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Journal articles on the topic 'Parents-children interaction'
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1
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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Subiantoro, Monica. "Musical Improvisation for Promoting Parent-Child Interaction." ANIMA Indonesian Psychological Journal 32, no. 3 (2017): 148–57. http://dx.doi.org/10.24123/aipj.v32i3.629.
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This study aims to examine parents' experiences on improvisation and investigate how it contributes to the development of parent-child interaction in a music therapy group. Using qualitative method, it involves a questionnaire, semi-structured interview and observation on musical behavior through video analysis. The result shows that although parents initially feel hesitant to respond to this new activity, parents and children benefit from having improvised music in the session. The benefits include increasing spontaneity, self-expression without language barriers, allowing parents to interact with their child and for their child to interact with other children. Community also supports its members to bring out their improvising selves.
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Moore, John J., Ronald L. Mullis, and Ann K. Mullis. "Examining Metamemory within the Context of Parent-Child Interactions." Psychological Reports 59, no. 1 (1986): 39–47. http://dx.doi.org/10.2466/pr0.1986.59.1.39.
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The production of memory-monitoring behaviors was investigated on two occasions, 1 yr. apart, for 9- and 10-yr.-old children and their parents. A structured block-design task was used to elicit verbal and nonverbal problem-solving strategies from children and their parents during dyadic interactions. Based on Vygotsky's zone of proximal development, it was proposed that children acquire more sophisticated cognitive skills through social interaction. Results support this view in that with experience, children and parents used fewer overt memory-monitoring strategies in problem solving.
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Lloyd-Esenkaya, Vanessa, Claire L. Forrest, Abbie Jordan, Ailsa J. Russell, and Michelle C. St Clair. "What is the nature of peer interactions in children with language disorders? A qualitative study of parent and practitioner views." Autism & Developmental Language Impairments 6 (January 2021): 239694152110053. http://dx.doi.org/10.1177/23969415211005307.
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Background and aims Children with Language Disorders (LDs) can exhibit increased levels of social withdrawal, aggression and problems managing social conflicts. The reasons underlying this pattern of social interaction profiles remain unclear. This qualitative study aimed to document the nature of social interactions between children with LDs and their peers, and to evaluate explanations for their social behaviour, as understood by parents and practitioners. Methods This study focused on children with LDs who spend school hours with other children with LDs. Three parent focus groups (n = 8) and three practitioner focus groups (n = 10) were conducted with parents of children aged 4–12 attending specialist language schools and practitioners working at these schools. This was a mixed clinical sample. All children of participating parents had LD as their primary area of need, which was the reason they required specialist schooling. Focus groups were conducted across two specialist schools in the UK between March and June 2018. Results An inductive reflective thematic analysis of the data identified three themes; social knowledge, coping strategies, and emotional competence. Parents and school staff reported that children with LDs experience difficulties managing peer interactions due to a combination of challenges including difficulties with understanding and regulating emotions, and difficulties understanding social situations. Some of the children with LDs were described as having developed strategies to cope with their challenges, for example imposing structure on their social interactions to manage uncertainty, which has implications for their social interactions with peers. Conclusions Children with LDs have difficulties understanding emotions, difficulties understanding their peer’s intentions and difficulties resolving conflict situations independently according to their parents and practitioners working with these children. Participants proposed a novel explanation that social withdrawal may be used adaptively by children with LDs to process information. This study demonstrates the complexity of the relationship between Language Disorders and peer interaction profiles. Implications: Suggestions are offered regarding future research directions, such as investigating the specific contribution language skills make to children’s emotion understanding, to better understand the reasons for peer interaction difficulties in children with Language Disorders.
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Thiemann-Bourque, Kathy S., Steven F. Warren, Nancy Brady, Jill Gilkerson, and Jeffrey A. Richards. "Vocal Interaction Between Children With Down Syndrome and Their Parents." American Journal of Speech-Language Pathology 23, no. 3 (2014): 474–85. http://dx.doi.org/10.1044/2014_ajslp-12-0010.
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Purpose The purpose of this study was to describe differences in parent input and child vocal behaviors of children with Down syndrome (DS) compared with typically developing (TD) children. The goals were to describe the language learning environments at distinctly different ages in early childhood. Method Nine children with DS and 9 age-matched TD children participated; 4 children in each group were ages 9–11 months, and 5 were between 25 and 54 months. Measures were derived from automated vocal analysis. A digital language processor measured the richness of the child's language environment, including number of adult words, conversational turns, and child vocalizations. Results Analyses indicated no significant differences in words spoken by parents of younger versus older children with DS and significantly more words spoken by parents of TD children than parents of children with DS. Differences between the DS and TD groups were observed in rates of all vocal behaviors, with no differences noted between the younger versus older children with DS, and the younger TD children did not vocalize significantly more than the younger DS children. Conclusions Parents of children with DS continue to provide consistent levels of input across the early language learning years; however, child vocal behaviors remain low after the age of 24 months, suggesting the need for additional and alternative intervention approaches.
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NINIO, ANAT. "Bids for joint attention by parent–child dyads and by dyads of young peers in interaction." Journal of Child Language 43, no. 1 (2015): 135–56. http://dx.doi.org/10.1017/s0305000915000082.
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ABSTRACTBefore they are 3;0–3;6, children typically do not engage with peers in focused interaction, although they do with adults. With parents, children interact around the ‘here-and-now’. We hypothesize that young peers do not attempt to establish joint attention to present objects. Using the CHILDES database, we compared attention-directives produced by parents to children, children to peers, and children to parents. Of 391 English-speaking parents, 88% generated attention-directives, mostlyLook!, See!,andWatch!Of 15 children (2;10–3;7) engaging in dyadic peer-interaction, only 26% produced such utterances. By comparison, 62% of 268 children (1;2–3;3) addressed such directives to parents. Interaction with peers in young children does not involve joint attention to a shared environmental focus, although it does with parents. The reason may be pragmatic: shared attention in parent–child dyads is a means to get information or help; it may seem pointless for a child to address such directives to a peer.
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Meystre, Claudia, Daniela Jopp, Joëlle Darwiche, Kathrin Boerner, and Dario Spini. "OBSERVING SUPPORT INTERACTIONS BETWEEN PARENTS AND CHILDREN IN ADVANCED AGE." Innovation in Aging 3, Supplement_1 (2019): S670—S671. http://dx.doi.org/10.1093/geroni/igz038.2480.
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Abstract Studies on support exchanges in older parent-child dyads have so far not used observational approaches. Rather, they have mostly relied on self-report/questionnaire approaches. However, support exchanges represent a dyadic phenomenon that goes beyond individual perspectives on the quality of support; thus, self-reports offer only a part of the picture and are subject to bias (e.g., memory bias). In contrast, observations are better suited to capture specific support behaviors and allow for studying the dyad “in action.” Our study purpose was to examine mutual support during interactions between older adults and their children, and to investigate the links of support behaviors to relationship quality and health. Fifty dyads living in Switzerland, composed of individuals aged 70 and over and the child involved in their care, participated in a standardized interaction task: The parent described and discussed a personally challenging situation with the child for ten minutes; then roles were reversed. The videotaped interaction was analyzed using the Social Support Behavior Code Adapted for Elders (Meystre et al., submitted). Relationship quality and subjective health were assessed via standardized questionnaires. Various types of support were observed, ranging from positive to negative. Children provided more informational support than parents. Dyads with poor relationship quality showed more informational support. Better participant health was associated with fewer negative behaviors. In sum, observing the dyads in real time offered unique insights into interacting patterns of support among older parents and their children, and enabled us to capture the nature of their relationship above and beyond individual self-reports.
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Jigyel, Karma, Judith A. Miller, Sofia Mavropoulou, and Jeanette Berman. "Parental Involvement in Supporting Their Children with Special Educational Needs at School and Home in Bhutan." Australasian Journal of Special and Inclusive Education 43, no. 01 (2019): 54–68. http://dx.doi.org/10.1017/jsi.2019.3.
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AbstractThis paper reports the findings from a study investigating Bhutanese parents’ involvement in supporting their children with special educational needs (SEN) in schooling. The interaction between the parents themselves in supporting each other was also explored. Individual interviews were conducted with 26 parents (13 fathers and 13 mothers) of children with either full inclusion or partial inclusion in 3 schools located in 3 regions (urban, semi-urban, and rural) and analysed using manual thematic coding and Leximancer text mining software. Of Epstein’s (1987) 6 types of parental involvement activities in education, these parents reported their actions to be parenting, volunteering in schools, supporting learning and development at home, and collaborating with the community. The minimal interaction among the parents was mostly between the stay-in-school urban mothers who had consistent but impromptu and informal interactions. The implications of this study inform the need for schools to respond to policy and to actively engage parents, and for education programs and support groups to be set up to strengthen parental involvement in the education of children with SEN in Bhutan.
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Jeffs, Tara, Michael Behrmann, and Brenda Bannan-Ritland. "Assistive Technology and Literacy Learning: Reflections of Parents and Children." Journal of Special Education Technology 21, no. 1 (2005): 37–44. http://dx.doi.org/10.1177/016264340602100104.
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Literacy is important not only to school success but is fundamental to skills needed to succeed in our rapidly changing technology-driven society. This article focuses on characteristics, interactions, and attitudes of parents and children related to their use of assistive technologies to build literacy skills. Interviews and observations involving parents and children using a variety of assistive technologies, along with a synthesis of research literature provide a framework for discussion. A contextual background for technology use by parents and children examines (a) specific learning characteristics of parents and children selecting and using assistive technology, (b) the impact of technology on their attitudes in the literacy process, and (c) areas of support needed by parents and students in literacy learning. Parents and children used a combination of technologies to meet specific individual learning needs. As a result, customization of the learning task through the use of technology occurred and in return provided enhanced opportunities for engagement and interaction to take place. Parents and children began to learn from each other and from the technology.
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Hanum, Meidika Bana Klolida, and Lita Latiana. "The Social Interaction Ability of Early Age Children was Reviewed from The Lifestyle of Parents 'Hedonism." BELIA: Early Childhood Education Papers 9, no. 1 (2020): 55–60. http://dx.doi.org/10.15294/belia.v9i1.35338.
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A lively lifestyle found in the modern era is the lifestyle of hedonism. Such a lifestyle is also among parents, seen from the high lifestyle of parents who follow the trend that is famous or booming as much as 71.875%, these parents have an idol or a reference in appearance and behavior. The purpose of this study is that parents pay more attention to their own behavior in order to provide the best examples for children, especially in the development of children's social interactions with their environment, so as to create a good personality in children. This research is a quantitative research type with research subjects of children aged 5-6 years as many as 120 children and is supported by the data of parents of children totaling 120 people in KB-TK HJ. Istriati Baiturahman 2 Semarang. Data collection techniques in this study are using a questionnaire with a scale of children's social interaction abilities, and the lifestyle scale of parental hedonism, while data analysis techniques use simple linear regression. The hypothesis of this study is that there is an influence of parental hedoniseme lifestyle on the social interaction abilities of children aged 5-6 years at KB-TK Hj. Istriati Baiturrahman 2 Semarang.The results of the study are based on statistical calculations, it can be concluded that there is a significant influence on the lifestyle of parental hedonism on children's negative social interaction abilities so that the hypothesis is accepted. The lifestyle of parental hedonism contributed 38.4% to the social interaction ability of children aged 5-6 years at KB-TK HJ. Istriati Baiturahman 2 Semarang.
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Smith, Timothy B., Mark S. Innocenti, Glenna C. Boyce, and Cindy S. Smith. "Depressive Symptomatology and Interaction Behaviors of Mothers Having a Child with Disabilities." Psychological Reports 73, no. 3_suppl (1993): 1184–86. http://dx.doi.org/10.2466/pr0.1993.73.3f.1184.
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Previous research has indicated that parents who raise children having disabilities report greater emotional distress than other parents. To investigate the association between symptoms of depression and maternal behaviors, interactions between 48 mothers and children having disabilities were rated. Measures of maternal depression and child functioning were also administered. Analyses indicated that mothers reported a relatively large number of symptoms often associated with depression. However, reports of depressive symptomatology were not meaningfully related to the children's developmental status or parent-child interaction behaviors.
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Stavans, Anat. "Development of Parental Narrative Input." Journal of Narrative and Life History 6, no. 3 (1996): 253–80. http://dx.doi.org/10.1075/jnlh.6.3.03dev.
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Abstract The purpose of this study was to investigate the narratives of parents addressed to their children of different ages. The study had two major aims: first, to describe the formal and functional aspects and relationships in these Hebrew-speaking parents' narratives; and second, to describe the social-interactional exchanges that take place in the parental storytelling activity and trace a developmental pattern in such interactions. Using the Frog, Where Are You? picture book (Mayer, 1969), 75 monolingual Hebrew-speaking parents were asked to tell the story to their children (child's age groups: 3, 4, 5, 6, and 7+ years old) in their homes. Sessions were recorded by the parents. The stories were transcribed and coded by two independent raters. The findings show that the parental narrative input to which children are exposed at various ages is different. There is a developmental trend in this input in terms of structure and interaction. As far as structure is concerned, parental narrative input shows similar developmental traits to those observed in the narratives produced by children of the same age groups. As far as the interactional aspect of the parental narrative input, a three-stage developmental model of the socio-interactional nature of the input is proposed.
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Fox, James, and Sarah Savelle. "Social Interaction Research and Families of Behaviorally Disordered Children: A Critical Review and Forward Look." Behavioral Disorders 12, no. 4 (1987): 276–91. http://dx.doi.org/10.1177/019874298701200403.
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This article critically reviews research on the social interactions of behaviorally disordered children with family members. Behaviorally disordered children are in part characterized by their difficulty in establishing or maintaining positive social relationships. This includes conduct disordered, socially withdrawn, and autistic children. Most applied research on social development has been conducted in educational settings. Yet, parents and siblings are typically acknowledged as the earliest and one of the most enduring influences on children's social development. Descriptive and intervention research that includes direct observational measures of social interaction between behaviorally disordered children, their siblings, or parents are reviewed. Two princiipal questions are addressed: (a) To what degree have these research studies shown that behaviorally disordered children exhibit deficits in positive interaction with family members when compared to nonhandicapped children and their families; and (b) what interventions have been shown to be effective in increasing positive interaction between behaviorally disordered children and their families? Issues and questions for future research in this area are discussed.
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Nisa, Khoirun, and Abdul Muhid. "PERAN INTERAKSI SOSIAL TERHADAP POLA ASUH PERKEMBANGAN ANAK DI KELUARGA DALAM PANDANGAN ISLAM." journal Istighna 3, no. 2 (2020): 201–13. http://dx.doi.org/10.33853/istighna.v3i2.67.
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Family involvement in developing children's abilities and social behavior is very much needed through interaction as a medium of actualization. The role of parents and children will be the basis of influence on child development parenting. in social life a person needs to interact with other people and when interacting one finds the true nature of himself as a social creature who needs each other. The task of parents must continue to hone and educate their children so that they can always socialize and interact well This article aims to discuss how the role of social interaction on parenting child development in the family in Islamic view. because more or less parents ignore it busy with what is being done so there is no word of attention and indifference to children. And in essence, parents are the most important part as a benchmark for children's growth and development.
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N.A., Ahmad, Hassan S.A., Ahmad A.R., Chua L.N., and Othman N. "PARENTAL INVOLVEMENT IN LEARNING ENVIRONMENT, SOCIAL INTERACTION, COMMUNICATION, AND SUPPORT TOWARDS CHILDREN EXCELLENCE AT SCHOOL." Journal of Sustainable Development Education and Research 1, no. 1 (2017): 77. http://dx.doi.org/10.17509/jsder.v1i1.6247.
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Role and parental involvement are important to produce excellence children in aspects of spiritual and physical. Malaysia Education Blueprint (2013-2025) through SARANA programme has been implemented at schools in Malaysia to increase involvement and participation of parents in giving support towards children excellence. Aim of study is to identify the level of parental involvement and support in learning. Parents Self-Assessment (PSA) has been distributed randomly to 391 parents during parents meeting at schools. Analysis of parental involvement focused on four main domains which are providing learning environment at home, social interaction with children, communication with children and support towards children excellence. Findings showed that providing learning environment at home (mean=0.78, s.d=0.23), social interaction with children (mean=5.40, s.d=1.63), and communication with children (mean=4.68, s.d=1.89) are at higher level mean score, while support towards children excellence show average mean score (mean=3.90, s.d=1.94). Implication of the study, support towards children excellence in praises, encouragement and guidance need to be improved by parents to help the school to increase achievement in education
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Crimmins, Eileen M., and Dominique G. Ingegneri. "Interaction and Living Arrangements of Older Parents and their Children." Research on Aging 12, no. 1 (1990): 3–35. http://dx.doi.org/10.1177/0164027590121001.
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Aleksandrov, Daniil, Vlada Baranova, and Valeriya Ivanyushina. "Immigrant Children and Their Parents: Interaction with the Russian School." Voprosy obrazovania/ Educational Studies. Moscow, no. 1 (2012): 176–99. http://dx.doi.org/10.17323/1814-9545-2012-1-176-199.
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DIKAIOU, M. "Peer Interaction in Migrant Children Observational Data and Parents' Evaluations." International Migration 27, no. 1 (1989): 49–67. http://dx.doi.org/10.1111/j.1468-2435.1989.tb00346.x.
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Khotyleva, T. U., and S. A. Rosenblum. "Illusions of inclusion: typical mistakes of parents of ASD children. Inclusive school experience." Autism and Developmental Disorders 15, no. 3 (2017): 48–53. http://dx.doi.org/10.17759/autdd.2017150306.
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Despite the great motivation for sending children with autism disorders into inclusive educational organiza¬tions, unpreparedness of some parents for real inclusion can interrupt constructive interaction with the school. Meanwhile, effective interaction between the school and parents is one of the main factors of successful inclusive education. Such interaction is provided by the psychological and pedagogical services of the school. Long stand¬ing experience of specialists of inclusive high school № 1540 allowed authors to analyze the erroneous views on inclusive education of parents with ASD children. Typical mistakes of parents are described and the need for informed child’s future planning which includes the development of emotional intelligence is emphasized.
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Bethere, Dina, and Linda Pavitola. "INTERACTION BETWEEN FAMILIES OF CHILDREN WITH SPECIAL NEEDS AND SUPPORT SYSTEM : PARENTAL PERSPECTIVE." SOCIETY, INTEGRATION, EDUCATION. Proceedings of the International Scientific Conference 3 (July 24, 2015): 13. http://dx.doi.org/10.17770/sie2014vol3.686.
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The study analyses the effectiveness of interaction between parents, who bring up children with special needs and the support system. According to the state defined standards and cognitions of scientific research, activities of the support system are considered as qualitative only if they satisfy parents` individual needs of receiving support. The article reflects qualitative research, where parents have naturally been delegated the functions of experts. The results of the study verify the necessity to improve collaborative strategies, employing non-governmental organizations as a resource for promoting collaboration between parents of children with special needs, educational and support institutions.
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Del Bianco, Teresa, Yagmur Ozturk, Ilaria Basadonne, Noemi Mazzoni, and Paola Venuti. "The thorn in the dyad: A vision on parent-child relationship in autism spectrum disorder." Europe’s Journal of Psychology 14, no. 3 (2018): 695–709. http://dx.doi.org/10.5964/ejop.v14i3.1453.
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Parents and children form a family: their characteristics balance personal and family well-being with healthy levels of stress. Research on parents of children with Autism Spectrum Disorder (ASD) demonstrated that higher levels of parental stress are associated with communication impairment, a core symptom of ASD. The aim of this article is to discuss the connection between non-verbal communication impairment and parental psychological distress, in families with children with ASD. The interaction between atypical communication and distress of parents likely determines a cascade effect on the parent-child dyad; in fact, it decreases the quality and frequency of interactions, preventing the establishment of a healthy parent-child relationship and leading to a series of collateral problems. To this perspective, guiding the parents to reframe their children’s atypical communicative behaviour can relieve parental stress and re-program the interactional routine. This observation stresses the importance of interventions centred on the dyad, especially during early development and soon after the diagnosis, when the communicative impairment may be extremely severe.
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Suyanti, Suyanti, and Kurniyatul Faizah. "HUBUNGAN ANTARA PENERIMAAN DIRI DAN DUKUNGAN SOSIAL ORANG TUA ANAK AUTIS DENGAN INTERAKSI SOSIAL ANAK AUTIS." Edupedia 3, no. 2 (2019): 1–8. http://dx.doi.org/10.35316/edupedia.v3i2.246.
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This study aims to determine how much influence social acceptance and support for parents of autistic children with social interaction of children with autism. The population is 30 parents of autistic children and the closestpeople who attend in PAUD Inklusi Anggrek MandiriSitubondo and the sample is the whole of the population of some 30 people. This study is correlational; the subject is determined by purposive sampling technique. Results of the study showed that the regression analysis coefficient on F = 17.839, p = 0.000 (p <0.05) so that there is a significant relationship between self-acceptance and social support for parents of autistic children with social l interactionautistic children is received. Partially there is a significant correlation between self-acceptance with social interaction shown by prices at t = 5.018, p = 0.000, so the hypothesis is accepted. In parsal also shown at t = 1.613 p = 0.118 (p> 0.05), so the research hypothesis that says there is a relationship of social support with social interaction rejected. So overall derived price Sguare R = 0.569 which shows variable acceptance of self and social support contributed 56.9% effective this further strengthensacceptance your self parents with autistic children and social support autistic children associated with autistic children social interaction. So H0 rejected, which means acceptance of self and relationship betweensocial parents support correlated with sociall interactionautistic children.
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Edgar, Don. "Children, Youth, Elders. Re-linking the Generations." Children Australia 15, no. 2 (1990): 19–23. http://dx.doi.org/10.1017/s1035077200002704.
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Since the Australian Institute of Family Studies was established in 1980, we have kept in mind two slogans about family links and supports: ‘Every individual has a family’; and ‘The family does not stop at the front door’. What we meant was that family policy cannot be based solely on a static image of parents and children living together under the one roof.Most families start off as a couple, then go through a stage of parents and children living in one household. But once the children have grown and gone, does the couple no longer have a family? If the parents separate or divorce, do the children not have any family? When a partner dies or the children are grown, the family still exists, though the patterns of interaction have changed. Thus family policy has to address the nature of these interactions, across households and across time.
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Zobkov, A. V. "To the Problem of Parental Procrastination in Interaction with Children." Sibirskiy Psikhologicheskiy Zhurnal, no. 77 (2020): 90–110. http://dx.doi.org/10.17223/17267080/77/5.
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The practice of psychological counseling with adults who have children, and psychological work with children shows that the postponement of kid things by parents occurs often. As a result of procrastination of parents in interaction with children (parental procrastination) there are negative psychological consequences for parents and children. In psychological science, much attention is paid to the problem of human procrastination, but the procrastination of parents in the interaction of children is not studied. Available studies consider the parent-child relationship only as a cause of procrastination of the child. The article raises the problem of studying procrastination of a parent in interaction with a child (parental procrastination). The psychological features of general procrastination and parental procrastination are compared. Parental procrastination is associated with specific time intervals that require specific actions from the parent. They consciously tolerate interaction with the child often hiding behind objec-tive circumstances. Adults understand the negative consequences of procrastination, such as changing relationships with the child, reducing the level of trust of the child to them, subjective discomfort caused by understanding the negative consequences of procrastination for the child. Analyzing scientific data on the problem of General human procrastination, we develop and justify an approach to the study of parental procrastination. Procrastination is associated with a violation of self-regulation. Violation of self-regulation activities requires: a) the study of self-procrastinate parents, motivation, personality traits, emotional-volitional and cognitive spheres of personality, unconscious mental mechanisms of self-regulation; b) define the relationship of personal characteristics with the characteristics of goal setting (planning), assessment of internal and external conditions of activity (modeling), programming their actions, evaluation of the result, correction of actions and approval of the goal. Considering parental procrastination as a particular psychological problem, it is proposed: a) to consider it in connection with sociological characteristics (family composition, age characteristics of family members), family traditions, experience of family life of parents (number of marriages), etc.; b) through the system of human relations (to oneself, to others, to business; parent-child relations, intergenerational relations). The methodological unity of the categories "attitude" and "self-regulation" of activity allows us to create a holistic theoretical model of the study of parental procrastination. The model is presented in the conclusion of the article in a structure form. The analysis allows outlining the directions of psychological counseling work with procrastinating parents: work on taking responsibility for decisions in their vital activity; formation of self-regulation skills of activity; formation of emotional regulation skills.
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Samiji, Mukhamad Hamid, and Umi Khomsiyatun. "Typical Parents' Interactions With Early Childhood During 'At Home Only' Learning." Indonesian Journal of Islamic Early Childhood Education 5, no. 2 (2021): 13–20. http://dx.doi.org/10.51529/ijiece.v5i2.194.
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Home learning alone is one of the learnings applied at almost all levels of education when the covid-19 pandemic began. This study aims to describe the patterns of parent-to-child interaction during online learning, especially at the early childhood education level. The method used in this research is a case study with a descriptive qualitative approach. The data source in this study was obtained from parents whose children attended PAUD Wadas Kelir. The results of this study showed that home learning alone positions parents to reform as teachers. So the interaction patterns created during home learning alone show the position of parents in managing interactions during home learning alone is very important. The formation of parent-to-child interaction patterns produces two patterns, namely direct interaction patterns and indirect interaction patterns.
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Rabidoux, Paula C., and James D. MacDonald. "An Interactive Taxonomy of Mothers and Children During Storybook Interactions." American Journal of Speech-Language Pathology 9, no. 4 (2000): 331–44. http://dx.doi.org/10.1044/1058-0360.0904.331.
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The purpose of the present study was to investigate the social construction of interactions between mothers and children with a variety of developmental disabilities during storybook interactions. The study used interpretive methods to describe the participation of 20 preschool children and mothers in storybook interactions in terms of their interactive and communicative participation. Data were collected via home videotapes of mothers and children engaged in storybook interactions with novel (unfamiliar) storybooks for 15- to 30-minute interaction samples. Mothers were also interviewed concerning their beliefs and practices concerning early communication and literacy. Findings yielded an emerging interpretive taxonomy for observing and conceptualizing the social milieu of adults and children during storybook interactions that may be useful for enhancing communication and emergent literacy learning. The taxonomy may also be useful clinically to help parents and clinicians develop interaction styles that facilitate interaction and communication in emergent literacy contexts.
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Saad, Mohammad Azannee, Mohd Jan Jariah, and Ridwan Wahid. "Problems following topic shift in interactions with repaired cleft children." Indonesian Journal of Applied Linguistics 10, no. 1 (2020): 184–93. http://dx.doi.org/10.17509/ijal.v10i1.25034.
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Children with a history of cleft lip and/or palate (CL/P) can experience a range of difficulties such as sound articulation errors and reduced psychosocial functioning. This causes interaction with them to contain more frequent communication breakdowns than non-cleft children. The present study shows evidence of such breakdowns involving topic shifts in the interaction between parents and their repaired CL/P children. Interactional data were obtained through a series of recordings of three parent-child sets. The process is guided by the framework of Conversation Analysis (CA) while coding of topic shift adopts Crow’s typology (1983). Findings show that topic shift during interaction can indeed cause problems for children with a history of cleft, especially involving palatal cleft. Specifically, through the children’s repair initiations, the problems are manifest when a topic is introduced once the previous topic concludes, when a topic is extended and when a topic is revisited. This study shows that topic shift can potentially be a source of problems to CL/P children. Findings are useful for speech therapists, parents and teachers.
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McIntosh, Jennifer, and Lynette Green. "H.U.G.S. A parent-child interaction program." Children Australia 15, no. 4 (1990): 35–39. http://dx.doi.org/10.1017/s1035077200003138.
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This paper provides a brief account of a group program developed by Alys Key Family Care for parents and pre-school children where the growth of a sound, nurturing relationship has been significantly impaired. HUGS is an acronym for “Happiness, Understanding, Giving and Sharing”. The program has the overall aim of fostering positive interaction, enjoyment and the development of a reciprocal caring, confident bond between parents and children. The group has been evolving since 1987, with many refinements in its conceptualisation along the way. The agency is currently producing a manual which describes in detail the rationale and operation of the program, pilot evaluations, HUGS activities and styles of intervention and support which seem particularly effective within the group.
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Galasyuk, I. N., та O. V. Mitina. "Parent-Сhild Interaction During Early Childhood: Comparative Analysis of Parent Responsiveness Profile Among Dyads with Typically and Atypically Developing Children". Консультативная психология и психотерапия 29, № 2 (2021): 119–44. http://dx.doi.org/10.17759/cpp.2021290206.
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The paper presents the results of the empirical study that aims to build an average group profile of parent responsiveness (PR) for parents with typically and atypically developing children before 3 years of age and to compare average PR profiles between these groups. Seventy parents with typically developing children and 32 parents with atypically developing children (autism, Down syn- drome, intellectual disabilities) between 10 and 36 months of age participated in the present study. The first sample was divided into two sub-groups: parents with typically developing children younger than 12 months of age (infants), and parents with typically developing children between 12 and 36 months of age (toddlers). Parents with atypically developing children were set as one group. The study used the PATTERN technology that employs video observations. Parent responsiveness was assessed on 4 scales (Dominance, Apathy, Sensitivity, and Support); group and individual PR profiles were constructed according to these scales. Sample comparison was conducted using Student’s t-test and Mann-Whitney U test. It has been shown that the PR to typically developing children differs compared to atypically developing children. Parents of atypically developing children are more inclined to dominate and are also characterized by greater psychological apathy. The age of typically developing children influences the nature of PR.
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Han, Yanmei, and Jianping Chen. "“We Were Not at School Today”: First-Person Pronouns and Discursive Construction of Identities by Emerging Middle-Class Chinese Parents." Chinese Journal of Applied Linguistics 42, no. 3 (2019): 285–306. http://dx.doi.org/10.1515/cjal-2019-0018.
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Abstract In the process of China’s dynamic social changes over the past decades, the young-parent identity construction of an emerging middle class and the resulting changes of social-cultural values in this context have attracted the attention of academic research in recent years. With the focus on the discursive construction of parent identity, this study examines the utilization of first-person pronouns in three different interactional contexts, namely, parent-teacher interaction, parent-parent interaction, and parent-child interaction. The study further explores the patterns of alignment between the parents and their children, parents and teachers of their children, and peer parents during the process of identity construction, followed by a discussion of the implication that young, emerging middle-class Chinese parents fundamentally shape themselves as “concerned” and “involved” parents and the change of values between collectivity and agency. The study not only demonstrates the dynamic and pluralistic nature of parent identity but also deepens our understanding of the indexical roles of first-person pronouns in the discursive construction of emerging middle-class Chinese parent identity and its relationship with the recent social-cultural changes in the Chinese context.
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Zavitrenko, Dolores, and Iryna Zhyhora. "INTERACTION OF PROFESSIONALS WITH PARENTS OF CHILDREN WITH SPECIAL EDUCATIONAL NEEDS IN THE CONDITIONS OF INCLUSIVE LEARNING." Academic Notes Series Pedagogical Science 1, no. 194 (2021): 116–20. http://dx.doi.org/10.36550/2415-7988-2021-1-194-116-120.
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The article identifies the main problems and difficulties in the behavior and actions of parents. The problems of the readiness of teachers and specialists of educational organizations to interact with the parents of children with special educational needs are identified. Based on the generalization of the peculiarities of working with parents of children with disabilities, the main directions and content of such work, a questionnaire was prepared and a study was conducted. The research data are presented, which testifies to the readiness of teachers to interact with the parents of children with special educational needs. The professional difficulties, the main problems in the behavior and actions of parents, which hinder a more productive educational movement of a child with disabilities, and the construction of constructive relations with teachers of educational organizations, have been identified. In inclusive education process increases the importance of cooperation between teachers, specialists in special education and parents of children with special educational needs. The most popular paradigm of cooperation with parents is the triad «understanding - support - joint action». The results of the study showed that both parties to the interaction (parents and teachers) are not ready for its implementation. The psychology of parents of children with special educational needs has its own specifics, which reveals many difficulties for teachers of support. Given the answers of teachers, we can conclude that today it is necessary to intensify the professional reflection of teachers and professionals in developing the content of work on interaction with parents and the organization of such work; assistance in understanding significant aspects of this interaction; changing attitudes towards the role and participation of parents of children with special educational needs in the inclusive process; mastering by teachers of organizational and technological support of this interaction. At the same time, there is a need for internal activity of parents of children with special educational needs, their interest in education and upbringing, choice of educational conditions and educational trajectory for their «special» child, as well as participation with professionals in its implementation. These are psychotherapeutic strategies that help reduce anxiety, greater acceptance of oneself and others, resulting in increased personal responsibility and the ability to productively, creatively solve life's problems.
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Millard, Sharon K., Patricia Zebrowski, and Elaine Kelman. "Palin Parent–Child Interaction Therapy: The Bigger Picture." American Journal of Speech-Language Pathology 27, no. 3S (2018): 1211–23. http://dx.doi.org/10.1044/2018_ajslp-odc11-17-0199.
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Purpose Palin Parent–Child Interaction therapy (Kelman & Nicholas, 2008) is an evidence-based intervention for young children who stutter. The evidence consists of multiple single-subject replicated studies, and this demonstrates that the intervention is effective. The aim of this study was to enhance the evidence base by exploring the effectiveness of the therapy with a large cohort of children who stutter. Method Children and parents completed a range of assessments at 4 time points: start of therapy and then 3, 6, and 12 months later. The following variables were included: stuttering frequency, child's communication attitude, parents' perception of the impact of the stuttering on the child, the severity of stuttering and its impact on the parents, and their knowledge of stuttering and confidence in managing it. Hierarchical multiple regression analyses were conducted to explore whether the variables are predictive for the outcome “parent knowledge and confidence.” In addition, we sought a preliminary view of factors associated with outcome level by separating children into 2 groups according to response to treatment (more successful and less successful). Results The results demonstrated a significant improvement in all variables, and this improvement was maintained for 1 year posttreatment. Measures collected 3 months after the start of therapy showed significant improvement in child attitude to communication, parents' knowledge and confidence in how to manage stuttering, and mothers' ratings of stuttering severity and impact the child's stuttering has on the mothers. By 6 months after therapy onset, there was a significant reduction in stuttering frequency and fathers' perception of severity and their worry about it. Furthermore, these improvements were maintained 1 year posttherapy. Several variables predicted parents' knowledge and confidence 6 months after the start of therapy. Finally, those who made greater improvements had mothers who were more negative in their ratings of severity and worry, and had less knowledge and confidence at the start of therapy. There were no differences between the groups on a range of other variables. Conclusions The results demonstrate that, over a year, children who attend a course of Palin Parent–Child Interaction show reduced stuttering frequency and a more positive attitude to speech. In addition, parents observe these improvements in the child, feel more confident in managing the stuttering, and are less worried about it. The different times at which specific variables significantly improved provides insight to a process of change over time. Results suggest that parents' ability to notice positive change in fluency and the impact that these observations have on both the child and the family are linked to their confidence in how to support the child. The preliminary findings with regard to response to treatment suggest that children can benefit from this program even with factors that might be predicted to reduce therapy success.
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Mitrofanova, G. V. "On the efficiency of the educational organization interactions with the parents of children with ASD." Autism and Developmental Disorders 16, no. 4 (2018): 35–41. http://dx.doi.org/10.17759/autdd.2018160407.
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The article deals with the problem of psychological and pedagogical support of parents of children with autism spectrum disorders in the inclusive education environment. The results of the efficacy study of secondary schools specialists’ interaction with parents are presented. Findings reveal that many parents are satisfied with the form of interaction with the educational organization, but at the same time they need additional consultations and various events that promote the establishment of partnerships with school specialists. Conclusion is made about the necessity for a specially organized psychological and educational support for parents of children with autism spectrum disorders studying in an inclusive school.
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Sary, Yessy Nur Endah. "Relationship of Parenting with Child Interpersonal Intelligence in Wonokerto Village, Lumajang Regency." Jurnal Obsesi : Jurnal Pendidikan Anak Usia Dini 2, no. 2 (2018): 137. http://dx.doi.org/10.31004/obsesi.v2i2.93.
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Parenting is a pattern of interaction between parents and children or can be said to be the attitude or behavior of parents when interacting with children, including how to apply the rules, teach values or norms, give attention and love and show good attitudes and behaviors so that they become role models for their children. The purpose of this study was to analyze the relationship of parenting parents with children interpersonal Intelligence in Wonokerto, Lumajang. The research design used Correlational analytical. The Samples are 44 kindergarten students with using total sampling. The data analysis with Spearman Rank. The results of the relationship analysis of parenting parents with kindergarten interpersonal intelligence obtained that the practice of the majority parenting is authoritarian parenting as much as 20 (45.5%). Interpersonal intelligence of kindergarten children is a good majority of 40 (90.9%). The conclusion of this study is that there is a relationship between parenting pattern with children interpersonal Intelligence in Wonokerto, Lumajang.
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Mack, Jennifer W., E. Francis Cook, Joanne Wolfe, Holcombe E. Grier, Paul D. Cleary, and Jane C. Weeks. "Understanding of Prognosis Among Parents of Children With Cancer: Parental Optimism and the Parent-Physician Interaction." Journal of Clinical Oncology 25, no. 11 (2007): 1357–62. http://dx.doi.org/10.1200/jco.2006.08.3170.
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Purpose Patients often overestimate their chances of surviving cancer. Factors that contribute to accurate understanding of prognosis are not known. We assessed understanding of likelihood of cure and functional outcome among parents of children with cancer and sought to identify factors that place parents at risk for overly optimistic beliefs about prognosis. Patients and Methods We conducted a cross-sectional survey of 194 parents of children with cancer (response rate, 70%) who were treated at the Dana-Farber Cancer Institute and Children's Hospital in Boston, MA, and the children's physicians. Parent and physician expectations for likelihood of cure and functional outcome were compared. In 152 accurate or optimistic parents, we determined factors associated with accurate understanding of likelihood of cure compared with optimism. Results The majority of parents (61%) were more optimistic than physicians about the likelihood of cure. Parents' beliefs about other outcomes of cancer treatment were similar (quality-of-life impairment, P = .70) or more pessimistic (physical impairment, P = .01; intellectual impairment, P = .01) than physicians' beliefs. Parents and physicians were more likely to agree about chances of cure when physicians had confidence in knowledge of prognosis (odds ratio [OR] = 2.55, P = .004) and allowed parents to take their preferred decision-making role (OR = 1.89, P = .019). Conclusion Parents of children with cancer are overly optimistic about chances of cure but not about other outcomes of cancer therapy. Parents tend to be overly optimistic about cure when physicians have little confidence and when the decision-making process does not meet parents' preferences. These findings suggest that physicians are partly responsible for parents' unrealistic expectations about cure.
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Yanak, Alina L. "Children and parents in the information space: Interaction, risks and safety strategies." Izvestia of Saratov University. New Series. Series: Sociology. Politology 21, no. 1 (2021): 64–71. http://dx.doi.org/10.18500/1818-9601-2021-21-1-64-71.
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The article is devoted to the analysis of the author’s research: focus groups with parents of children gadget users with access to the Internet (n = 6), the questionnaire survey among adolescents (n = 303) and parents (n = 326) about media consumption, and information security legislation. The new trends and risks in the development of modern child-parent relationships: gadget and Internet addiction, conflicts, decreasing parental control and authority, alternative interaction forms, dangerous content and the consequences of its consumption were identified. The research objectives are to identify the main areas and problems of interaction between parents and children with IT-technology products, zones and consequences of media influence on the parent-child relations and classification of strategies for the Internet safety of children. As a result, the main types of strategies for prevention and liquidation online risks: external (institutional) and internal (intrafamily, intrapersonal), restricting, training and replacing are typologized and presented.
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Small, Sandra P., Kaysi Eastlick Kushner, and Anne Neufeld. "Dealing with a Latent Danger: Parents Communicating with Their Children about Smoking." Nursing Research and Practice 2012 (2012): 1–15. http://dx.doi.org/10.1155/2012/382075.
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The purpose of this study was to understand parental approach to the topic of smoking with school-age preadolescent children. In-depth interviews were conducted with 38 parents and yielded a grounded theory that explains how parents communicated with their children about smoking. Parents perceived smoking to be a latent danger for their children. To deter smoking from occurring they verbally interacted with their children on the topic and took action by having a no-smoking rule. There were three interaction approaches, which differed by style and method of interaction. Most parents interacted by discussing smoking with their children. They intentionally took advantage of opportunities. Some interacted by telling their children about the health effects of smoking and their opposition to it. They responded on the spur-of-the-moment if their attention was drawn to the issue by external cues. A few interacted by acknowledging to their children the negative effects of smoking. They responded only when their children brought it up. The parents’ intent for the no-smoking rule, which pertained mainly to their homes and vehicles, was to protect their children from second-hand smoke and limit exposure to smoking. The theory can be used by nurses to guide interventions with parents about youth smoking prevention.
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Chao, Mei-Ru. "Family Interaction Relationship Types and Differences in Parent-Child Interactions." Social Behavior and Personality: an international journal 39, no. 7 (2011): 897–914. http://dx.doi.org/10.2224/sbp.2011.39.7.897.
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The structure of family interaction relationship types and the differences of parent-child interactions based on parent-child samples in Taiwan were examined in this study. Eight interaction relationship types were examined; empathy, constraint, compromise, acquiescence, conflict, camouflage, indifference, and defensiveness. No significant differences were found in the family interaction relationship types between sons and daughters. Mothers were found to show more empathy than fathers in family interaction relationships; while children show more constraint, compromise, and acquiescence than parents, which all contribute to harmonious family interaction relationships.
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MacDonald, James D., and Jennifer Y. Carroll. "Communicating With Young Children." American Journal of Speech-Language Pathology 1, no. 4 (1992): 39–48. http://dx.doi.org/10.1044/1058-0360.0104.39.
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An ecological model is presented for the communication development of young children. The model translates research on parent-child interaction into a series of clinical guides for parents and professionals to assist children in building language learning relationships. Contrasting examples and rationale are presented for five adult interaction styles for facilitating communication.
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Tipton, Leigh Ann, Jan B. Blacher, and Abbey S. Eisenhower. "Young Children With ASD: Parent Strategies for Interaction During Adapted Book Reading Activity." Remedial and Special Education 38, no. 3 (2016): 171–80. http://dx.doi.org/10.1177/0741932516677831.
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The purpose of this study was to identify how parents’ use of language and literacy strategies during an adapted shared book reading activity relate to social, behavioral, and cognitive skills for their children with autism spectrum disorder (ASD). Participants were 111 young children (ages 4–7 years) with ASD and their mothers. A factor analysis of the items used in the coding system, yielded a four-factor model of parent-led behaviors during the shared book reading activity: clarification, feedback, teaching, and evocative techniques. In regression analyses, the frequency of parents’ use of clarification, feedback, and evocative strategies used during the shared reading task were related to certain demographic and child factors. Results have implications for the types of structure and support that parents might provide their young children with ASD during informal reading sessions.
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Sheehan, Denice Kopchak, and Claire Burke Draucker. "Interaction patterns between parents with advanced cancer and their adolescent children." Psycho-Oncology 20, no. 10 (2010): 1108–15. http://dx.doi.org/10.1002/pon.1831.
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