Bibliografías temáticas / Everyday parent-child interaction

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Literatura académica sobre el tema "Everyday parent-child interaction"

Autor: Grafiati
Publicado: 4 de junio de 2021
Última modificación: 7 de febrero de 2022

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Artículos de revistas sobre el tema "Everyday parent-child interaction"

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Lavin-Loucks, Danielle. "Socialization: Parent-Child Interaction in Everyday Life." Contemporary Sociology: A Journal of Reviews 46, no. 6 (2017): 685–87. http://dx.doi.org/10.1177/0094306117734868t.

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Noordegraaf, Martine. "Book review: Sara Keel, Socialization: Parent–Child Interaction in Everyday Life." Discourse Studies 19, no. 3 (2017): 365–67. http://dx.doi.org/10.1177/1461445617694739c.

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Church, Amelia. "Socialization: Parent–Child Interaction in Everyday Life by Sara Keel." Research on Children and Social Interaction 2, no. 1 (2018): 143–46. http://dx.doi.org/10.1558/rcsi.33974.

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Pomerantz, A. & Heritage, J. (2012). Preference. In J. Sidnell & T. Stivers (eds), The handbook of conversation analysis (pp. 210–228). Chichester: Wiley-Blackwell. https://doi.org/10.1002/9781118325001.ch11
 Sacks, H. (1984). Notes on methodology. In M. Atkinson & J. Heritage (eds), Structures of social action: Studies in conversation analysis (pp. 21–27). Cambridge: Cambridge University Press.
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Majerčíková, Jana, and Barbora Petrů Puhrová. "Everyday Family Experience: A Child’s Home Preparation for School." Acta Technologica Dubnicae 7, no. 2 (2017): 17–29. http://dx.doi.org/10.1515/atd-2017-0010.

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Abstract Introduction: The family life of a child of compulsory school age is influenced by the way that a child’s educational career is discussed and practically supported. This is transmitted into normal family life through the completion of the child’s homework and any other school-related responsibilities. The parent is considered an actor who contributes significantly to the supervision of the child’s homework. Methods: This research project explored how parents and children describe their experience of homework through semi-structured interviews with elementary school pupils and their pa
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Burrows, Kristen E., Cindy L. Adams, and Jude Spiers. "Sentinels of Safety: Service Dogs Ensure Safety and Enhance Freedom and Well-Being for Families With Autistic Children." Qualitative Health Research 18, no. 12 (2008): 1642–49. http://dx.doi.org/10.1177/1049732308327088.

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Children with autism might display unpredictable and volatile behavior that places them in considerable physical danger and creates stress for the family. Families of autistic children often have limited freedom and experience difficulty with everyday activities. In this qualitative ethology study, we examined the effect of integrating service dogs into ten families with an autistic child. Data included participant observation, video recordings of family—parent—dog interaction, and semistructured interviews with the parents. The themes were (a) the dog as a sentinel of safety, (b) gaining free
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Rabbidge, Michael. "Sara Keel , Socialization: Parent-child interaction in everyday life. London: Routledge, 2016. Pp. xii, 262. Hb. £95." Language in Society 47, no. 1 (2018): 162–63. http://dx.doi.org/10.1017/s0047404517000926.

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Filipi, Anna. "Snapshots of tellings in interactions between adults and children aged two, three and three and a half in an Australian context." Research on Children and Social Interaction 3, no. 1-2 (2019): 119–43. http://dx.doi.org/10.1558/rcsi.37285.

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This paper examines how and by whom tellings with two young children are triggered at ages 23, 36 and 42 months. The data for the investigation is derived from a larger Australian English corpus of over 50 hours of interactions in the home, although one of the children is a bilingual Italian/ English-speaking child. The data is derived from two parent/child dyads, and in the case of the child aged 42 months, a triadic interaction between a mother, her own child and a second child. Using the micro-analytic methods of conversation analysis, the study analyses five samples of tellings. The first
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Fracasso, Maria P., Michael E. Lamb, Axel Schölmerich, and Birgit Leyendecker. "The Ecology of Mother-Infant Interaction in Euro-American and Immigrant Central American Families Living in the United States." International Journal of Behavioral Development 20, no. 2 (1997): 207–17. http://dx.doi.org/10.1080/016502597385298.

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In an attempt to explore cultural and subcultural similarities and variations in the patterns of child care, two culturally and economically distinct groups were studied. Twenty-one 3-month-old infants had well-educated Euro-American mothers and another 17 had recently migrated Central American mothers. Observations of parent-infant interaction and behaviour were conducted at home throughout the day to ensure coverage of complete 12-hour cycles. Descriptive analyses revealed remarkable similarities and few differences in the everyday experiences of infants in these two diverse groups. Both gro
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Danby, Susan, and Karen Thorpe. "Compatibility and Conflict: Negotiation of Relationships by Dizygotic Same-Sex Twin Girls." Twin Research and Human Genetics 9, no. 1 (2006): 103–12. http://dx.doi.org/10.1375/twin.9.1.103.

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AbstractThis article conceptualizes the child as having active agency in the constructions of their social worlds, and reports on a study that understands the twin experiences from the perspectives of the twins. It examines how twins account for their relationships with their co-twins. The study drew on accounts of 60 twin children — 10 monozygotic (MZ), 10 dizygotic (DZ) same-sex, 10 DZ opposite-sex pairs — aged 5 to 10 years and their parent (n = 30). The children engaged in a sticker activity in which they represented their friendships, including their friendship with their co-twin. Using t
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O'Neill, Tara, and Krista M. Wilkinson. "Preliminary Investigation of the Perspectives of Parents of Children With Cerebral Palsy on the Supports, Challenges, and Realities of Integrating Augmentative and Alternative Communication Into Everyday Life." American Journal of Speech-Language Pathology 29, no. 1 (2020): 238–54. http://dx.doi.org/10.1044/2019_ajslp-19-00103.

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Purpose To ensure long-term adoption and use of augmentative and alternative communication (AAC) technologies, they must be designed to support children to participate within everyday activities and routines that are prioritized by families. The aim of this study was to gain parent perspectives on how AAC technologies were integrated into everyday life. Method Nine parents of children with cerebral palsy who used AAC technologies participated in semistructured interviews to provide their perspectives on how AAC technologies were integrated into the functional contexts of everyday life. Results
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