.” The “Fun Page” has descriptions of garden activities that children can experiment with at home or school, garden literature for children and garden Web links. The survey is included on this page. Children respond to the survey via e-mail. The survey requests information about the type of gardening situations in which each respondent participates, the number of children with whom they generally garden, what they feel they learn from gardening and what benefits they feel they gain from gardening. Children responded positively on the value of the garden to their recreation, while also mentioning educational, environmental, aesthetic, social and economic benefits in the survey. Results showed that 81% of children felt they were learning about the environment by working in the garden. Fifty-four percent of children mentioned that the garden taught them about plants and plant-related concepts. Other benefits children mentioned as important to them included recreation and/or “having fun” (31%) and socialization with friends and family (15%).
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Arnautova, E., I. Vorob'eva, and Elena Rychagova. "Communicative Culture of Teachers and Parents As a Condition for the Upbringing of Freedom in Children's Behavior." Profession-Oriented School 8, no. 4 (September 14, 2020): 46–56. http://dx.doi.org/10.12737/1998-0744-2020-46-56.
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This article emphasizes the correlation between the communicative culture of adults (teachers and parents) and cultivation of freedom in preschool children’s behavior. The first part of the article is devoted to the pedagogical approaches to development of preschool children's communicative ways of speech communication. Among the methods of dialogical speech development there are communicative games, verbal didactic games with pair interaction and problematic situations. The communicative content of these games is realized through the child's implementation of certain game rules, which are perceived as rules of communication. This part discovers the effectiveness of playing out communicative situations as a method to master children’s culture of communication with their peers. The relations of full-fledged communication and cooperation require a significant renewal of children's life organization in kindergarten, and conditions for free communication, without any instructions, for the emancipation of the child's and the adult's personalities.
The article shows the possibilities of children’s artistic activity for their dialogical communication with peers and teacher. It considers the features of organizing creative artistic activities when children create their own product (drawing, modeling, application, DIY) and wonder the opinion of other people – adults and children. This discussion differs from everyday dialogue in its content, since it has an artistic focus on the perception of art and creative activity. It is shown that communication during joint creativity of children arises due to an objective situation and a desire of children to cooperate, co-creation and empathy.
The final part of the article is related to the content of experimental work to support the communicative culture of teachers and parents as the first transmitters of healthy communication experience to children. It examines domestic and foreign communication models that are most effective in working with teachers and parents of preschool children. The important elements of communication are explained accompanied by examples. Such support includes not only the level of verbal communication, but also a certain type of contact between an adult and a child: emotional, motional, gaming.
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Uhler, Kristin, and René H. Gifford. "Current Trends in Pediatric Cochlear Implant Candidate Selection and Postoperative Follow-Up." American Journal of Audiology 23, no. 3 (September 2014): 309–25. http://dx.doi.org/10.1044/2014_aja-13-0067.
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Purpose In this article, the authors describe current pediatric cochlear implant (CI) assessment and postoperative scheduling protocols in the United States. Method A survey was conducted in 2 phases. Results Response rates were similar between Phase I (10%) and Phase II (13%). Across phases, nearly all respondents reported assessing speech perception both preoperatively and postoperatively. The most frequently used parent questionnaires were the Infant–Toddler Meaningful Auditory Integration Scale (Robbins, Renshaw, & Berry, 1991), the Meaningful Auditory Integration Scale (Robbins et al., 1991), and LittlEARS (Kuehn-Inacken, Weichboldt, Tsiakpini, Coninx, & D'Haese, 2003). The most commonly used speech perception measure for children <23 months of age was the Early Speech Perception Test–Low Verbal (ESP-LV; Moog & Geers, 1990). The most commonly used measures for children 24–35 months of age were the ESP-LV, the Northwestern University of Children's Perception of Speech (Elliot & Katz, 1980), and the Mr. Potato Head task (Robbins, 1993). For children >36 months of age, there was a wide variety of speech perception tests utilized. Patient follow-up visits were weekly or biweekly immediately following CI activation, then every 3 months for the remainder of the 1st year. After the 1st year, most children were seen semiannually. Conclusions Although trends emerged, there is a lack of consistency in the selection of speech perception measures utilized across centers for children <36 months of age. The development of a working group to establish a standard minimum pediatric test battery (similar to the adult Minimum Speech Test Battery) would promote uniformity in clinical protocols used to assess children who receive CIs.
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Koller-Trbović, Nivex, Anja Mirosavljević, and Gabrijela Ratkajec Gašević. "Podrška škole djeci s teškoćama u ponašanju i učenju iz perspektive roditelja i djece." Hrvatska revija za rehabilitacijska istraživanja 55, no. 2 (January 28, 2020): 53–69. http://dx.doi.org/10.31299/hrri.55.2.5.
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The aim of this paper was to describe perceptions and experiences of school support for pupils with learning and behavioural difficulties from the perspective of parents and their children. Interviews were conducted with 33 participants in 10 families at risk. Inductive thematic analysis showed that the key topic was to explain how behaviour and learning difficulties unnoticed by the school progress to behaviour and learning problems and problems in the family environment. The results suggest that family members perceive school as extremely important in their value system, and that schooling is a key topic present throughout childhood, burdening children as well as parents. Behaviour/learning problems are evident from the start of elementary school. To solve such problems, parents seek help first from school experts, and later from experts working in other services. From the parents’ perspective, they find neither understanding nor help, and they feel that they are usually left to cope with problems on their own. Therefore, progression of problems and their spread into non-academic types of problems are evident. In cases where schools ensure some kind of interventions, the perspective of research participants is that they are not matched with the type or intensity of the child’s needs. As experience from the research participants show, calls for help and assistance often come from parents, or even the children themselves. That means that it is unnecessary to motivate parents to participate in interventions, so the lack of school interest in providing support to parents and pupils is surprising. Possible school interventions that are focused on the needs of children with behaviour and learning difficulties are proposed in the discussion.
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Lea, Baratz. "The Perceptions of Special Education Teachers Working in Psychiatric Hospitals about Integrating a Children’s Book about Mental Disorders in the Curriculum." Issues in Social Science 4, no. 2 (December 22, 2016): 46. http://dx.doi.org/10.5296/iss.v4i2.10493.
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This study examined the issue of using a children's book as a mediating tool for working with children with a mental disorder who attend schools located within psychiatric hospitals. How they use to implement the book in the lesson, how parents collaborated with the teachers in the process of teaching this book. Teachers in the special education framework lack the necessary tools to cope with the emotional world of children who have a mental illness. A module on the subject of bibliotherapy and the use of children's books as a mediating tool should be added to the training program for special education teachers.
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Ho, Susanna S. Y., S. M. Lui, and Will W. K. Ma. "Acceptance of Internet Content Filters: An Empirical Study." International Journal of Information Technology & Decision Making 02, no. 03 (September 2003): 477–96. http://dx.doi.org/10.1142/s021962200300077x.
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Content filters empower users to make choices about what can be downloaded from the World Wide Web. At home, parents can restrict what their children can and cannot see on the Internet. This can protect the young web surfers from unpleasant experiences. These tools allow the parents to understand electronic content by means of open and objective content labels. Web surfers may be unwittingly exposed to suggestive and explicit content. Many organizations across the globe, such as ICRA and GBDe, are working on content rating systems and software filters for the Internet. Generally, simple filters are bundled with common browsers. People are not motivated to buy commercial filters with more functionality. Also, there are few studies investigating a consumer's willingness and intention to adopt these tools. This paper presents an exploratory study of the acceptance of Internet content filters in publicly accessed computers. The relationship between demographic factors, such as gender and age, and perception factors, such as severity of Internet problems, are examined. Results show that the acceptance of blocking filters is significantly related to demographic factors and perceptions of the Internet. We discuss implications of the findings, from both the academic and applied perceptive.
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Waliczek, Tina M., R. D. Lineberger, and J. M. Zajicek. "Researching the Benefits of Children's Gardening using Computer Technology." HortScience 32, no. 3 (June 1997): 557A—557. http://dx.doi.org/10.21273/hortsci.32.3.557a.
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The kinderGARDEN website (http://aggie-horticulture.tamu.edu/KINDER/index.html) was developed as part of the Aggie Horticulture network. Its focus was to help incorporate fun garden activities into the home and school lives of children. The page has grown to include pages on school gardens, community gardens, botanical gardens, and a fun page for kids. The site focuses toward providing information on activities and curricula developed for children. A survey, designed to investigate the perceptions of parents and teachers working with youth in gardening situations on the benefits of children gardening, is included on the site. Adults who work with children in any type of gardening situation can respond to the survey via e-mail. Questions on the survey relay information about the type of gardening situation in which the children participate, how many children are involved, the types of crops grown, the relationship of the adult to the child, and what kinds of benefits the adults observe in the children. Results and conclusions of the survey instrument will be presented. The positive aspects and drawbacks of this research technique will be discussed.
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Van Heerden, Cherié, and Alta Kritzinger. "Parental Perceptions and Practices of Emergent Literacy Development in Young Children with Down Syndrome: The Development of Intervention Guidelines." South African Journal of Communication Disorders 55, no. 1 (December 31, 2008): 37–48. http://dx.doi.org/10.4102/sajcd.v55i1.768.
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Key findings of emergent literacy research conclude that emergent literacy experiences correlate with later reading success and that emergent literacy intervention for children with special needs is essential. As a group with special needs, children with Down syndrome require emergent literacy intervention. They may attain functional literacy skills and their language development determines their reading ability. Speech-language therapists have an important role to play in emergent literacy programme development in South Africa. As a first step towards programme development and emergent literacy intervention goal selection, the aim of this study was to determine the applicability of a self-administered questionnaire to describe parental perceptions and practices regarding the emergent literacy development of their young children with Down syndrome. A quantitative research approach was used within a cross-sectional descriptive survey. Fifteen literate parents, with preschool children with Down syndrome aged between two and five years were selected as participants. Data were collected via email and/or facsimile. The results showed that all participants valued emergent literacy development. They appeared to have knowledge about book-reading but not about the broad spectrum of emergent literacy experiences to which they might expose their children. Participants were actively promoting emergent literacy development of their children, but they had certain needs that could potentially be addressed by speech-language therapists working in early communication intervention. The questionnaire proved to be applicable, but changes are required for application with illiterate parents and those with low literacy skills. Based on the results a framework with guidelines for emergent literacy goal selection is provided.
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Holtz, Bree E., Katharine M. Murray, Denise D. Hershey, Joshua Richman, Julie K. Dunneback, Arpita Vyas, and Michael A. Wood. "The design and development of MyT1DHero: A mobile app for adolescents with type 1 diabetes and their parents." Journal of Telemedicine and Telecare 25, no. 3 (December 11, 2017): 172–80. http://dx.doi.org/10.1177/1357633x17745470.
Full textAbstract:
Introduction Type 1 diabetes impacts approximately 1.25 m Americans, many of them young children. As a child grows, there is a transition towards independence and they must learn to manage their diabetes independently. The objective of this study was to design, develop and conduct a prototype test to assess the satisfaction and feasibility of a mobile app for adolescents with type 1 diabetes and their parents to aid in this transition. Methods Ten parent/adolescent groups used MyT1DHero for four weeks. They were given a pre-test/post-test survey regarding family conflict with three tasks of diabetes management and the general tone of family communication. At post-test they were asked questions regarding their satisfaction and perception of ease of use of the app. They also participated in short interviews regarding the app. Additionally, we used server data to examine actual app usage. Results The parents’ perceptions of conflict around the results of the blood sugar tests increased ( t(9) = 2.71, p = .02) as did perceptions of conflict around logging the blood sugar results ( t(9) = 3.67, p = .005). The adolescents perceived increased conflict surrounding the results around logging the blood sugars results ( t(9) = 3.09, p = .01).There was no change in the tone of general family communication. During the prototype testing, we discovered that the app crashed repeatedly and several of the functions were not working properly. In the interview data, three main themes emerged, app-crashing issues, problems with notifications and positive feedback. Discussion Through this process, all of the reported issues were corrected and new features were planned for subsequent versions. A smartphone application has the potential to be a novel intervention for engaging adolescents and their parents in positive communication to support type 1 diabetes management.
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Costa Chahini, Thelma Helena, and Isaac Pereira Viana. "Context of The Inclusion of Children with Autistic Spectrum Disorder in Early Childhood Education." International Journal for Innovation Education and Research 9, no. 1 (January 11, 2021): 54–65. http://dx.doi.org/10.31686/ijier.vol9.iss1.2868.
Full textAbstract:
The Autism Spectrum Disorder (ASD) is a Neurodevelopment Disorder which involves a few deficits pertaining to social and communication skills, as well as repetitive and restrictive behaviors. Brazilian law nº 12.764 of 2012 guarantees and protects the rights of those with ASD. This study’s main objective is to describe the process of inclusion of children with ASD in public institutions of Early Childhood Education in the city of São Luís, Maranhão state, based on the perception of family members and the staff from said institutions. An exploratory descriptive research with a qualitative approach was conducted in two Early Childhood Education institutions with attending ASD children. Participants were 4 family members of children with ASD and 16 staff members who worked with the ASD children in the institutions. After receiving the consolidated opinion from the Ethics Committee (CEP/CONEP/UFMA, Nº 2.891.951), data were collected through semi structured interviews consisting of two scripts: one for family members, and the other for staff. Results showed that although the majority of children with ASD were well treated and accepted by staff and other children without disabilities, there are still many barriers to overcome in the context of Inclusive Education in Early Childhood Education. Among these barriers are those caused by stigmas related to the disorder in question, as well as the fear and/or rejection by parents and other family members of the interaction between their non-disabled children and those with ASD. Most people working with ASD children still feel unprepared. There is a lack of partnership between the studied institutions and the family members of children with ASD, which leads to another barrier to their inclusion in Early Childhood Education.
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Γρηγορόπουλος, Ηρακλής. "Διερεύνηση των αντιλήψεων του προσωπικού φορέων παιδικής προστασίας για την επικοινωνία παιδιών σε συνθήκες τοποθέτησης με το οικογενειακό τους περιβάλλον." Psychology: the Journal of the Hellenic Psychological Society 24, no. 2 (October 15, 2020): 167. http://dx.doi.org/10.12681/psy_hps.24924.
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This study concerns the exploration of the perceptions of those working in residential child care regarding children’s contact with their parents, during their placement. This means that in was taken into account that staff perceptions can affect thoughts, judgments, recommendations, and decisions they make.Qualitative method was chosen. The participantswere eleven people working in residential child care and child psychiatric domains. The method of thematic analysis was used to analyze the interview data. Five main categories emerged from the analysis, which led to a more thorough understanding of the participant’s perceptions. The findings of this study designate the importance of connecting the child with his/ her story and his or her parents. Emphasis is placed on the protective and supportive role of the institution (and the people who actually form it) and their ability to provide a safe environment that can hold back boundaries and in which they are emotionally available to the children and resilient. The importance of metaphoric containment is highlighted.
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Murphy, Catherine, Jan Matthews, Olivia Clayton, and Warren Cann. "Partnership with families in early childhood education: Exploratory study." Australasian Journal of Early Childhood 46, no. 1 (January 5, 2021): 93–106. http://dx.doi.org/10.1177/1836939120979067.
Full textAbstract:
CHILDREN LEARN in the context of relationships with important caregivers. The early childhood education and care (ECEC) sector increasingly recognises that supporting strong relationships between families and ECEC services is a powerful way to improve children’s educational, health and wellbeing outcomes. We report findings from a study which, via online surveys and focus groups with parents and educators, sought to understand (a) parents’ experiences of collaborative practice, (b) educators’ confidence in working with families, and (c) educators’ perceptions of training needs. The results suggest families commonly feel welcomed and respected but desire improvements in educator communication. Most educators reported high confidence to share children’s progress but less confidence to greet families by name, raise or respond to parent concerns, or work with families facing significant parenting stressors. These findings indicate a need for practice support and training to improve educators’ skills and confidence in partnering with families.
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Pukinskaitė, Rūta, and Rūta Praninskienė. "Mothers’ experience with their developmentally disordered children: Specificity of internal representations." Medicina 44, no. 7 (July 9, 2008): 553. http://dx.doi.org/10.3390/medicina44070072.
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The purpose of the present study was to examine mothers’ internal representations of experience with their developmentally disordered children. Maternal perceptions of children have been considered important in clinical work with developmentally disordered children and their families. Using developmental disability sample of 17–34-month-old children, we compared mothers’ representations of their children in clinically referred and not referred groups, using the Working Model of the Child Interview. Twenty mothers of children with developmental disorders and twenty matched controls participated. Six (30%) children of experiment group had a diagnosis of cerebral palsy; 5 (25%) were diagnosed with Down’s syndrome, while the remaining 9 (45%) had a diagnosis of mixed specific developmental disorder. Many children with disability also were diagnosed with heart disease, epilepsy, and hydrocephalus. Maternal representations’ measures were compared to their self-perceived impact of child disability on family, their sensitivity to child, and some demographic and family characteristics. Compared to controls, mothers of children with developmental disability had representations of their children that were significantly more likely to be classified distorted or disengaged (χ2=7.24; df=2; P<0.05). More severe disability status was significantly associated with mothers’ disengaged representations, fear for safety of children, and intensity of involvement in care giving (P<0.05). The study did not confirm relationships between maternal representation classifications and their self-perceived impact of child disability on family. No differences were found concerning mothers’ emotional empathy index in clinical and control groups. The differences in mean emotional empathy scores were related to many aspects of maternal internal representations and to some areas of self-perceived stress. The results of Working Model of the Child Interview did not correlate with child age and gender, birth order, and parents’ level of education.
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Childes, Jana, Alissa Acker, and Dana Collins. "Multiple Perspectives on the Barriers to Identification and Management of Pediatric Voice Disorders." Perspectives of the ASHA Special Interest Groups 2, no. 3 (January 2017): 49–56. http://dx.doi.org/10.1044/persp2.sig3.49.
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Pediatric voice disorders are typically a low-incidence population in the average caseload of clinicians working within school and general clinic settings. This occurs despite evidence of a fairly high prevalence of childhood voice disorders and the multiple impacts the voice disorder may have on a child's social development, the perception of the child by others, and the child's academic success. There are multiple barriers that affect the identification of children with abnormal vocal qualities and their access to services. These include: the reliance on school personnel, the ability of parents and caretakers to identify abnormal vocal qualities and signs of misuse, the access to specialized medical services for appropriate diagnosis, and treatment planning and issues related to the Speech-Language Pathologists' perception of their skills and competence regarding voice management for pediatric populations. These barriers and possible solutions to them are discussed with perspectives from the school, clinic and university settings.