Relevant bibliographies by topics / Preschool Parent and child Learning

Contents

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

Academic literature on the topic 'Preschool Parent and child Learning'

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

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Journal articles on the topic "Preschool Parent and child Learning"

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Guo, Karen, and Kiyomi Kuramochi. "Inside the Learning Assemblage: Japanese Parents’ Views of Children’s Learning and Future Possibilities." International Journal of Education 11, no. 2 (June 7, 2019): 108. http://dx.doi.org/10.5296/ije.v11i2.14771.

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In Japan, as in many other countries, young children’s learning is subject to two major experiences: experience at home and experience in preschool. These experiences constitute the basis on which to formulate understandings about children’s future possibilities. The aim of this study is twofold: to navigate Japanese preschool children’s learning experiences and future possibilities in their families and preschools, as perceived by Japanese parents; and to discuss how learning is imbued in various distinct and interrelated elements of the home and preschool contexts. The study analyses children’s learning through questionnaires of preschool parents in Tokyo and the observations of parent-child and parent-teacher interactions in the preschools. Following from Deleuze and Guattari’s assemblage theory, children’s learning is positioned within a dynamic assemblage of stable, fluid and transformative forces that leads to particular experiences and becomings. Placing parents’ views at the centre of analysis of their children’s learning, the study shows how they conceptualized children’s experiences and their becomings as-and-in children’s learning assemblages.
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Leung, Cynthia, Sandra Tsang, and Cyrus Lo. "Evaluation of Parent and Child Enhancement (PACE) Program." Research on Social Work Practice 27, no. 1 (August 3, 2016): 19–35. http://dx.doi.org/10.1177/1049731515578882.

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Objective: This study examined the efficacy of the Parent and Child Enhancement (PACE) program on child learning, child behavior problems, and parental stress, using randomized controlled trial design, in social services centers. Methods: Eligibility criteria were (1) children aged 2 years at program commencement, (2) low-income, new immigrant, or single-parent families, and (3) parent–child dyads being Hong Kong residents. Intervention group dyads were offered the PACE program (40 two-hour sessions on child learning and parenting). Primary outcomes included child preschool concepts, child behavior problems, and parental stress. Participants were randomly assigned to intervention (76 dyads) and control group (73 dyads) using a random number table, without blinding. Results: Intention-to-treat analysis with 149 dyads indicated improvement in child preschool concepts, decrease in child behavior problems and parental stress in the intervention group, compared with the control group ( d = 0.12–0.73). Conclusions: The results provided evidence for the efficacy of the PACE program.
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Aukrust, Vibeke G., Carolyn Pope Edwards, Asiye Kumru, Lisa Knoche, and Misuk Kim. "Young children’s close relationships outside the family: Parental ethnotheories in four communities in Norway, United States, Turkey, and Korea." International Journal of Behavioral Development 27, no. 6 (November 2003): 481–94. http://dx.doi.org/10.1080/01650250344000109.

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Parents, preschools, and schools in different cultures vary greatly in the extent to which children are encouraged to develop long-term relationships with people outside the family circle—peers and teachers. In contemporary societies, parents face complex choices as they bridge children’s transitions to a wider world. This exploratory cross-cultural study used a newly developed questionnaire, Parental Concerns for Preschool Children Survey, to assess parental beliefs, values, and judgments. The sample included 521 parents from four cities: Oslo, Norway; Lincoln (Nebraska), United States; Ankara, Turkey; Seoul, Korea. Strong cultural community differences were found in parental descriptions of their own child’s friendships and beliefs about the needs of young children in general for close and continuing relationships in preschool and primary. The findings suggest the following conclusions, for example: Oslo parents favoured the value of long-term continuity with peers and teachers; Lincoln parents had a more academic than relational focus to school and wanted their children to deal successfully with (new) teachers in different settings; Ankara parents (an upwardly mobile sample) were low in reporting their child’s friendships at preschool but valued parent–teacher and child–child relationships there; Seoul parents (oriented to education as a means to economic success) favoured their children having quality learning experiences and close peer relationships in preschool.
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Leung, Cynthia, Sandra Tsang, and H. W. Kwan. "Efficacy of a Universal Parent Training Program (HOPE-20)." Research on Social Work Practice 27, no. 5 (July 17, 2015): 523–37. http://dx.doi.org/10.1177/1049731515593810.

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Objective: This study examined the efficacy of Hands-On Parent Empowerment-20 (HOPE-20) program. Methods: Eligible participants were parents residing in Hong Kong with target children aged 2 years attending nursery schools. Cluster randomized control trial was adopted, with 10 schools (110 participants) assigned to intervention group and 8 schools (63 participants) to control group using random number table, without blinding of participants. Intervention group attended 20 parent training sessions based on social learning theory. Children were individually assessed on preschool concepts and language skills. Parents completed child behavior and parental stress questionnaires. Results: Intention-to-treat analysis (173 participants and 18 schools) indicated improvement in primary outcomes: child preschool concepts ( d = 0.70, 95% confidence interval [CI]: [0.38, 1.01]) and child behavior problems ( d = 0.67, 95% CI: [0.35, 0.99]), together with language skills ( d = 0.98, 95% CI: [0.65, 1.30]), and parental stress ( d = 0.71, 95% CI: [0.39, 1.02]). Conclusions: The results suggested that HOPE-20 program was beneficial to Chinese families.
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Godwin, Amber J., William H. Rupley, Robert M. Capraro, and Mary Margaret Capraro. "Reading and Mathematics Bound Together: Creating a Home Environment for Preschool Learning." Journal of Education and Learning 5, no. 1 (December 15, 2015): 44. http://dx.doi.org/10.5539/jel.v5n1p44.

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<p>The combination of mathematics and reading in family reading time can positively impact children’s ability to make sense of representations in both mathematics and reading. Four families volunteered to participate in this field based inquiry to learn how to integrate mathematics and reading in parent-supported activities. Four parents and their preschool aged children together attended training sessions to learn and practice how to create a home environment supportive of both reading and mathematics. Each parent completed questionnaires about implementation of the four training sessions with their child. Parent responses were overwhelmingly positive regarding the suggested behaviors for creating a pro-reading/mathematics home environment. Parents reported that the reading and mathematics home instruction activities gave children learning opportunities from combining early mathematics skills and reading skills and they also learned new vocabulary. Home learning activities also helped children learn effortful control skills when reading and talking about mathematics storybooks. There was also rapport building through family conversations that were attributed to parents’ use of instructional activities.</p>
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Arbel, Reout, Inbar Sofri, Einat Elizarov, and Yair Ziv. "Preschool Children’s Social Information Processing Mediates the Link between the Quality of the Parent-Child Relationship and the Child’s Learning Difficulties." International Journal of Environmental Research and Public Health 18, no. 4 (February 18, 2021): 1972. http://dx.doi.org/10.3390/ijerph18041972.

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(1) Background: This study aims to explore children’s social information processing (SIP) as an explanatory mechanism in the link between parent–child relationship and children’s learning difficulties in kindergarten; (2) Methods: The sample included 115 kindergarteners (62 girls; 53 boys; Mage = 68.5 months, SD = 6.04), their parents and the school teacher. Parents reported on relationship quality with the child and teachers reported on children’s learning difficulties and school achievements. Children’s SIP was assessed with the social information processing interview—preschool version (3) Results: Mother and father relationship quality with the child associated with children’s SIP; however, only the father’s but not the mother’s quality of relationship with the child was associated with children’s learning difficulties and school achievements. Children’s SIP mediated this latter link; (4) Conclusions: Parents’ relationship quality with the child and children’s SIP are pertinent factors in children’s learning in the early years. The father–child relationship seems to be a strong determinant of a child’s approach to learning and achievement and may have long lasting effects on children’s mental health.
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Choi, Naya, Sujeong Kang, and Jiyeon Sheo. "Children’s Interest in Learning English Through Picture Books in an EFL Context: The Effects of Parent–Child Interaction and Digital Pen Use." Education Sciences 10, no. 2 (February 13, 2020): 40. http://dx.doi.org/10.3390/educsci10020040.

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In recent years, the ways in which to read English picture books to young children has become diverse in English as a foreign language (EFL) context. The present study examined the effect of parent-child interactions and digital pen use during English picture book reading in the child’s interest in learning English. A total of 320 Korean mothers of three to five year old preschool children participated in the study. The results revealed the following. First, children’s interest in learning English was higher when they used digital pens and engaged in frequent parent-child interactions during English picture book reading. Second, parent-child interaction was a more significant variable in children’s interest in learning English compared to digital pen use. Third, the moderator effect of digital pen use in the relation between parent-children interaction and children’s interest in learning English was insignificant. In other words, parent-child interaction was important in increasing children’s interest in learning English, regardless of digital pen use. While rapid advances in technology enhanced teaching pedagogy, parent-child interaction in foreign language learning still remains as a crucial factor. Further implications and future directions are discussed.
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Huntsinger, Carol S., Paul E. Jose, Fong-Ruey Liaw, and Wei-Di Ching. "Cultural Differences in Early Mathematics Learning: A Comparison of Euro-American, Chinese-American, and Taiwan-Chinese Families." International Journal of Behavioral Development 21, no. 2 (August 1997): 371–88. http://dx.doi.org/10.1080/016502597384929.

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Forty second-generation Euro-American, and 40 Chinese-American children were drawn from well-educated two-parent families in the suburban Chicago area and 40 Chinese children were drawn from a similar population in Taipei, Taiwan (10 preschool girls, 10 preschool boys, 10 kindergarten girls, and 10 kindergarten boys in each group). Chinese-American and Taiwan-Chinese children outperformed Euro-American children on measures of mathematics, spatial relations, and numeral formation. Chinese-American parents gave more formal, direct mathematics instruction, structured their child’s time to a greater degree, and reported more encouragement for mathematics-related activities than did Euro-American parents. A path analysis using Eccles’ (1993) model of academic motivation showed that ethnicity, parents’ child-specific beliefs, and parents’ work-oriented practices directly predicted mathematics-related outcomes.
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Gadaire, Dana M., Christopher C. Henrich, and Matia Finn-Stevenson. "Longitudinal Effects of Parent–Child Interactions on Children’s Social Competence." Research on Social Work Practice 27, no. 7 (February 26, 2016): 767–78. http://dx.doi.org/10.1177/1049731516632592.

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Purpose: This study examined normative change in children’s levels of social competence and parent–child interactions (PCIs) from kindergarten through second grade as well as relations between levels of PCI and children’s social development. Methods: Multiple waves of data were collected from parents and teachers of 379 children ranging in age from 4 to 6½ years. Hierarchical linear modeling was used to estimate change over time in social competence controlling for children’s exposure to early learning programs such as home visiting and preschool programs. Next, frequency of PCI was entered as a time-varying predictor of children’s social competence levels. Results: Results indicated discrepancies between parent and teacher reports of children’s social development. Parents reported normative growth in children’s social competence, whereas teachers reported declines in this area. Parents also reported decreases in PCIs over time. Parent-reported social competence scores were positively associated with levels of PCIs, whereas no significant association was found between teacher-rated social competence scores and levels of PCI. Discussion: These results highlight the importance of viewing children’s social competence as a dynamic variable related to a multitude of individual, familial, and social factors. Findings also emphasize PCIs as a potential target for interventions aimed at enhancing such competence.
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Aminipour, Shima, Ali Asgari, Elaheh Hejazi, and Hans-Günther Roßbach. "Home Learning Environments: A Cross-Cultural Study Between Germany and Iran." Journal of Psychoeducational Assessment 38, no. 4 (June 20, 2018): 411–25. http://dx.doi.org/10.1177/0734282918778465.

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

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Edson, Phyllis Quigg Singer Joseph F. "The effect of the Missouri Parents as Teachers Program on the parents' knowledge of infants." Diss., UMK access, 2005.

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Thesis (Ph. D.)--School of Business and Public Administration and Dept. of Political Science. University of Missouri--Kansas City, 2005.
"A dissertation in public affairs and administration and political science." Advisor: Joseph F. Singer. Typescript. Vita. Title from "catalog record" of the print edition Description based on contents viewed March 12, 2007. Includes bibliographical references (leaves 62-64 ). Online version of the print edition.
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Keown, Louise June. "Parent-child relationships, peer functioning, and preschool hyperactivity." Thesis, University of Auckland, 2001. http://wwwlib.umi.com/dissertations/fullcit/3010005.

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The aim of this thesis was to examine the parent-child relationships and peer functioning of community-identified, 4-year-old boys with hyperactive behaviour problems. The sample consisted of 33 pervasively hyperactive boys and 34 control children. Parenting and child behaviours, and family life factors were assessed at home using a range of measures including the Parental Account of Children's Symptoms Interview (PACS), the Parenting Scale, the General Health Questionnaire (GHQ), and the Life Events Questionnaire. In addition, maternal directiveness and synchrony were coded from videotaped parent-child interaction during free play. Children's peer relations were assessed with teacher ratings on the Child Behavior Scale (CBS) and observer ratings of peer interactions at kindergarten. Results showed that parents of hyperactive boys used less effective parenting skills in disciplinary situations and in coping with child behaviour problems, and spent less time in positive parent-child interaction than comparison group parents. Mothers of hyperactive boys also engaged in fewer synchronous play interactions with their sons and gave more negative ratings on indices of life stress. Poor parent coping, father-child communication, maternal synchrony, negative disciplinary practices, and life stress were significantly associated with hyperactivity after adjusting for the effects of conduct problems. The best parenting predictor of hyperactivity was maternal coping. Compared with control children, the hyperactive boys received significantly higher ratings on exclusion by peers, aggressive, noncompliant, and non-social behaviours, as well as significantly lower ratings of prosocial behaviour and peer acceptance. These between-group differences in social functioning remained significant after statistical control for the effects of conduct problems. Further analysis suggested that the associations between hyperactivity and child social behaviours were partly or wholly explained by group differences in exposure to parenting behaviours that are important for children's social development. These findings highlight the need to examine more closely the role of parenting behaviours in shaping the course, prognosis and treatment outcomes in relation to the behavioural and social adjustment of preschool hyperactive children. The implications of these findings for early childhood intervention in hyperactive behaviour problems are discussed.
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Garcia, Rachel Ellen. "Child Elicitation of Parental Involvement in Preschool." The Ohio State University, 2017. http://rave.ohiolink.edu/etdc/view?acc_num=osu1492517511690716.

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Lux, Christine Jane. "Parent value of play, learning, and development in preschool." Thesis, Boston University, 2012. https://hdl.handle.net/2144/12494.

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Thesis (Ed.D.)--Boston University
Despite evidence in the field of early childhood education that play has an important role in the lives of young children, child-initiated play is disappearing from preschool (Alliance for Childhood, 2009; Hirsh-Pasek, Golinkoff, Berk & Singer, 2009; Singer, Golinkoff & Hirsh-Pasek, 2006; Singer, Singer, D'Agostino & DeLong, 2006). The National Research Council (2001) suggested that the departure of play from early childhood curricula could be due to the fact that play is not considered to have educational value. However, little is known about the value parents place on the role of play in their child's education. Therefore, the purpose of this study was to investigate parents' value of play, learning, and development in preschool. The Parent Value of Preschool Activity (PVPA) survey was designed for this study to measure parents' values. The instrument development process utilized the feedback of identified experts who contributed to an expert review, and parents who participated in an understandability study. Evidence suggested that the PVPA survey is valid and reliable. The PVPA survey (n=94) and an interview protocol (n=6) were used to analyze the variance of parent values. Parents categorized all PVPA survey items as both play and learning and also categorized all items as cognitive. However, data suggested that although parents consider cognitive learning and development important in preschool, social learning and development is the most valued. Importantly, parents were found to have a rich understanding of the complex relationship between play, learning, and development and could therefore provide an influential voice in support of play in preschool. Evidence collected also revealed that there was a significant difference between mothers' value of play and fathers' value of play. More information could be provided to parents as to how play activities and experiences are integrated into children's cognitive, physical, social, and emotional learning and development. Finally, the field of early childhood education should recognize that parents highly value play, learning, and development in preschool and should therefore provide another voice to support that play has a prominent place in early childhood curricula.
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Janes, Adam Vincent. "Learning to listen improving parent and child communication /." Theological Research Exchange Network (TREN), 2007. http://www.tren.com/search.cfm?p062-0314.

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Lau, Tze-hung Brenda. "A study of social support of parents with mentally handicapped preschool children /." [Hong Kong : University of Hong Kong], 1991. http://sunzi.lib.hku.hk/hkuto/record.jsp?B13115728.

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Brady, Kathryn W. Goodman Judith C. "Clues to meaning exploring potential effects of paired, congruent cues on toddlers' word learning /." Diss., Columbia, Mo. : University of Missouri-Columbia, 2009. http://hdl.handle.net/10355/7020.

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The entire dissertation/thesis text is included in the research.pdf file; the official abstract appears in the short.pdf file (which also appears in the research.pdf); a non-technical general description, or public abstract, appears in the public.pdf file. Title from PDF of title page (University of Missouri--Columbia, viewed on January 5, 2010). Vita. Thesis advisor: Dr. Judith C. Goodman. Includes bibliographical references
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Pool, Juli Lull. "Parent-completed developmental screening for preschool children : a study of concurrent validity and reliability /." Connect to title online (Scholars' Bank) Connect to title online (ProQuest), 2008. http://hdl.handle.net/1794/7498.

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Thesis (Ph. D.)--University of Oregon, 2008.
Typescript. Includes vita and abstract. Includes bibliographical references (leaves 136-147). Also available online in Scholars' Bank; and in ProQuest, free to University of Oregon users.
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Rabidoux, Paula C. "Parent-child interaction in storybook contexts : a study of socially constructed communication with preschool children with disabilities /." The Ohio State University, 1994. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487859879940973.

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Hodges, Jennifer T. "Quantitative and qualitative aspect of language input to late talking toddlers during play /." abstract and full text PDF (UNR users only), 2001. http://0-gateway.proquest.com.innopac.library.unr.edu/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqdiss&rft_dat=xri:pqdiss:1404997.

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Books on the topic "Preschool Parent and child Learning"

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Rief, Sandra F. Ready start school!: Nurturing and guiding your child through preschool & kindergarten. Paramus, NJ: Prentice Hall Press, 2001.

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Beck, Joan Wagner. How to raise a brighter child: The case for early learning. New York: Pocket Books, 1986.

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Beck, Joan Wagner. How to raise a brighter child: The case for early learning. New York: Pocket Books, 1999.

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Baccus, Florence. It's fun to be smart: A parents' guide to stress-free early learning from birth through age five. Lakewood, Colo: Vade Mecum Press, 1991.

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Biardo, John C. Help your child discover the joys of learning: 200 fun & easy ideas. Elmwood Park, Ill: Elmwood Park Pub. Co., 1990.

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Martha, Weston, ed. Howdy do me and you: Getting-along activities for you and your young child. Boston: Little, Brown, 1996.

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Messages from home: The Mother-Child Home Program and the prevention of school disadvantage. Columbus: Ohio State University Press, 1988.

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Linda, Darby, Toth Roberta, and United States. Office of Educational Research and Improvement., eds. Helping your child learn math. Washington, DC: U.S. Dept. of Education, Office of Educational Research and Improvement, 1999.

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Kanter, Patsy F. Helping your child learn math. Washington, DC: U.S. Dept. of Education, Office of Educational Research and Improvement, 1999.

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Kanter, Patsy F. Helping your child learn math. Washington, DC: U.S. Dept. of Education, Office of Educational Research and Improvement, 1999.

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Book chapters on the topic "Preschool Parent and child Learning"

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Armon, Uzi. "Co-operative parent-child learning." In TelE-Learning, 21–28. Boston, MA: Springer US, 2002. http://dx.doi.org/10.1007/978-0-387-35615-0_3.

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Eyberg, Sheila M., and Regina Bussing. "Parent–Child Interaction Therapy for Preschool Children with Conduct Problems." In Clinical Handbook of Assessing and Treating Conduct Problems in Youth, 139–62. New York, NY: Springer New York, 2010. http://dx.doi.org/10.1007/978-1-4419-6297-3_6.

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Hooper, Stephen R. "The Prediction of Learning Disabilities in the Preschool Child." In Assessment Issues in Child Neuropsychology, 313–35. Boston, MA: Springer US, 1988. http://dx.doi.org/10.1007/978-1-4757-9301-7_12.

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Tzuriel, David. "Parent–Child MLE Strategies and Children’s Cognitive Modifiability." In Mediated Learning and Cognitive Modifiability, 229–92. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-75692-5_9.

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Fogle, Lyn Wright. "Home-school connections for international adoptees: Repetition in parent-child interactions." In Language Learning & Language Teaching, 279–301. Amsterdam: John Benjamins Publishing Company, 2008. http://dx.doi.org/10.1075/lllt.23.17fog.

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Bøttcher, Louise, and Jesper Dammeyer. "The Toddler and Preschool Child with Disabilities: Becoming a Social Agent." In Development and Learning of Young Children with Disabilities, 67–91. Cham: Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-39114-4_4.

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Heath, Corey D. C., Troy McDaniel, Hemanth Venkateswara, and Sethuraman Panchanathan. "Parent and Child Voice Activity Detection in Pivotal Response Treatment Video Probes." In Learning and Collaboration Technologies. Ubiquitous and Virtual Environments for Learning and Collaboration, 270–86. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-21817-1_21.

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Maehigashi, Akihiro, and Sumaru Niida. "Parent-Child Interaction in Children’s Learning How to Use a New Application." In Intelligent Tutoring Systems, 145–55. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-22244-4_18.

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Gewirtz, Jacob L. "Social Influence on Child and Parent via Stimulation and Operant-Learning Mechanisms." In Social Influences and Socialization in Infancy, 137–63. Boston, MA: Springer US, 1991. http://dx.doi.org/10.1007/978-1-4899-2620-3_7.

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Winoto, Pinata, Vince Lineng Cao, and Esther Mingyue Tang. "A Highly Customizable Parent-Child Word-Learning Mobile Game for Chinese Children with Autism." In Universal Access in Human–Computer Interaction. Design and Development Approaches and Methods, 545–54. Cham: Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-58706-6_44.

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Conference papers on the topic "Preschool Parent and child Learning"

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Beheshti, Elham, Katya Borgos-Rodriguez, and Anne Marie Piper. "Supporting Parent-Child Collaborative Learning through Haptic Feedback Displays." In IDC '19: Interaction Design and Children. New York, NY, USA: ACM, 2019. http://dx.doi.org/10.1145/3311927.3323137.

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Bambach, Sven, David J. Crandall, and Chen Yu. "Understanding embodied visual attention in child-parent interaction." In 2013 IEEE International Conference on Development and Learning and Epigenetic Robotics (ICDL). IEEE, 2013. http://dx.doi.org/10.1109/devlrn.2013.6652555.

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Krone, Ilona. "Parent-Child Interaction in Free Play Situation and Preschool Children Performance on Executive Function Tasks." In Annual International Conference on Cognitive and Behavioral Psychology. Global Science & Technology Forum (GSTF), 2013. http://dx.doi.org/10.5176/2251-1865_cbp13.78.

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Rahayu, Tandiyo, Widya Cahyati, Lukman Fauzi, Michael Chia, Terence Chua, Hendri Hariyanto, Anisa Hardini, and Farida Hardanis. "Digital Media Habits among Parent of Preschool Child Aged 2-6 Years in Semarang City, Indonesia." In Proceedings of the 5th International Seminar of Public Health and Education, ISPHE 2020, 22 July 2020, Universitas Negeri Semarang, Semarang, Indonesia. EAI, 2020. http://dx.doi.org/10.4108/eai.22-7-2020.2300319.

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Cuellar, Francisco, Christian Penaloza, Pedro Garret, David Olivo, Miriam Mejia, Nancy Valdez, and Agueda Mija. "Robotics education initiative for analyzing learning and child-parent interaction." In 2014 IEEE Frontiers in Education Conference (FIE). IEEE, 2014. http://dx.doi.org/10.1109/fie.2014.7044457.

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Baranauskienė, Ingrida, Alla Kovalenko, and Oksana Verkhovod. "CHILD-PARENT RELATIONS AS A FACTOR VICTIMIZING ADOLESCENTS WITH DISABILITIES." In 13th International Conference on Education and New Learning Technologies. IATED, 2021. http://dx.doi.org/10.21125/edulearn.2021.0292.

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Vasikova, Jana, and Michaela Sedlackova. "PARENT AS A PARTAKER IN SPEECH THERAPY PREVENTION IN A PRESCHOOL AGE." In 10th International Conference on Education and New Learning Technologies. IATED, 2018. http://dx.doi.org/10.21125/edulearn.2018.1155.

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Li, Liu, and Yang Cenxi. "An Analysis of the Perplexity and Path of Parent-Child Book Reading for Preschool Children in Top Classes." In 2020 5th International Conference on Humanities Science and Society Development (ICHSSD 2020). Paris, France: Atlantis Press, 2020. http://dx.doi.org/10.2991/assehr.k.200727.098.

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Konstantinov, V. V., E. A. Klimova, and R. V. Osin. "Socio-psychological adaptation of children of labor migrants in the conditions of preschool educational institutions." In INTERNATIONAL SCIENTIFIC AND PRACTICAL ONLINE CONFERENCE. Знание-М, 2020. http://dx.doi.org/10.38006/907345-50-8.2020.143.155.

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In the modern world, labour migrants come to developed countries with their children, including children of preschool age, in search of better jobs. It is children who are most vulnerable in the framework of the migration process as they need to adapt to life in a new multicultural environment. Today, in fact, there is absence of fundamental developments aimed at solving difficulties of an adaptation process for children of labour migrants who have insufficient experience in constructive sociopsychological interaction and are involved in building image representation systems of significant others and of their own selves. The paper presents results of an empirical study implemented on the basis of preschool educational institutions of the Penza region in which 120 children of labour migrants participated between the ages of 6–7 years. Authors conclude that children of labour migrants are the most vulnerable social group in need of psychological support. Most pronounced destructive impact on a pre-schooler’s personality is expressed in a child-parent relationship. As main effects of a maladaptive behaviour of children from migrant families we can highlight: expressed anxiety, decreased self-esteem, neurotic reactions in social interaction, identification inconsistency, reduced social activity, intolerance of otherness and constant stress due to expectations of failure. Most children from migrant families express decreased or low self-esteem. The nature of a parent-child relationship is expressed in a collective image of a parent, in particular the image of the mother, and acts as an indicator of well-being / dysfunction of a child’s personal development, his attitude to the world and his own self.
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Lopukhova, Olga G. "Correction Of Parent-Child Relationship Through Equine Assisted Learning «Control And Trust»." In 3rd International Forum on Teacher Education. Cognitive-crcs, 2017. http://dx.doi.org/10.15405/epsbs.2017.08.02.56.

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Reports on the topic "Preschool Parent and child Learning"

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Mateo Díaz, Mercedes, Laura Becerra Luna, Juan Manuel Hernández-Agramonte, Florencia López, Marcelo Pérez Alfaro, and Alejandro Vasquez Echeverria. Nudging Parents to Improve Preschool Attendance in Uruguay. Inter-American Development Bank, November 2020. http://dx.doi.org/10.18235/0002901.

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Uruguay has increased it preschool enrollment, reaching almost universal coverage among four- and five-year-olds. However, more than a third of children enrolled in preschool programs have insufficient attendance, with absenteeism higher in schools in lower socioeconomic areas and among younger preschool children. This paper presents the results of a behavioral intervention to increase preschool attendance nationwide. Most previous experiments using behavioral sciences have looked at the impact of nudging parents on attendance and learning for school-age children; this is the first experiment looking at both attendance and child development for preschool children. It is also the first behavioral intervention to use a government mobile app to send messages to parents of preschool children. The intervention had no average treatment effect on attendance, but results ranged widely across groups. Attendance by children in the 25th 75th percentiles of absenteeism rose by 0.320.68 days over the course of the 13-week intervention, and attendance among children in remote areas increased by 1.48 days. Among all children in the study, the intervention also increased language development by 0.10 standard deviations, an impact similar to that of very labor-intensive programs, such as home visits. The intervention had stronger effects on children in the remote provinces of Uruguay, increasing various domains of child development by about 0.33 to 0.37 standard deviations. Behavioral interventions seeking to reduce absenteeism and raise test scores usually nudge parents on both the importance of attendance and ways to improve child development. In this experiment, the nudges focused only on absenteeism but had an effect on both.
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Fryer, Roland, Steven Levitt, John List, and Anya Samek. Introducing CogX: A New Preschool Education Program Combining Parent and Child Interventions. Cambridge, MA: National Bureau of Economic Research, October 2020. http://dx.doi.org/10.3386/w27913.

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

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In this Insight Note, we report results of a phone survey that the RISE Tanzania Research team conducted with 2,240 parents (or alternate primary care-givers) of primary school children following the school closures in Tanzania. After the first case of COVID-19 was confirmed in Tanzania on 16 March 2020, the government ordered all primary schools closed the following day. Schools remained closed until 29 June 2020. Policymakers and other education stakeholders were concerned that the closures would lead to significant learning loss if children did not receive educational support or engagement at home. To help stem learning loss, the government promoted radio, TV, and internet-based learning content to parents of school-age children. The primary aims of the survey were to understand how children and families responded to the school closures, the education related activities they engaged in, and their strategies to send children back to school. The survey also measures households’ engagement with remote learning content over the period of school closures. We supplement the findings of the parent survey with insights from interviews with Ward Education Officers about their activities during the school closures. The survey sample is comprised of primary care-givers (in most cases, parents) of students enrolled in Grades 3 and 4 during the 2020 school year. The survey builds on an existing panel of students assessed in 2019 and 2020 in a nationally representative sample of schools.4 The parent surveys were conducted using Computer Assisted Telephonic Interviewing (CATI) over a two-week period in early September 2020, roughly two months after the re-opening of primary schools. We report the following key findings from this survey: *Almost all (more than 99 percent) of children in our sample were back in school two months after schools re-opened. The vast majority of parents believed it was either safe or extremely safe for their children to return to school. *Only 6 percent of households reported that their children listened to radio lessons during the school closures; and a similar fraction (5.5 percent) tuned into TV lessons over the same period. Less than 1 percent of those surveyed accessed educational programmes on the internet. Households with access to radio or TV reported higher usage. *Approximately 1 in 3 (36 percent) children worked on the family farm during the closures, with most children working either 2 or 3 days a week. Male children were 6.2 percentage points likelier to work on the family farm than female children. *Households have limited access to education materials for their child. While more than 9 out of 10 households have an exercise book, far fewer had access to textbooks (35 percent) or own reading books (31 percent). *One in four parents (24 percent) read a book to their child in the last week.
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Leones, Tiffany, Danae Kamdar, Kayla Huynh, Melissa Gedney, and Ximena Dominguez. Splash and Bubbles for Parents App: Station Study Report. Digital Promise, June 2021. http://dx.doi.org/10.51388/20.500.12265/120.

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This report, prepared for The Jim Henson Company, shares findings of a sub-study investigating the types of support parents and caregivers need when navigating and using the second-screen Splash and Bubbles for Parents app. This study originated from a prior field study finding indicating families would benefit from support around the app since it represents a new kind of digital tool. In partnership with local Public Broadcasting Service (PBS) stations, we provided parents and caregivers more detailed support around the features of the app. Based on survey and interview findings, parents and caregivers found the app helpful for supporting their children’s science learning, thus validating the field study findings. We also found that all sections of the app were used and could help promote conversations between parent/caregiver and child. Moreover, families expressed choosing to use a specific app section when they felt it was more relevant or developmentally appropriate for their child.
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Learning Disabilities and the Preschool Child. Rockville, MD: American Speech-Language-Hearing Association, May 1987. http://dx.doi.org/10.1044/policy.ps1987-00096.

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