Relevant bibliographies by topics / Parents-children interaction

Contents

  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'Parents-children interaction'

Author: Grafiati
Published: 4 June 2021
Last updated: 1 February 2022

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Journal articles on the topic "Parents-children interaction"

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Luster, Tom, Laura Stafford, and Cherie L. Bayer. "Interaction between Parents and Children." Journal of Marriage and the Family 56, no. 3 (1994): 778. http://dx.doi.org/10.2307/352888.

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Kim, Yijung, Kyungmin Kim, and Karen Fingerman. "Irritated and Feeling Better? Aging Parents’ Marital Status and Daily Interaction With Grown Children." Innovation in Aging 4, Supplement_1 (2020): 638. http://dx.doi.org/10.1093/geroni/igaa057.2188.

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Abstract Aging parents’ marital status shapes their ties to family members, but less is known about its link to their daily mood and interaction with grown children. This study examined married, widowed, or divorced/separated aging parents (N = 203, Mage = 79.80) from the Family Exchanges Study, who completed a 7-day daily diary on their daily mood (positive, negative) and interactions (any contact, irritable, enjoyable interaction) with the grown children (N = 771, Mage = 53.20). Findings from multilevel models indicated that widowed parents were more likely to report irritable interactions with their grown children than the married ones. Furthermore, married and widowed parents tended to report more negative mood, whereas separated parents tended to report less negative mood on days they had irritable interactions with grown children. This study highlights the centrality of aging parents’ daily interaction with grown children and suggests that the dynamics of family composition warrant attention.
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Putro, Khamim Zarkasih, Muhammad Adly Amri, Nuraisah Wulandari, and Dedek Kurniawan. "Pola Interaksi Anak dan Orangtua Selama Kebijakan Pembelajaran di Rumah." Fitrah: Journal of Islamic Education 1, no. 1 (2020): 124–40. http://dx.doi.org/10.53802/fitrah.v1i1.12.

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This study aims to reveal the effectiveness of the implementation of learning from home, and patterns of interaction between parents and children during learning from home. Set the pattern of interaction between parents and children during the learning policy from home is very important to do, so that children can voluntarily learn, and parents can easily control and improve children's learning activities and outcomes at home. The method used in this research is a qualitative study based on descriptive studies, meaning that research methods require results in the form of descriptions, or a complete and complex depiction of research data and facts. In this case the depiction in question is the pattern of interaction between parents and children during distance learning or at home during the Covid-19 pandemic. The results showed that the position of parents in managing interactions with their children is very important for the continuity of learning. Interaction patterns of interaction between parents and children as the findings of this study show two patterns, direct interaction; in this case parents and children together follow the learning provided by the teacher. Indirect interaction in this case parents only as a facilitator, for the implementation of learning.
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Gallopeni, Florim, Albulena Lecaj, and Blerton Jakupi. "Parenting Styles: Interaction with Hyperactivity." European Journal of Social Sciences Education and Research 10, no. 2 (2017): 149. http://dx.doi.org/10.26417/ejser.v10i2.p149-152.

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Hyperactivity is a mental health disorder that causes drastic fluctuation level of concentration and hyperactivity (Snyder, 2006). People with hyperactivity have difficulty concentrating, sitting position, in dedicating attention, stay organized, following instructions, memorizing the details and management of impulsiveness (Smith, 2016). Participants were from primary school students in Kosovo, N=200 Children age 9-11 and N=200 parents, they completed the following instruments, PSDQ questionnaire; (Robinson, Mandleco, Olsen, - Hart, 2001) this instruments was for measuring parenting styles, and Children behavioral checklist version for parents (Achenbach and Rescorla, 2007). The results shown that hyperactivity of children was positively correlated with authoritarian and tolerant parenting styles. In the survey results show that 74.0% of children participate in extra-curricular activities, and 26.0% did not participate in extra-curricular activities.Regression analysis explain 32% of variance for hyperactivity factor as a depended variable predicted by Gender and authoritarian parenting style. Also male has higher mean of hyperactivity than female and results was significantly different with p=.030* Conclusion is that parents who set strict rules authoritarian parents and tolerant parents can have a hyperactive children. Usually there is no need for special treatment for parents, already they have to be empathic with their children, collaboration with peers, relatives and parent-child cooperation which will give positive effect.
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Beatrijs, Wille, Van Lierde Kristiane, and Van Herreweghe Mieke. "Parental strategies used in communication with their deaf infants." Child Language Teaching and Therapy 35, no. 2 (2019): 165–83. http://dx.doi.org/10.1177/0265659019852664.

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One way of increasing caregivers’ language accessibility when interacting with a deaf child is through visual communication strategies. By using both a longitudinal and cross-sectional approach, this study will reveal which strategies deaf and hearing parents prefer and implement in their daily communication with their deaf children. First, the interactions of one deaf and two hearing mothers with their deaf children were recorded over the course of 18 months starting when their children were 6 months of age. Second, interactions of 5 mothers and 5 fathers (i.e. each two deaf and three hearing) with their deaf children (24 months old) were analysed for implicit and explicit strategy-use. It indicated gender related differences and confirmed caregivers’ tendencies to rely on strategies closely related to the modality of their mother tongue. Finally, deaf parents outperformed the hearing parents in the duration of successful interaction moments with their deaf children.
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McConachie, Helen. "Mothers' and Fathers' Interaction with their Young Mentally Handicapped Children." International Journal of Behavioral Development 12, no. 2 (1989): 239–55. http://dx.doi.org/10.1177/016502548901200207.

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Studies of interaction between parents and their young mentally handicapped children generally lack ecological validity, ignore individual differences, and fail to consider the long-term implications of observed patterns. Such limitations may also be seen to apply to current strategies of early intervention. The paper reports a study of 21 young mentally handicapped children and their mothers and fathers, presenting data on daily patterns of child-care and observed teaching interactions. Predictions of differences between mothers and fathers, taken from literature on nonhandicapped and handicapped children, are confirmed. However, taking into consideration that fathers have less time available, parents do not differ as groups on the proportion which they spend in concentrated interaction with the child. Concentrated interaction time of mothers is related to a tendency to dominate observed teaching interactions; however, for fathers it is positively related to sensitivity in interaction. Possible implications of the results for intervention strategies are outlined.
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Zhu, Jingyuan, and Qing Wu. "Furniture design based on parent-child interaction experience." E3S Web of Conferences 179 (2020): 02098. http://dx.doi.org/10.1051/e3sconf/202017902098.

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To explore how children’s furniture can become a tool of parent-child interaction, so that furniture can not only satisfy children’s curiosity, but also bring new feelings and experiences to parents and children. It is necessary to establish a bond of love between parents and children by adding parent-child interaction projects. This children’s furniture will give children a warm family life experience. Background analysis of parent-child interaction furniture design was conducted by means of data search and market research to explore children’s physiological and psychological characteristics. It is necessary to analyze parent-child interaction mode and its elements and try to make compound chairs have interactive functions so that compound chairs can bring good interaction experience to parents and children. As a result, this compound chair can meet user needs. The design features of parent-child interactive furniture are analyzed with the physiological characteristics of children as the design elements. Personally interactive furniture can create an interactive world for children and parents in a limited living space. It is able to promote the emotional exchange between parents and children, create a space conducive to children’s physiological and psychological growth. Ultimately, this kind of interactive furniture can promote the physical and mental health of children.
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Coser, Danila Secolim, Claudia Maria Simoes Martinez, and Renata Christian de Oliveira Pamplin. "Personal Well-Being and Family Interactions of Working Couples With Preschool Children: A Correlational Study." Paidéia (Ribeirão Preto) 23, no. 56 (2013): 339–48. http://dx.doi.org/10.1590/1982-43272356201308.

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This study’s objective was to verify potential relationships among personal well-being, parental practices, and interactions between parents and preschool children reported by working fathers and mothers ( n = 120, 60 couples) from a city in the interior of São Paulo, Brazil. Data were collected using the Questionnaire on family and professional lives. Three scales were selected for data analysis: well-being; interaction between parents and children; and family life. Statistical tests (One-Way ANOVA and Pearson’s correlation coefficient) showed negative correlations between child-rearing practices and health problems reported by parents. Positive correlations were also found between reported parental interactions and child-rearing practices. Parental practices and interactions between parents and children varied according to the number of children (one or two).
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Martać, Valentina, Vesna Vučinić, Marija Anđelković, and Zorica Vladisavljević. "Characteristics of interaction between parents and children with visual impairment at preschool age." Specijalna edukacija i rehabilitacija 19, no. 4 (2020): 213–26. http://dx.doi.org/10.5937/specedreh19-29874.

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Parenting is a dynamic process infuenced by the behavior of both children and parents. Behavior of children with visual impairment is characterized by the absence of language which involves smiling and looking, calming down when focusing on voice, unusual posture, stereotyped behavior, blank face, which can all interfere with parentchild interaction. Objective. The aim of this paper was to determine the characteristics of interaction between mothers and children with visual impairment and multiple disabilities. Methods. The research included a total of thirteen mother-child pairs. Five children had a visual impairment, while eight had both a visual impairment and another comorbid condition. The children were between 10 and 68 months of age (M = 31.62, SD = 19.08). The characteristics of interaction between mothers and children with visual impairment and multiple disabilities were assessed by analyzing videos, while Parenting Interactions with Children - Checklist of Observations Linked to Outcomes - PICCOLO was used to record the observed behaviors. Results. Interaction between parents and children with visual impairment and multiple disabilities was satisfactory in three domains: Affection, Responsiveness, and Encouragement. Conclusion. The biggest problem for parents was fnding a way to teach their child some activities or to provide information about the environment.
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Burns, M. Susan, and Renee Casbergue. "Parent-Child Interaction in a Letter-Writing Context." Journal of Reading Behavior 24, no. 3 (1992): 289–312. http://dx.doi.org/10.1080/10862969209547779.

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This study investigated the interactions between 26 parents and their 3- to 5-year-old children as they collaborated to write a letter to someone during a 10-minute videotaped session. Observations of these sessions were coded using categories designed to indicate: (a) the manner of the exchange of information, (b) the types of information that parents and children exchanged during the writing, and (c) the nature of the children's written input into the resulting letter product. Regression analyses were used to examine how the parents' level of control was associated with: (a) the nature of the children's communicative input into the literacy exchange, (b) the type of information about writing upon which the interchange was focused, and (c) the nature of each child's written input into their letter product. Parents exhibiting higher levels of control tended to have children who exhibited higher levels of response and recognition that they heard the parents, had exchanges that focused on spelling, and had written products that were conventional in nature. Parents demonstrating lower levels of control tended to have children who exhibited higher levels of initiations and verbal input, had exchanges focused on the content of the letter, and had written products that were emergent in nature. These results are discussed in terms of the parents' perception of the experimental task and the amount of instructional support needed to complete the task.
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Dissertations / Theses on the topic "Parents-children interaction"

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Jull, Stephanie G. "Parents as play date interventionists for children with autism spectrum disorders." Thesis, University of British Columbia, 2008. http://hdl.handle.net/2429/637.

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Teaching children with autism to interact with their typically developing peers can be a challenge. Previous research has documented that there are many effective ways to teach social interaction; however, these interventions were implemented almost exclusively by trained professionals. The purpose of this study was to assess the effectiveness of parent-implemented contextually supported play dates. Specifically, two parents were taught to use mutual reinforcement and to design cooperative arrangements to help their child with autism to interact with a typical peer in their homes. Two independent reversal designs were used to demonstrate a functional relationship between parent-supported contextually supported play dates and an increase in synchronous reciprocal interactions for both participants. Social validity was also high for both parents; however, there was no consistent impact on participant, confederate, or parent affect. The results are discussed with reference to previous research, future directions, and implications for practice.
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Cappelli, Mario Carleton University Dissertation Psychology. "Marital interaction of couples with children with Spina Bifida : a case-control study." Ottawa, 1990.

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McKeating, Rachel. "Video Interaction Guidance (VIG) : experiences of parents, Teaching Assistants, Educational Psychologists and children." Thesis, University College London (University of London), 2018. http://discovery.ucl.ac.uk/10054492/.

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The present study examined the experiences of parents, Teaching Assistants (TAs), children and Educational Psychologists (EPs) who took part in or delivered Video Interaction Guidance (VIG). VIG is a relational intervention that uses video feedback to enhance the communication between two people. VIG is typically used by EPs to enhance the communication between a child and parent/TA. Previous literature has focused on the experiences of parents or EPs. This study uniquely included the experiences of children. This small scale qualitative study applied thematic analysis (Braun & Clarke, 2006) to explore the experiences of its participants. It used multiple case studies (N=6) which consisted of child, parent/TA and EP triads. Key findings of the study were that all participants reported having a positive affective experience of VIG. Links have been made between VIG and Containment theory (Bion, 1961) and crucially, children’s views were included in VIG to varying degrees; ranging from not included, included when judged as age appropriate and always included. The implications of this study are important for understanding how current legislation (SEND Code of Practice, 2015, United Nations, 2017) on including the views of children in all matters which affect them, is being interpreted and implemented. Implications for EPs are discussed on how to ensure children’s views are included in interventions concerning them.
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Sheehan, Denice Colette. "INTERACTION PATTERNS BETWEEN PARENTS WITH ADVANCED CANCER IN HOSPICE AND THEIR ADOLESCENT CHILDREN." University of Akron / OhioLINK, 2007. http://rave.ohiolink.edu/etdc/view?acc_num=akron1177352341.

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Keel, Sara. "Socialization : interactions between parents and children in everyday family life." Thesis, Lyon 2, 2012. http://www.theses.fr/2012LYO20078/document.

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Cette thèse fait partie d’une recherche interdisciplinaire portant sur la socialisationd’enfants d’âge préscolaire. Adoptant l’approche de l’analyse de conversation (AC)d’inspiration ethnométhodologique (EM), elle porte sur le processus de socialisation,étudié sous l’angle des interactions entre parents et jeunes enfants (âgés de 2 ans et 1mois à 2 ans et 10 mois), dans le quotidien. Basée sur un large corpus audiovisuel –huit familles francophones vivant dans la région de Fribourg (Suisse) ont été filmées àleur domicile – la recherche se focalise sur les séquences interactives que les jeunesenfants initient en déployant un tour évaluatif. L’étude de ces séquences vise d’unepart à décrire et à comprendre comment les jeunes enfants parviennent à réaliser destours évaluatifs qui impliquent une réponse du parent adressé, c’est-à-dire à produireune première partie d’une paire adjacente, qui rend pertinent la production d’unedeuxième partie appartenant au même type de paire. D’autre part, elle cherche àexaminer les réponses parentales et leurs implications sur la suite des interactions. Entenant compte des ressources multimodales déployées par les interactants et ducontexte praxéologique institué par ces derniers, l’analyse permet d’appréhender avecun nouveau regard les questions de l’alignement et du désalignement et ainsi quecelles des catégories sociales endossées par les parents et les enfants au cours del’accomplissement interactif de séquences évaluatives<br>This thesis is part of an interdisciplinary research project on the socialization ofpreschoolers. By adopting a Conversation Analytic (CA) approach informed byEthnomethodology (EM), it offers a study of the socialization process as it takes placewithin everyday parent-child interactions. Based on a large audio-visual corpusfeaturing footage of eight French-speaking families filmed extensively in their homes,the study focuses on recorded examples of young children initiating interactivesequences by producing evaluative turns, such as “that’s beautiful”, “(I) like that”,and “yuck”. By taking into account the interactants’ articulation of embodiedresources – talk, gaze, and gesture – the study aims, on the one hand, to describe howyoung children manage to produce evaluative turns that make a response by theaddressed parent relevant; and to evidence how, through their participation ineveryday interaction, young children acquire communicative skills and a sense ofthemselves as effective social actors. On the other hand, it seeks to examine parents’most frequent responses – agreements, disagreements, or questioning repeats – and tolook at the implications of these responses for the further course of action. Looking athow children’s evaluative actions – as attempts to communicate their normativeposition, and their affective implication with respect to the surrounding world – aretreated in turn by the parents, reveals the parents’ emic understanding of theirchildren’s participation in evaluating the world they commonly inhabit. Finally, thestudy of interactively produced evaluative sequences also allows some new light to beshed on the ways in which parents and children achieve shared understanding, andhow they deal with delicate issues of alignment/disalignment, as well as with mattersrelated to their respective membership categories
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Modlitba, Lisa Paulina. "Globetoddler : enhancing the experience of remote interaction for preschool children and their traveling parents." Thesis, Massachusetts Institute of Technology, 2008. http://hdl.handle.net/1721.1/46591.

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Thesis (S.M.)--Massachusetts Institute of Technology, School of Architecture and Planning, Program in Media Arts and Sciences, 2008.<br>Includes bibliographical references (p. 143-148).<br>In recent decades, families in the Western world have become more geographically distributed. Business traveling - the kind of traveling that tends to separate family members - is still a very common phenomenon and keeps making it difficult for family members to maintain a feeling of connectedness. Different time zones and contexts are some of many factors that make "being together" more challenging when physically apart. Modern communication technologies, such as phones and IM clients, improve communication, but seldom achieve the same level of connectedness and awareness that face-to-face communication does. In addition, when it comes to young children, these communication technologies may not even be an option. This thesis presents a theoretical and practical design project that addresses these travel-related issues. The overall goal of the project has been to (1) define a set of design principles for this type of interaction by studying existing psychology and technology research and literature, as well as by interviewing families, to (2) develop a system that, on the basis of the defined principles, makes remote communication and sharing of experiences easier and more meaningful to preschool children and their traveling parents, and to (3) evaluate the system with real end-users in order to improve the user experience. The outcome of the project is "Globetoddler", a mobile-tangible communication platform, designed explicitly to reconcile differences in both location and time, without compromising the specific needs of the individual users.<br>by Lisa Paulina Modlitba.<br>S.M.
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Yarosh, Svetlana. "Supporting remote synchronous communication between parents and young children." Diss., Georgia Institute of Technology, 2012. http://hdl.handle.net/1853/43680.

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Parents and children increasingly spend time living apart due to marital separation and work travel. I investigated parent--child separation in both of these contexts to find that current technologies frequently do not meet the needs of families. The telephone is easy-to-use and ubiquitous but does not provide an engaging way of communicating with children. Videochat is more emotionally expressive and has a greater potential for engagement but is difficult to set up and cannot be used by a child without the help of an adult. Both telephone and videochat fail to meet the needs of remote parenting because they focus on conversation rather than care and play activities, which are the mechanism by which parents and children build closeness. I also saw that in both types of separation the motivation to connect at times conflicted with desire to reduce disruption of the remote household. To address some of these issues, I designed a system called the ShareTable, which provides easy-to-initiate videochat with a shared tabletop activity space. After an initial lab-based evaluation confirmed the promise of this approach, I deployed the ShareTable to four households (two sets of divorced families). I collected data about the families' remote interactions before and during the deployment. Remote communication more than doubled for each of these families while using the ShareTable and I saw a marked increase in the number of communication sessions initiated by the child. The ShareTable provided benefits over previous communication systems and supported activities that are impossible with other currently available technologies. One of the biggest successes of the system was in providing an overlapped video space that families appropriated to communicate metaphorical touch and a sense of closeness. However, the ShareTable also introduced a new source of conflict for parents and challenged the families as they tried to develop practices of using the system that would be acceptable to all involved. The families' approach to these challenges as well as explicit feedback about the system informs future directions for synchronous communication systems for separated families.
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Stewart, Crissy E. "When Parents Come Out as Parents of Gay and Lesbian Children: A Transformation of the Self." Connect to this title online, 2002. http://etd-submit.etsu.edu/etd/theses/available/etd-0418102-160749/.

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Adalsteinsdottir, Kristin. "Small schools, interaction and empathy : a study of teachers' behaviour and practices, with emphasis on effects on pupils with special needs." Thesis, University of Bristol, 2000. http://hdl.handle.net/1983/c4b60d54-59b5-44b0-8142-585d3b50a2fe.

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Tucker, I. G. "Some aspects of the verbal and non-verval interaction of parents and their hearing-impaired children." Thesis, University of Manchester, 1986. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.376275.

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Books on the topic "Parents-children interaction"

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L, Bayer Cherie, ed. Interaction between parents and children. Sage Publications, 1993.

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Musselman, Carol L. Facilitating interaction between parents and deaf children. Ontario Institute for Studies in Education, 1990.

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Van Reken, Ruth E., 1945-., ed. The third culture kid experience: Growing up among worlds. Nicolas Brealey Publishing, 2001.

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Pollock, David C. Third culture kids: The experience of growing up among worlds. Nicholas Brealey Pub., 2009.

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Pollock, David C. Third culture kids: Growing up among worlds. Nicholas Brealey Pub., 2009.

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Writing out of limbo: International childhoods, global nomads and third culture kids. Cambridge Scholars Pub., 2011.

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Simon, Baron-Cohen, and Hadwin Julie, eds. Teaching children with autism to mind-read: A practical guide for teachers and parents. J. Wiley & Sons, 1999.

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Van Reken, Ruth E., 1945-, ed. Third culture kids: Growing up among worlds. Nicholas Brealey Pub., 2009.

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Family consequences of children's disabilities. Russell Sage Foundation, 2012.

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Tyurina, Nadiya. Formation of habilitation competence of parents raising a child of infant and early age. INFRA-M Academic Publishing LLC., 2021. http://dx.doi.org/10.12737/1058944.

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The textbook deals with the actual problem of the formation of habilitation competence of parents who have a child with disorders of psychophysical development of infancy and early age. The article reveals a scientifically based socio-pedagogical model of the phenomenon of abilitation competence of parents, identifies the conditions for the effectiveness of its formation, presents modern approaches to interaction with a family raising an atypical child, and offers original software and methodological developments for the formation of their abilitation competence.&#x0D; Meets the requirements of the federal state educational standards of higher education of the latest generation.&#x0D; For students studying in the direction of training "Special (defectological) education" at the bachelor's and master's level, as well as specialists (defectologists, psychologists, social educators) of educational, social and interdepartmental institutions that implement programs of comprehensive psychological and pedagogical assistance to children with psychophysical development disorders of infancy and early age.
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Book chapters on the topic "Parents-children interaction"

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Sobkin, Vladimir S., Ksenia N. Skobeltsina, and Nico van Oudenhoven. "The interaction between parents with their preschool children during leisure time." In Vygotsky’s Theory in Early Childhood Education and Research. Routledge, 2018. http://dx.doi.org/10.4324/9781315098203-9.

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Schwartz, Mila, and Anna Verschik. "Achieving Success in Family Language Policy: Parents, Children and Educators in Interaction." In Successful Family Language Policy. Springer Netherlands, 2013. http://dx.doi.org/10.1007/978-94-007-7753-8_1.

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Guo, Chen, Xiaohang Zhang, Zhenyu Cheryl Qian, and Yingjie Victor Chen. "Connecting Aged Parents with Their Adult Children Over Long Distances: Challenges and a Solution." In Universal Access in Human-Computer Interaction. Users and Context Diversity. Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-40238-3_34.

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Qian, Zhenyu Cheryl, Yue Ma, Yingjie Chen, Yafeng Niu, and Chengqi Xue. "Ambient Information Design to Amplify Connections Between New Empty Nest Parents and Their Children." In Distributed, Ambient and Pervasive Interactions. Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-58697-7_34.

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Schwartz, Mila. "Preschool Bilingual Education: Agency in Interactions between Children, Teachers, and Parents." In Preschool Bilingual Education. Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-77228-8_1.

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Burrows, Catherine A., Meaghan V. Parladé, Dainelys Garcia, and Jason F. Jent. "Helping Parents Generalize PCIT Skills to Manage ASD-Related Behaviors: Handouts and Clinical Applications." In Handbook of Parent-Child Interaction Therapy for Children on the Autism Spectrum. Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-030-03213-5_22.

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Sadownik, Alicja R. "Princesses (Don’t) Run in the Mud: Tracing the Child’s Perspective in Parental Perceptions of Cultural Formation Through Outdoor Activities in Norwegian ECEs." In International Perspectives on Early Childhood Education and Development. Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-72595-2_4.

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AbstractBy examining Polish parents’ perceptions of outdoor activities in Norwegian Early Childhood Education (ECE), this chapter discusses how focusing on the child’s perspective can change and challenge parental gender-related value positions, thereby changing perceptions of the cultural formation taking place through outdoor activities. The empirical data on the basis of which this question is answered are comprised of group interviews with 30 Polish migrant parents (18 mothers and 12 fathers) whose children were in Norwegian ECEs. The applied theoretical toolkit of a cultural historical wholeness approach (Hedegaard M, Mind Cult Act 19:127–138, 2012) enables the description of (parental) experiences of cultural formation through outdoor activities as anchored in the value positions established within and across involved societies. It also allows us to grasp those moments when the focus on the child’s perspective in outdoor activities challenges parental value positions and cultural traditions of heteronormativity. The concluding remarks point to the importance of enhancing both the child’s perspective and the specific plane of interpersonal interactions in ECE collaborations with parents and caregivers.
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"Interaction and Development." In Parents & Young Mentally Handicapped Children. Routledge, 2016. http://dx.doi.org/10.4324/9781315647890-7.

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"Interaction with Young Mentally Handicapped Children." In Parents & Young Mentally Handicapped Children. Routledge, 2016. http://dx.doi.org/10.4324/9781315647890-9.

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"Interaction Between Fathers and Their Children in Traditional and Single-Father Families: A Multimethod Exploration." In Parents, Children, and Communication. Routledge, 2013. http://dx.doi.org/10.4324/9780203812013-14.

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Conference papers on the topic "Parents-children interaction"

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Fraca, Estibaliz, Rakhi Nair, Carys Hubbard, Maria Kambouri, Gavin Mair, and Manolis Mavrikis. "Engaging children and parents in physically active maths sessions." In IDC '20: Interaction Design and Children. ACM, 2020. http://dx.doi.org/10.1145/3397617.3402032.

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Kondaurova, O. P. "Psychological features of the interaction of parents with children." In Научные тенденции: Педагогика и психология. ЦНК МОАН, 2018. http://dx.doi.org/10.18411/spc-04-12-2018-10.

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

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The article discusses the problem of the child forming the basics of safe behavior and culture of safety. The main broadcaster, according to the authors, this information is the parent and at the same time the family acts as a supporting factor. The subject of the study was parents' perception of the safety of their own children. 280 parents from families of various types under the age of 59 with at least one minor child were interviewed. The questionnaire included two blocks of questions: the observance of the rules of safe behavior of the child and parents. It has been established that parents are aware of their responsibility for the child's knowledge of the culture of life safety and consider children to be able to cope with possible dangers. Most parents perceive the culture of safety not just as a set of rules and skills, but as a component of a full-fledged lifestyle.
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Read, Janet C., Matthew Horton, Suzanne Clarke, Rhia Jones, Dan Fitton, and Gavin Sim. "Designing for the 'at home' experience of parents and children with tablet games." In IDC '18: Interaction Design and Children. ACM, 2018. http://dx.doi.org/10.1145/3202185.3202769.

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Manojlovic, Stefan, Laurens Boer, and Paula Sterkenburg. "Playful interactive mirroring to support bonding between parents and children with Down Syndrome." In IDC '16: Interaction Design and Children. ACM, 2016. http://dx.doi.org/10.1145/2930674.2935987.

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Polinsky, Naomi, Brian Andrus, Michael Horn, and David Uttal. "Symbolic Relations in Collaborative Coding: How Children and Parents Map Across Symbol Systems While Coding Robots." In IDC '21: Interaction Design and Children. ACM, 2021. http://dx.doi.org/10.1145/3459990.3460713.

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Iskandriawan, Bambang, Djoko Kuswanto, and Elly Fitriana Soedjito. "Bicycle Design for Children with Spastic Cerebral Palsy to Enhance Interaction Between Children and Parents." In 2018 1st International Conference on Bioinformatics, Biotechnology, and Biomedical Engineering (BioMIC). IEEE, 2018. http://dx.doi.org/10.1109/biomic.2018.8610619.

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Senchenko, Lyudmila, and Margarita Kuznetsova. "Personal boundaries of teenagers as a condition of their psychological safety." In Safety psychology and psychological safety: problems of interaction between theorists and practitioners. «Publishing company «World of science», LLC, 2020. http://dx.doi.org/10.15862/53mnnpk20-14.

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The article contains a description of the main problems of communication between teenagers and parents, the causes of their occurrence. Parents ' violation of a teenager's personal boundaries is seen as the cause of problems in their relationships. Examples of violation of personal boundaries of a teenager are presented. Knowledge of methods for diagnosing and maintaining the personal boundaries of a teenager is an important component of the psychological culture of parents in dealing with children.
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Kuvshinova, Irina Aleksandrovna, and Iuliia Andreevna Baranova. "Features of Interaction of a Teacher-Defectologist with Parents of a Child with Disabilities." In International Research-to-practice conference. Publishing house Sreda, 2020. http://dx.doi.org/10.31483/r-96871.

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The article is devoted to the relevant problem of integration of children with disabilities in society and the problem of interaction of the teacher-defectologist with the child's parents in the process of correctional and developmental work. The authors consider the functions of the defectologist and the features of pedagogical activity, emphasize the need to implement equal rights of children and the need to create special learning conditions for students with special educational needs. The article reveals the need for social and educational integration of children with disabilities.
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Чистякова, Наталья Викторовна, and Вероника Вячеславовна Сидельникова. "PSYCHOCORRECTIONAL ASSISTANCE TO THE PARENTS OF CHILDREN WITH DISABILITIES." In Наука. Исследования. Практика: сборник избранных статей по материалам Международной научной конференции (Санкт-Петербург, Апрель 2020). Crossref, 2020. http://dx.doi.org/10.37539/srp290.2020.57.34.021.

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Адаптивный характер системы детско-родительских отношений в структуре семей с детьми-инвалидами зависит от уровня психологической готовности родителей к социальной реадаптации. Специфика организации психокоррекционной помощи определяется эффективностью системы взаимодействия «ребенок - родитель - специалист» с целью достижения социальной интеграции путем актуализации ресурсного потенциала семьи. The adaptive nature of parent-child relationships in the structure of children with disabilities families depends on the level of parents’ psychological readiness to a social readaptation. Organization specifics of the psycho-correctional assistance is determined by the effectiveness of “child-parent-specialist” interaction system to achieve a social integration by updating family’s resource potential.
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Reports on the topic "Parents-children interaction"

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

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