Academic literature on the topic 'Interaction analysis in education. Parent and child. Learning, Psychology of'

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.

In this qualitative study, 11 mothers of toddlers with autism participated in interviews to investigate how they perceived their roles and their competency to support toddlers’ social learning in the context of both professional-implemented and parent-mediated early intervention models. The authors conducted a thematic analysis with multiple layers of independent coding. Four resulting themes highlighted challenges and contributors to parent self-efficacy. First, related to child characteristics, challenges were most prominent in the early period as participants adjusted to the diagnosis and reached to connect when social difficulties emerged. Second, having a peripheral role in early intervention challenged participants’ confidence in their abilities, while receiving guidance to assume an active leadership role supported their sense of efficacy for facilitating toddlers’ social learning. In a third theme, participants described specific and general examples of their expertise. Fourth, participants considered the transactional context of parent–child interaction and largely viewed their toddlers’ independent wills, natures, and preferences as strengths upon which to build social engagement. The results support the need for early interventionists to promote and leverage family capacity for facilitating toddler learning as social challenges begin to appear for toddlers with autism. Lay Abstract Parent-participatory early intervention practices are linked to parents’ positive views of their own and their children’s capabilities, beliefs that are associated with a range of parent and child outcomes. A qualitative study was conducted with 11 mothers of toddlers with autism who had experience with both professionally directed and parent-mediated early intervention. Participants were interviewed to explore their perspectives on their roles in relation to professionals and on how they viewed their ability to support their toddlers’ social learning. An in-depth analysis of the transcribed interviews resulted in four themes. First, in the early stages, participants experienced challenges to their self-efficacy as they adjusted to the diagnosis and reached to connect with their child when social challenges emerged. Second, participants’ views of their capability were stronger when they were provided with background knowledge enabling them to take the lead in guiding their children’s learning than when professionals modeled predetermined intervention strategies for them to copy. Third, participants provided specific examples of their expertise to support their toddlers’ social learning and viewed their close parent–child relationship and intimate knowledge of their children as valuable to the intervention. Fourth, participants voiced respect for their toddlers’ natures and preferences, positioning them to build on their toddlers’ strengths in everyday interactions. The results support the need for early intervention providers to promote and leverage family capacity for facilitating toddler learning as social challenges begin to appear for toddlers with autism.

The home learning environment (HLE) index is composed of seven questions regarding educational parent–child interactions. To compare the psychometric characteristics of the six items of HLE index between the two different contexts of Germany and Iran, a sample including 468 preschool children from the National Educational Panel Study (NEPS), Germany, and 465 preschool children from the Longitudinal Study of Iranian Children (LSIC; Growing Up in Iran) were examined. Rasch analysis supports the fitness of the five items of HLE into the model in both countries. However, differential item functioning (DIF) results revealed significant differences between items functioning across the two samples. According to the item difficulty maps, reading to children was the most reported item in the German families, while Iranian parents tended to paint and draw with their children more. While findings support the construct validity and reliability of five of the six items in both samples, different Rasch results may reveal the effects of the cultural dimensions of each country on HLE items.

Parental Involvement in their children's schooling has long been recognized as a critical component of good education. This study aims to find out the relationship between socioeconomic status, interpersonal communication, and school climate with parental involvement in early childhood education. Using survey and correlational research design, data collection was carried out through accumulation techniques with tests and questionnaires. The data analysis technique used statistical analysis and multiple regressions. The findings in the socio-economic context of parents show that the measure of power is an indicator in the very high category with a total score of 5, while the measures of wealth, honour and knowledge are included in the high category with a total score of 4 in relation to parental involvement. The form of interpersonal communication, the openness of parents in responding happily to information / news received from schools about children is a finding of a significant relationship with parental involvement in early childhood education. The school climate describes the responsibility for their respective duties and roles, work support provided, and interpersonal communication relationships, parents at home and teachers at school. Keywords: Socio-economic Status, Interpersonal Communication, Climate School, Parental Involvement, Early Childhood Education References Amato, P. R. (2005). The Impact of Family Formation Change on the Cognitive, Social, and Emotional Well-Being of the Next Generation. The Future of Children, 15(2), 75–96. https://doi.org/10.1353/foc.2005.0012 Arnold, D. H., Zeljo, A., Doctoroff, G. L., & Ortiz, C. (2008). Parent Involvement in Preschool: Predictors and the Relation of Involvement to Preliteracy Development. School Psychology Review, 37(1), 74–90. https://doi.org/10.1080/02796015.2008.12087910 Barbato, C. A., Graham, E. E., & Perse, E. M. (1997). Interpersonal communication motives and perceptions of humor among elders. Communication Research Reports, 14(1), 48–57. https://doi.org/10.1080/08824099709388644 Barbato, C. A., Graham, E. E., & Perse, E. M. (2003). Communicating in the Family: An Examination of the Relationship of Family Communication Climate and Interpersonal Communication Motives. Journal of Family Communication, 3(3), 123–148. https://doi.org/10.1207/S15327698JFC0303_01 Barnard, W. M. (2004). Parent involvement in elementary school and educational attainment. Children and Youth Services Review, 26(1), 39–62. https://doi.org/10.1016/j.childyouth.2003.11.002 Benner, A. D., Boyle, A. E., & Sadler, S. (2016). Parental Involvement and Adolescents’ Educational Success: The Roles of Prior Achievement and Socioeconomic Status. Journal of Youth and Adolescence, 45(6), 1053–1064. https://doi.org/10.1007/s10964-016-0431-4 Berkowitz, R., Astor, R. A., Pineda, D., DePedro, K. T., Weiss, E. L., & Benbenishty, R. (2021). Parental Involvement and Perceptions of School Climate in California. Urban Education, 56(3), 393–423. https://doi.org/10.1177/0042085916685764 Berkowitz, R., Moore, H., Astor, R. A., & Benbenishty, R. (2017). A Research Synthesis of the Associations Between Socioeconomic Background, Inequality, School Climate, and Academic Achievement. Review of Educational Research, 87(2), 425–469. https://doi.org/10.3102/0034654316669821 Brand, S., Felner, R. D., Seitsinger, A., Burns, A., & Bolton, N. (2008). A large-scale study of the assessment of the social environment of middle and secondary schools: The validity and utility of teachers’ ratings of school climate, cultural pluralism, and safety problems for understanding school effects and school improvement. Journal of School Psychology, 46(5), 507–535. https://doi.org/10.1016/j.jsp.2007.12.001 Brand, S., Felner, R., Shim, M., Seitsinger, A., & Dumas, T. (2003). Middle school improvement and reform: Development and validation of a school-level assessment of climate, cultural pluralism, and school safety. Journal of Educational Psychology, 95(3), 570–588. https://doi.org/10.1037/0022-0663.95.3.570 Culp, A. M., Hubbs-Tait, L., Culp, R. E., & Starost, H.-J. (2000). Maternal Parenting Characteristics and School Involvement: Predictors of Kindergarten Cognitive Competence Among Head Start Children. Journal of Research in Childhood Education, 15(1), 5–17. https://doi.org/10.1080/02568540009594772 Dearing, E., McCartney, K., Weiss, H. B., Kreider, H., & Simpkins, S. (2004). The promotive effects of family educational involvement for low-income children’s literacy. Journal of School Psychology, 42(6), 445–460. https://doi.org/10.1016/j.jsp.2004.07.002 Desforges, C., Abouchaar, A., Great Britain, & Department for Education and Skills. (2003). The impact of parental involvement, parental support and family education on pupil achievements and adjustment: A literature review. DfES. El Nokali, N. E., Bachman, H. J., & Votruba-Drzal, E. (2010). Parent Involvement and Children’s Academic and Social Development in Elementary School: Parent Involvement, Achievement, and Social Development. Child Development, 81(3), 988–1005. https://doi.org/10.1111/j.1467-8624.2010.01447.x Englund, M. M., Luckner, A. E., Whaley, G. J. L., & Egeland, B. (2004). Children’s Achievement in Early Elementary School: Longitudinal Effects of Parental Involvement, Expectations, and Quality of Assistance. Journal of Educational Psychology, 96(4), 723–730. https://doi.org/10.1037/0022-0663.96.4.723 Epstein, J. L. (Ed.). (2002). School, family, and community partnerships: Your handbook for action (2nd ed). Corwin Press. Fan, X. (2001). Parental Involvement and Students’ Academic Achievement: A Growth Modeling Analysis. The Journal of Experimental Education, 70(1), 27–61. https://doi.org/10.1080/00220970109599497 Fan, X., & Chen, M. (2001). Parental Involvement and Students’ Academic Achievement: A Meta-Analysis. Educational Psychology Review, 23. Georgiou, S. N., & Tourva, A. (2007). Parental attributions and parental involvement. 10. Gorski, P. (2008). The Myth of the Culture of Poverty. Educational Leadership, 65(7), 32–36. Hamre, B. K., & Pianta, R. C. (2005). Can Instructional and Emotional Support in the First-Grade Classroom Make a Difference for Children at Risk of School Failure? Child Development, 76(5), 949–967. https://doi.org/10.1111/j.1467-8624.2005.00889.x Hill, N. E., & Taylor, L. C. (2004). Parental School Involvement and Children’s Academic Achievement: Pragmatics and Issues. Current Directions in Psychological Science, 13(4), 161–164. https://doi.org/10.1111/j.0963-7214.2004.00298.x Hong, S., & Ho, H.-Z. (2005). Direct and Indirect Longitudinal Effects of Parental Involvement on Student Achievement: Second-Order Latent Growth Modeling Across Ethnic Groups. 11. Hornby, G., & Lafaele, R. (2011). Barriers to parental involvement in education: An explanatory model. Educational Review, 63(1), 37–52. https://doi.org/10.1080/00131911.2010.488049 Hoy, W. K., Tarter, C. J., & Hoy, A. W. (2006). Academic Optimism of Schools: A Force for Student Achievement. American Educational Research Journal, 43(3), 425–446. https://doi.org/10.3102/00028312043003425 Jeynes, W.H. (2014). Parent involvement for urban youth and student of color. In Handbook of urban education (In H. R. Milner&K. Lomotey (Eds.)). NY: Routledge. Jeynes, William H. (2005). Effects of Parental Involvement and Family Structure on the Academic Achievement of Adolescents. Marriage & Family Review, 37(3), 99–116. https://doi.org/10.1300/J002v37n03_06 Jeynes, William H. (2007). The Relationship Between Parental Involvement and Urban Secondary School Student Academic Achievement: A Meta-Analysis. Urban Education, 42(1), 82–110. https://doi.org/10.1177/0042085906293818 Kaplan, D. S., Liu, X., & Kaplan, H. B. (2010). Influence of Parents’ Self-Feelings and Expectations on Children’s Academic Performance. 12. Kuperminc, G. P., Leadbeater, B. J., & Blatt, S. J. (2001). School Social Climate and Individual Differences in Vulnerability to Psychopathology among Middle School Students. Journal of School Psychology, 39(2), 141–159. https://doi.org/10.1016/S0022-4405(01)00059-0 Kutsyuruba, B., Klinger, D. A., & Hussain, A. (2015). Relationships among school climate, school safety, and student achievement and well-being: A review of the literature. Review of Education, 3(2), 103–135. https://doi.org/10.1002/rev3.3043 Long, H., & Pang, W. (2016). Family socioeconomic status, parental expectations, and adolescents’ academic achievements: A case of China. Educational Research and Evaluation, 22(5–6), 283–304. https://doi.org/10.1080/13803611.2016.1237369 Loukas, A. (2007). High-quality school climate is advantageous for all students and may be particularly beneficial for at-risk students. 3. Mattingly, D. J., Prislin, R., McKenzie, T. L., Rodriguez, J. L., & Kayzar, B. (2002). Evaluating Evaluations: The Case of Parent Involvement Programs. Review of Educational Research, 72(4), 549–576. https://doi.org/10.3102/00346543072004549 McWayne, C., Hampton, V., Fantuzzo, J., Cohen, H. L., & Sekino, Y. (2004). A multivariate examination of parent involvement and the social and academic competencies of urban kindergarten children. Psychology in the Schools, 41(3), 363–377. https://doi.org/10.1002/pits.10163 Miedel, W. T., & Reynolds, A. J. (1999). Parent Involvement in Early Intervention for Disadvantaged Children: Does It Matter? Journal of School Psychology, 24. N.A., A., S.A., H., A.R., A., L.N., C., & N, O. (2017). Parental Involvement in Learning Environment, Social Interaction, Communication, and Support Towards Children Excellence at School. Journal of Sustainable Development Education and Research, 1(1), 77. https://doi.org/10.17509/jsder.v1i1.6247 Poon, K. (2020). The impact of socioeconomic status on parental factors in promoting academic achievement in Chinese children. International Journal of Educational Development, 75, 102175. https://doi.org/10.1016/j.ijedudev.2020.102175 Porumbu, D., & Necşoi, D. V. (2013). Relationship between Parental Involvement/Attitude and Children’s School Achievements. Procedia - Social and Behavioral Sciences, 76, 706–710. https://doi.org/10.1016/j.sbspro.2013.04.191 Potvin, R. D. P., & Leclerc, D. (1999). Family Characteristics as Predictors of School Achievement: Parental Involvement as a Mediator. MCGILLJOURNAL OF EDUCATION, 34(2), 19. Reynolds, A. J. (1991). Early Schooling of Children at Risk. 31. Reynolds, A. J. (1992). Comparing measures of parental involvement and their effects on academic achievement. Early Childhood Research Quarterly, 7(3), 441–462. https://doi.org/10.1016/0885-2006(92)90031-S Reynolds, A. J., Ou, S.-R., & Topitzes, J. W. (2004). Paths of Effects of Early Childhood Intervention on Educational Attainment and Delinquency: A Confirmatory Analysis of the Chicago Child-Parent Centers. Child Development,75(5), 1299–1328. https://doi.org/10.1111/j.1467-8624.2004.00742.x Reynolds, A. J., Temple, J. A., Ou, S.-R., Arteaga, I. A., & White, B. A. B. (2011). School-Based Early Childhood Education and Age-28 Well-Being: Effects by Timing, Dosage, and Subgroups. 333, 6. Shute, V. J., Hansen, E. G., Underwood, J. S., & Razzouk, R. (2011). A Review of the Relationship between Parental Involvement and Secondary School Students’ Academic Achievement. Education Research International, 2011, 1–10. https://doi.org/10.1155/2011/915326 Simons-Morton, B. G., & Crump, A. D. (2003). Association of Parental Involvement and Social Competence with School Adjustment and Engagement Among Sixth Graders. 6. Steinberg, L., Lamborn, S. D., Dornbusch, S. M., & Darling, N. (1992). Impact of Parenting Practices on Adolescent Achievement: Authoritative Parenting, School Involvement, and Encouragement to Succeed. Child Development, 63(5), 1266. https://doi.org/10.2307/1131532 Sun, S., Hullman, G., & Wang, Y. (2011). Communicating in the multichannel age: Interpersonal communication motivation, interaction involvement and channel affinity. 9. Sy, S., & Schulenberg, J. (2005). Parent beliefs and children’s achievement trajectories during the transition to school in Asian American and European American families. International Journal of Behavioral Development, 29(6), 505–515. https://doi.org/10.1080/01650250500147329 Thapa, A., Cohen, J., Guffey, S., & Higgins-D’Alessandro, A. (2013). A Review of School Climate Research. 29. Turney, K., & Kao, G. (2009). Barriers to School Involvement: Are Immigrant Parents Disadvantaged? The Journal of Educational Research, 102(4), 257–271. https://doi.org/10.3200/JOER.102.4.257-271 Wong, S. W., & Hughes, J. N. (2006). Ethnicity and Language Contributions to Dimensions of Parent Involvement. School Psychology Review, 35(4), 645–662. https://doi.org/10.1080/02796015.2006.12087968

Abstract Objectives Parental psychosis poses a risk factor for a child’s well-being. Few studies have focused on the parents’ views of how their psychosis affects their parenting, and results for parenting ability in this group are contradictory. The present study aimed to explore how parents with psychosis experience the effect(s) of their illness on parenting. Methods In-depth and semi-structured interviews were conducted with 15 parents who attended outpatient clinics specializing in psychosis. The transcripts were analyzed using thematic analysis. Data related to the research aim were analyzed deductively according to the protection, reciprocity, control, guided learning, and group participation model of parenting. Data in each domain were subsequently coded inductively to form subthemes. Results Results show that all domains of parenting appear to be affected by psychosis. The parents specifically mentioned that depression, fatigue, and difficulty focusing because of hearing voices had negative impacts on their abilities to provide protection, reciprocity, and control. The parents also expressed difficulties in maintaining routines in the child’s everyday life. Furthermore, the theme “Unpredictable absences” crosses all domains and highlights the parents’ recurrent mental and physical absences from their children during psychotic episodes. Conclusions The present study provides some insight into how different aspects of parenting may be affected by psychosis. We suggest that these effects on parenting need to be further explored and confirmed by research focusing on the child’s perspective and on observations of parent-child interaction.

During COVID-19, early-childhood school closings led to higher levels of stress in parents when compared to childless adults. In addition, lack of time to prepare, as well as mental-health problems, worry, and stress in parenting, may have hampered parents' ability to support their children's educational needs. The research aims to solve the problem of early childhood parenting during learning from home and improve the quality of early childhood parenting. The research method uses the research and development stage of the Borg & Gall model. Participants are mothers who have children aged 5-6 years. The data collection technique was done through expert validation and effectiveness testing with a quasi-experimental design. The data analysis used paired t-test statistical analysis. The findings show that the validity of the results of the material expert's test is 96%, and the media expert's test is 94% in the very good category. The effectiveness test based on the pre-test and post-test results showed that Sig. (2-tailed) <0,05 (α), which means that the parenting e-book media significantly increases mothers' understanding of parenting well-being practices in early childhood. The implications of this multimedia-based anyflip e-book can be downloaded via gadgets, android, laptop, practical, easy to read and repeated to accompany childcare activities from home. Keywords: Anyflip E-book, Early Childhood, Parenting References Banerjee, A., Hanna, R., Kyle, J., Olken, B. A., & Sumarto, S. (2019). Private Outsourcing and Competition: Subsidized Food Distribution in Indonesia. Journal of Political Economy, 127(1), 101–137. https://doi.org/10.1086/700734 Borg, W. R., & Gall, M. D. (2007). Educational Research an Introduction. Fourth Edition. Bacon Publishing. Bruni, O., Sette, S., Fontanesi, L., Baiocco, R., Laghi, F., & Baumgartner, E. (2015). Technology Use and Sleep Quality in Preadolescence and Adolescence. Journal of Clinical Sleep Medicine, 11(12), 1433–1441. https://doi.org/10.5664/jcsm.5282 de Jong, E., Visscher, T., HiraSing, R., Heymans, M., Seidell, J., & Renders, C. (2013). Association between TV viewing, computer use and overweight, determinants and competing activities of screen time in 4- to 13-year-old children. International Journal of Obesity, 7. Dong, C., Cao, S., & Li, H. (2020). Young children’s online learning during COVID-19 pandemic: Chinese parents’ beliefs and attitudes. Children and Youth Services Review, 118, 105440. https://doi.org/10.1016/j.childyouth.2020.105440 Ebert, S. (2020). Theory of mind, language, and reading: Developmental relations from early childhood to early adolescence. Journal of Experimental Child Psychology, 191, 104739. https://doi.org/10.1016/j.jecp.2019.104739 Evans, M. A., Nowak, S., Burek, B., & Willoughby, D. (2017). The effect of alphabet eBooks and paper books on preschoolers’ behavior: An analysis over repeated readings. Early Childhood Research Quarterly, 40, 1–12. https://doi.org/10.1016/j.ecresq.2017.02.002 Fry, A. (2020). Use patterns for ebooks: The effects of subject, age and availability on rate of use. The Journal of Academic Librarianship, 46(3), 102150. https://doi.org/10.1016/j.acalib.2020.102150 Gerber, L. A., Guggenheim, M., Pang, Y. C., Ross, T., Mayevskaya, Y., Jacobs, S., & Pecora, P. J. (2020). Understanding the effects of an interdisciplinary approach to parental representation in child welfare. Children and Youth Services Review, 116, 105163. https://doi.org/10.1016/j.childyouth.2020.105163 Lau, E. Y. H., & Lee, K. (2020). Parents’ Views on Young Children’s Distance Learning and Screen Time During COVID-19 Class Suspensio. Early Education and Development, 19. https://doi.org/10.1080/10409289.2020.1843925 Lee, S. J., Ward, K. P., Chang, O. D., & Downing, K. M. (2021). Parenting activities and the transition to home-based education during the COVID-19 pandemic. Children and Youth Services Review, 122, 105585. https://doi.org/10.1016/j.childyouth.2020.105585 Morawska, A., Dittman, C. K., & Rusby, J. C. (2019). Promoting Self-Regulation in Young Children: The Role of Parenting Interventions. Clinical Child and Family Psychology Review, 22(1), 43–51. https://doi.org/10.1007/s10567-019-00281-5 Mourlam, D. J., DeCino, D. A., Newland, L. A., & Strouse, G. A. (2020). “It’s fun!” using students’ voices to understand the impact of school digital technology integration on their well-being. Computers & Education, 159, 104003. https://doi.org/10.1016/j.compedu.2020.104003 Nuñez, B., Stuart-Cassel, V., & Temkin, D. (2020). As COVID-19 spreads, most states have laws that address how schools should respond to pandemics. 66. Paredes, E., Hernandez, E., Herrera, A., & Tonyan, H. (2020). Putting the “family” in family childcare: The alignment between familismo (familism) and family childcare providers’ descriptions of their work. Early Childhood Research Quarterly, 52, 74–85. https://doi.org/10.1016/j.ecresq.2018.04.007 Rosen, L. D., Felice, K. T., & Walsh, T. (2020). Whole health learning: The revolutionary child of integrative health and education. EXPLORE, 16(4), 271–273. https://doi.org/10.1016/j.explore.2020.05.003 Thomas, V., De Backer, F., Peeters, J., & Lombaerts, K. (2019). Parental involvement and adolescent school achievement: The mediational role of self-regulated learning. Learning Environments Research, 22(3), 345–363. https://doi.org/10.1007/s10984-019-09278-x Tran, T., Hoang, A.-D., Nguyen, Y.-C., Nguyen, L.-C., Ta, N.-T., Pham, Q.-H., Pham, C.-X., Le, Q.-A., Dinh, V.-H., & Nguyen, T.-T. (2020). Toward Sustainable Learning during School Suspension: Socioeconomic, Occupational Aspirations, and Learning Behavior of Vietnamese Students during COVID-19. Sustainability, 12(10), 4195. https://doi.org/10.3390/su12104195 Troseth, G. L., & Strouse, G. A. (2017). Designing and using digital books for learning: The informative case of young children and video. International Journal of Child-Computer Interaction, 12, 3–7. https://doi.org/10.1016/j.ijcci.2016.12.002 UNESCO, U. (2020). COVID-19 impact on education. United Nations Educational Scientific and Cultural Organization. https://en. unesco.org/covid19/educationresponse Webster, E. K., Martin, C. K., & Staiano, A. E. (2019). Fundamental motor skills, screen-time, and physical activity in preschoolers. Journal of Sport and Health Science, 8(2), 114–121. https://doi.org/10.1016/j.jshs.2018.11.006

Various self-regulated learning (SRL) problems often occur in early childhood during the transition from pre-school to elementary school. The ability to self-regulated learning is im- portant for school readiness and success throughout life, requiring the ability of parents to encourage the development of these abilities. The purpose of this study is to develop childcare strategies on self-regulation, such as children's ability to regulate metacognition, motivation and behavior to re- duce problems. Research produces certain products and tests their effectiveness. Respondents in- volved parents from 18 districts in 9 cities in the technique of data analysis using quantitative and qualitative approaches. The results showed differences in the average scores of children's independ- ent learning both before and after parents learned and applied the contents of the manual book. The result of the effectiveness test is sig = 0,000 <α = 0.05. So, H0 is rejected, and the results of the chi- square test sig = 0,000 <0.05, then H0 is rejected. In conclusion, parenting strategies using manuals so that parents can improve competencies such as parents' knowledge, attitudes and skills, and prove effective in increasing children's independent learning. Keywords: Early Childhood, Parenting strategy, Self-regulated learning References Bandura, A. (1977). Social learning theory. Englewood Cliffs: Prentice-Hall. Ben-Eliyahu, A. (2019). Academic Emotional Learning: A Critical Component of Self-Regulated Learning in the Emotional Learning Cycle. Educational Psychologist, 54(2), 84–105. https://doi.org/10.1080/00461520.2019.1582345 Bergen, D., & Davis, D. (2011). Influences of Technology-Related Playful Activity and Thought on Moral Development. American Journal of Play, 4(1), 80–99. Retrieved from http://eric.ed.gov/?id=EJ985549 Bjorklund, F, D. (2012). Children’s Thinking: Cognitive Development and Individual Differences. USA: Wadsworth, Cengage Learning. Borg, W. R., & Gall, M. D. (1989). Educational research. New York: Longman. Bronson, M. B. (2000). Self-regulation in early childhood. New York: The Guilford Press. Carlton, M. P., & Winsler, A. (1998). Fostering intrinsic motivation in early childhood classrooms. Early Childhood Education Journal, 25(3), 159–166. https://doi.org/10.1023/A:1025601110383 Daniel, G. R., Wang, C., & Berthelsen, D. (2016). Early school-based parent involvement, children’s self-regulated learning and academic achievement: An Australian longitudinal study. Early Childhood Research Quarterly, 36, 168–177. https://doi.org/10.1016/j.ecresq.2015.12.016 Dick, W., & Carey, L. (2009). The Systematic Design of Instruction. New Jersey: Pearson Education. Jacob, L., Dörrenbächer, S., & Perels, F. (2019). A pilot study of the online assessment of self- regulated learning in preschool children: Development of a direct, quantitative measurement tool. International Electronic Journal of Elementary Education, 12(2), 115–126. https://doi.org/10.26822/iejee.2019257655 Jeong, J., & Frye, D. (2020). Self-regulated learning: Is understanding learning a first step? Early Childhood Research Quarterly, 50, 17–27. https://doi.org/10.1016/j.ecresq.2018.12.007 Jittaseno, P., & Varma S, P. (2017). Influence of Parenting Styles on Self-Regulated Learning Behavior Mediated By Self-Efficacy and Intrinsic Value. University of Thailand Journals, (March), 44–62. https://doi.org/https://www.researchgate.net/publication/315458200 Morawska, A., Dittman, C. K., & Rusby, J. C. (2019). Promoting Self-Regulation in Young Children: The Role of Parenting Interventions. Clinical Child and Family Psychology Review, 22(1), 43–51. https://doi.org/10.1007/s10567-019-00281-5 Oppong, E., Shore, B. M., & Muis, K. R. (2019). Clarifying the Connections Among Giftedness, Metacognition, Self-Regulation, and Self-Regulated Learning: Implications for Theory and Practice. Gifted Child Quarterly, 63(2), 102–119. https://doi.org/10.1177/0016986218814008 Ormrod, J. E. (2009). Psikologi Pendidikan Membantu Siswa Tumbuh dan Berkembang (6th editio). Jakarta: Erlangga. Perels, F., Merget-kullmann, M., Wende, M., Schmitz, B., & Buchbinder, C. (2009). The British Psychological Society Improving self-regulated learning of preschool children : Evaluation of training for kindergarten teachers. British Journal of Educational Psychology, 79, 311– 327. https://doi.org/10.1348/000709908X322875 Sanders, M. R., Turner, K. M. T., & Metzler, C. W. (2019). Applying Self-Regulation Principles in the Delivery of Parenting Interventions. Clinical Child and Family Psychology Review, 22(1), 24–42. https://doi.org/10.1007/s10567-019-00287-z Schunk, H. ., & Pintrich, P. R. (2008). Motivational In Education: Theory, Research, and Application. Ohio: Pearson. Seroussi, D. E., & Yaffe, Y. (2020). Links Between Israeli College Students’ Self-Regulated Learning and Their Recollections of Their Parents’ Parenting Styles. SAGE Open, 10(1). https://doi.org/10.1177/2158244019899096 Sugiyono. (2013). Metode Penelitian Pendidikan (Pendekatan Kuantitatif, Kualitatif dan R & D. Bandung. Thomas, V., De Backer, F., Peeters, J., & Lombaerts, K. (2019). Parental involvement and adolescent school achievement: the mediational role of self-regulated learning. Learning Environments Research, 22(3), 345–363. https://doi.org/10.1007/s10984-019-09278-x Thomas, V., Muls, J., De Backer, F., & Lombaerts, K. (2019). Exploring self-regulated learning during middle school: views of parents and students on parents’ educational support at home. Journal of Family Studies, 9400. https://doi.org/10.1080/13229400.2018.1562359 Tiniakou, E. (2017). Patterns of parenting in the life histories of highly self-regulated learners (Universiteit Twente). Retrieved from http://essay.utwente.nl/73234/ Tiniakou, E., Hirschler, T., Endedijk, M. D., & Margaryan, A. (2018). Becoming self-regulated: Patterns of parenting in the lives of professionals who are highly self-regulated learners. Journal of Self-Regulation and Regulation, 4(0), 7–42. https://doi.org/10.11588/JOSAR.2018.0.49364 Tobias, S., & Everson, H. (2000). Assessing Metacognitive Knowledge Monitoring. Report No. 96-01. College Entrance Examination Board, (96). Retrieved from http://search.ebscohost.com/login.aspx?direct=true&db=eric&AN=ED562584&site=ehost -live Veenman, M. V. J., Van Hout-Wolters, B. H. A. M., & Afflerbach, P. (2006). Metacognition and learning: Conceptual and methodological considerations. Metacognition and Learning, 1(1), 3–14. https://doi.org/10.1007/s11409-006-6893-0 Venitz, L., & Perels, F. (2019). Promoting self-regulated learning of preschoolers through indirect intervention: a two-level approach. Journal of Family Studies, 9400(13), 2057–2070. https://doi.org/10.1080/03004430.2018.1434518 Vygotsky, L. (1978). Interaction between learning and development (In M. Gauv). New York: Scientific American Books. Whitebread, D., Coltman, P., Pasternak, D. P., Sangster, C., Grau, V., Bingham, S., ... Demetriou, D. (2009). The development of two observational tools for assessing metacognition and self- regulated learning in young children. Metacognition and Learning, 4(1), 63–85. https://doi.org/10.1007/s11409-008-9033-1 Wolters, C. A. (2003). Conceptualizing the Role and Influence of Student- Teacher Relationships on Children ’ s Social and Cognitive Development. Educational Psychologist, 38(4), 207– 234. https://doi.org/10.1207/S15326985EP3804 Zimmerman, B. J. (2010). Self-Regulated Learning and Academic Achievement: An Overview. Educational Psychologist, 25(1), 3–17. https://doi.org/10.1207/s15326985ep2501

<p>This research aims to (1) know the role of family in everyday life for children and Blind in the SLB/A YKAB Surakarta City. (2) Know the pattern of coaching conducted by SLB/A YKAB Surakarta City for children with the blind in the foundation. (3) Knowing the efforts made to foster social awareness and creativity for the blind child who is in SLB/A-YKAB Surakarta city. This research is a type of qualitative descriptive research. The data collection techniques used are observations not participating and in-depth interviews. This research used Role Theory by Robert Linton. Role Theory is a combination of theory, orientation, and scientific discipline other than psychology. Role theory begins and it is still used in sociology and anthropology (Sarwono, 2002). and then it is also used Social Capital Theory by Fukuyama. This theory consists some elements like trust, reciprocal, social network, social interaction, norm and responsibility. The informant used as a data source in this research is 1 from the party of SLB/A YKAB Foundation, 3 persons SLB/A YKAB, 4 children of blind students who are built in SLB/A YKAB, 1 person in the dorm, 2 parents, 1 people who are around SLB/A YKAB. The informant selection technique is done by purposive sampling technique. The date analysis techniques used consist of four phases: data collection, data reduction, data presentation, and conclusion withdrawal.</p><p>The results of this research show that (1) SLB/A YKAB Surakarta City provides guidance for students with visual impairments using a trust factor, which is to be parents who give attention and affection like their biological parents. Then the responsibility factor being a teacher who provides knowledge and learning in accordance with their education level. (2) In addition to the social network factor, students are given additional material in the form of Mobility Orientation. (3) And in fostering social awareness in accordance with the factors of social interaction is by inviting students to interact with the surrounding community as in mobility orientation subject, students are invited to leave the school environment and interact with the general public outside the school environment and given additional extracurricular lessons such as music, massage and sports such as tennis.</p>

Indonesia is a country that has a high potential for natural disasters. Picture story book is a form of disaster management learning that can help children from an early age to prepare for a natural disaster. The aims of this study to develop story books as a disaster management learning media, to improve knowledge and skills of children and teacher about the understanding, principles, and actions of rescue when facing the natural disasters, to increase the teacher’s learning quality in disaster management. Developmental research approach is used to execute the study. A total of 48 children aged 5-6 years have to carry out pre-test and post-test. Pre-test data shows that children's knowledge about disaster management with an average of 47.92% and its improved at post-test with 76,88%. Five theme of story books involves floods, landslides, earthquakes, tsunamis, lands and forest fires is the product. Dissemination of five story books are proper for children and improve their understanding of disaster management. Keywords: Early Childhood Education, Management Disaster, Storybooks Reference: Abulnour, A. H. (2013). Towards efficient disaster management in Egypt. Housing and Building National Research Center. https://doi.org/10.1016/j.hbrcj.2013.07.004 Adiyoyoso, W. (2018). Manajemen Bencana. Jakarta: Bumi Aksara. Anderson, T., & Shattuck, J. (2012). Design-based research: A decade of progress in education research? Educational Researcher, 41(1), 16–25. https://doi.org/10.3102/0013189X11428813 Batič, J. (2019). Reading Picture Books in Preschool and Lower Grades of Primary School. Center for Educational Policy Studies Journal, (November), 1–18. https://doi.org/10.26529/cepsj.554 Bosschaart, A., van der Schee, J., Kuiper, W., & Schoonenboom, J. (2016). Evaluating a flood- risk education program in the Netherlands. Studies in Educational Evaluation, 50, 53–61. https://doi.org/10.1016/j.stueduc.2016.07.002 Codreanu, T. A., Celenza, A., & Jacobs, I. (2014). Does disaster education of teenagers translate into better survival knowledge, knowledge of skills, and adaptive behavioral change? A systematic literature review. Prehospital and Disaster Medicine, 29(6), 629–642. https://doi.org/10.1017/S1049023X14001083 Delicado, A., Rowland, J., Fonseca, S., & Nunes, A. (2017). Children in Disaster Risk Reduction in Portugal : Policies , Education , and ( Non ) Participation. 246–257. https://doi.org/10.1007/s13753-017-0138-5 Demiroz, F., & Haase, T. W. (2019). The concept of resilience: a bibliometric analysis of the emergency and disaster management literature. Local Government Studies, 45(3), 308–327. https://doi.org/10.1080/03003930.2018.1541796 Efthymis, L., Michael, S., Alexia, G., Panagiotis, P., Vassiliki, A., Kate, V., & Spyros, P. (2014). Disaster Data Centre — An Innovative Educational Tool for Disaster Reduction through Education in Schools. (September), 35–40. Faber, M. H., Giuliani, L., Revez, A., Jayasena, S., Sparf, J., & Mendez, J. M. (2014). Interdisciplinary Approach to Disaster Resilience Education and Research. Procedia Economics and Finance, 18(September), 601–609. https://doi.org/10.1016/s2212- 5671(14)00981-2 Frankenberg, E., Gillespie, T., Preston, S., Sikoki, B., & Thomas, D. (2011). Mortality, the family and the Indian Ocean Tsunami. Economic Journal, 121(554), 162–182. https://doi.org/10.1111/j.1468-0297.2011.02446.x Fujioka, T., & Sakakibara, Y. (2018). School education for disaster risk reduction in Japan after the 2011 Great East Japan Earthquake and Tsunami (GEJET). Terrae Didatica, 14(3), 313– 319. https://doi.org/10.20396/td.v14i3.8653531 Guha-Sapir, D., Van Panhuis, W. G., & Lagoutte, J. (2007). Short communication: Patterns of chronic and acute diseases after natural disasters - A study from the International Committee of the Red Cross field hospital in Banda Aceh after the 2004 Indian Ocean tsunami. Tropical Medicine and International Health, 12(11), 1338–1341. https://doi.org/10.1111/j.1365- 3156.2007.01932.x Haggstrom, M. (2020). The art of read-aloud, body language and identity construction: A multimodal interactional analysis of interaction between parent, child and picture book. International Journal of Language Studies, 14(1), 117–140. Halim, L., Abd Rahman, N., Zamri, R., & Mohtar, L. (2018). The roles of parents in cultivating children’s interest towards science learning and careers. Kasetsart Journal of Social Sciences, 39(2), 190–196. https://doi.org/10.1016/j.kjss.2017.05.001 Hamele, M., Gist, R. E., & Kissoon, N. (2019). P ro v i s i o n o f C a re f o r C r i t i c a l l y I l l C h i l d ren i n Disasters. 35, 659–675. https://doi.org/10.1016/j.ccc.2019.06.003 Justice, L. M., & Piasta, S. (2011). Developing children’s print knowledge through adult-child storybook reading interactions: Print referencing as an instructional practice. In Handbook of early literacy research (In S. B. N). Kitagawa, K. (2016). Situating preparedness education within public pedagogy. Pedagogy, Culture & Society, 1366(November), 1–13. https://doi.org/10.1080/14681366.2016.1200660 Kousky, C. (2016). Impacts of natural disasters on children. Future of Children, 26(1), 73–92. https://doi.org/10.1353/foc.2016.0004 Latif, M., Zukhairina, Zubaidah, R., & Afandi, M. (2013). Orientasi Baru Pendidikan Anak Usia Dini (Teori dan Aplikasi). Jakarta: Kencana Prenada Media Group. Lin, R. (2012). A Study of Curriculum Innovation Teaching and Creative Thinking for Picture Book Creation. IERI Procedia, Vol. 2, pp. 30–35. https://doi.org/10.1016/j.ieri.2012.06.047 Lopez, Y., Hayden, J., Cologon, K., & Hadley, F. (2012). Child participation and disaster risk reduction. International Journal of Early Years Education, 20(3), 300–308. https://doi.org/10.1080/09669760.2012.716712 Manjale, N. B., & Abel, C. (2017). Significance and adequacy of instructional media as perceived by primary school pupils and teachers in. 4(6), 151–157. Masuda, K., & Yamauchi, C. (2017). The effects of female education on adolescent pregnancy and child health: evidence from Uganda’s Universal Primary Education for fully treated cohorts. GRIPS Discussion Paper - National Graduate Institute for Policy Studies, (17/01), 49-pp. Retrieved from https://pdfs.semanticscholar.org/07f5/ebe91e3ac20179daae7d885ea50f8154f94e.pdf Mateo, R. M. (2015). Contrastive Multimodal Analysis of two Spanish translations of a picture book. 212, 230–236. https://doi.org/10.1016/j.sbspro.2015.11.338 McKenney, S., & Reeves, T. (2012). Conducting educational design research. London: Routledge. Meng, L., & Muñoz, M. (2016). Teachers’ perceptions of effective teaching: a comparative study of elementary school teachers from China and the USA. Educational Assessment, Evaluation and Accountability. Mudavanhu, Chipo Muzenda Manyena, B., & Collins, A. E. (2016). Disaster risk reduction knowledge among children in Muzarabani District, Zimbabwe. Natural Hazards, 84(2), 911–931. https://doi.org/10.1007/s11069-016-2465-z Mutch, C. (2014). International Journal of Educational Development The role of schools in disaster settings : Learning from the 2010 – 2011 New Zealand earthquakes. International Journal of Educational Development. https://doi.org/10.1016/j.ijedudev.2014.06.008 Ozturk, M. B., Sendogdu, M. C., Seker, E., & Tekinsen, H. K. (2011). Parents with children in preschool children ’ s picture book review elections. 15, 1906–1910. https://doi.org/10.1016/j.sbspro.2011.04.025 Peek, L. (2008). Children and Disasters: Understanding Vulnerability, Developing Capacities, and Promoting Resilience - An Introduction. Children, Youth and Environments, 18(1), 1– 29. Plomp, T., & Nieveen, N. (2007). An introduction to educational design research. Enschede: The Netherlands: SLO. Pramitasari, M., Yetti, E., & Hapidin. (2018). Pengembangan Media Sliding Book Untuk Media Pengenalan Sains Kehidupan (Life Science) Kelautan untuk Anak Usia Dini. Jurnal Pendidikan Usia Dini, 12(November), 281–290. Proulx, K., & Aboud, F. (2019). Disaster risk reduction in early childhood education: Effects on preschool quality and child outcomes. International Journal of Educational Development, 66(October 2017), 1–7. https://doi.org/10.1016/j.ijedudev.2019.01.007 Pyle, A., & Danniels, E. (2016). Using a picture book to gain assent in research with young children. 4430(March). https://doi.org/10.1080/03004430.2015.1100175 Raj, A., & Kasi, S. (2015). International Journal of Disaster Risk Reduction Psychosocial disaster preparedness for school children by teachers. International Journal of Disaster Risk Reduction, 12, 119–124. https://doi.org/10.1016/j.ijdrr.2014.12.007 Raynaudo, G., & Peralta, O. (2019). Children learning a concept with a book and an e-book: a comparison with matched instruction. European Journal of Psychology of Education, 34(1), 87–99. https://doi.org/10.1007/s10212-018-0370-4 Sawyer, B., Atkins-burnett, S., Sandilos, L., Hammer, C. S., Lopez, L., Blair, C., ... Hammer, C. S. (2018). Variations in Classroom Language Environments of Preschool Children Who Are Low Income and Linguistically Diverse. Early Education and Development, 29(3), 398– 416. https://doi.org/10.1080/10409289.2017.1408373 Simcock, G., & Heron-delaney, M. (2016). Infant Behavior and Development Brief report Reality check : Prior exposure facilitates picture book imitation by 15-month-old infants. Infant Behavior and Development, 45, 140–143. https://doi.org/10.1016/j.infbeh.2016.09.003 Solfiah, Y., Risma, D., & Kurnia, R. (2019). The Knowledge Of Early Childhood Education Teachers About Natural Disaster Management. 2(1), 159–166. Sugiyono. (2017). Metode Penelitian dan pengembangan, untuk bidang pendidikan,manegement sosial. Bandung: alfabeta. Sumantri, M. S. (2015). Strategi Pembelajaran. Jakarta: Raja Grafindo Persada.Suryaningsih, E., & Fatmawati, L. (2017). Pengembangan BUku Cerita Bergambar Tentang Mitigasi Bencana Erupsi Gunung Api Untuk Siswa SD. Profesi Pendidikan Dasar. Tatebe, J., & Mutch, C. (2015). International Journal of Disaster Risk Reduction Perspectives on education , children and young people in disaster risk reduction. International Journal of Disaster Risk Reduction, 1–7. https://doi.org/10.1016/j.ijdrr.2015.06.011 Tomé-Fernández, M., Senís-Fernández, J., & Ruiz-Martín, D. (2019). Values and Intercultural Experiences Through Picture Books. Reading Teacher, 73(2), 205–213. https://doi.org/10.1002/trtr.1813 Torani, S., Majd, P. M., Maroufi, S. S., Dowlati, M., & Sheikhi, R. A. (2019). The importance of education on disasters and emergencies: A review article. Journal of Education and Health Promotion, Vol. 8, p. 85. https://doi.org/10.4103/jehp.jehp_262_18 Tuladhar, G., Yatabe, R., Bhandary, N., & Dahal, R. (2015). Assessment of disaster risk reduction knowledge of school teachers in Nepal. International Journal of Health System and Disaster Management, 3(1), 20. https://doi.org/10.4103/2347-9019.147142 Undang-undang No. 24 Tahun 2007 Tentang Penanggulangan Bencana , (2007).

Children diagnosed with autism spectrum disorder (ASD) experience difficulties with social communication and restrictive, repetitive, and stereotyped behavior patterns that place them at an increased risk for developing challenging behaviors that warrant early intervention (American Psychiatric Association, 2013). These problems are unlikely to decrease without intervention. Research indicates that parents’ involvement in behaviorally based interventions improves the functioning of children with ASD (Horner, Carr, Strain, Todd, & Reid, 2002). . Parent-Child Interaction Therapy (Eyberg & Funderburk, 2011) is an empirically supported intervention for young children with disruptive behaviors. PCIT shares similarities with numerous proven ASD treatments including caregiver involvement, structure and predictable schedule, and the use of behavioral strategies (e.g., positive reinforcement, differential attention). As such, children with ASD are increasingly referred to PCIT. Researchers and clinicians have started to address the use of PCIT for targeting child compliance and social responsiveness in children with ASD. However, there is a need for research on the feasibility of PCIT for children with ASD and barriers to treatment participation for these families. The present study utilized a non-concurrent multiple baseline design with three parent-child dyads enrolled in PCIT to examine the degree of stability and immediacy of effect in caregivers parenting skill use and in patterns of challenging behaviors, ASD symptoms, and expressive communication exhibited by young children with ASD. Due to a significant attrition rate in the study, barriers to treatment participation were also examined. Findings suggested that PCIT improved children’s challenging behaviors and parent’s use of labeled praises.

Training parents of a child with autism to increase the frequency of their child's social behavior may improve the quality of parent-child interactions. The purpose of this methodological study was to develop a direct observation method for rapidly sampling social harmony between parents and their toddlers with autism during parent training interactions. The current study used a pre and post probe design, with benchmark comparisons to test the discriminability of the measurement protocol across two sets of data. The first set of data came from pre and post training videos from a parent training program for children with a diagnosis of autism or at risk for a diagnosis. The second set of data came from videos of typically developing toddlers and their parents. The results of the study show that the measurement system differentiated in the level of harmonious engagement between the benchmark sample and the sample including children diagnosed with autism. The results are discussed in the context of future directions and the utility of the measurement system for behavior analytic practices in parent training and other settings where rapport and complex interactional behaviors are an intervention priority.

Exploring the resilience construct is highly relevant for the field of learning disabilities. Resilience is a dynamic process of adaptation that involves interactions between a range of risk and protective factors. This research presents recent learning disability and resilience literature, focussing on the risk and protective factors in the lives of those with learning difficulties. Children with a learning disability often have associated emotional, behavioural and social difficulties that may become major obstacles to positive future outcomes. Historically little attention has been paid to the experiences of mothers of children with a learning disability and how the mother-child relationship may or may not foster the development of resilience in the learning disabled child. This research explores the issue within a qualitative framework
Educational Studies
M. Ed. (Guidance and Counselling)