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1.
Young children rely on their parents for making decisions about their child care experiences. Parents' child care arrangements are affected by the information they gather, their values and childrearing beliefs, their knowledge of child care quality, and the extent to which they are satisfied with their child care choices. Parents' decisions about child care are also influenced by ecological correlates, such as child age, maternal education and hours of employment, family ethnicity and income, and state and federal child care policies. This review addresses each of these elements and their role in parents' child care arrangements and concludes with recommendations for honoring parents' child care ideals through better child care quality information and higher professional standards for child care providers. 相似文献
2.
《Parenting, science and practice》2013,13(1):23-47
Objective. We examined correspondence in parents' and children's perceptions of parenting and associations between these perceptions and children's social adjustment in the classroom. Design. The sample included 214 children (M age = 9) from third to fifth grades and their parents. Children and parents reported on parenting behavior. Results. Parents' self-reports and children's reports about parents showed systematic differences, with parents perceiving themselves as more supportive than children perceived them to be. Direction of discrepancy between child and parent reports appeared to be more important than size of discrepancy in predicting child outcomes. Hierarchical regression analyses showed that parents' self-perceptions of parenting and children's perceptions of parenting were predictive of different measures of child psychosocial adjustment. Conclusions. The results of this study support the assumption that parents' self-perceptions and children's perceptions of parenting provide unique views of the family and unique relations to children's psychosocial adjustment. 相似文献
3.
《教育心理学家》2013,48(3):195-209
The article reviews research on parental involvement in student homework. It is focused on understanding: why parents become involved in their children's homework; which activities and strategies they employ in the course of involvement; how their homework involvement influences student outcomes; and which student outcomes are influenced by parents' involvement. Findings suggest that parents involve themselves in student homework because they believe that they should be involved, believe that their involvement will make a positive difference, and perceive that their children or children's teachers want their involvement. Parents' involvement activities take many forms, from establishing structures for homework performance to teaching for understanding and developing student learning strategies. Operating largely through modeling, reinforcement, and instruction, parents' homework involvement appears to influence student success insofar as it supports student attributes related to achievement (e.g., attitudes about homework, perceptions of personal competence, self-regulatory skills). Recommendations for research focused on the processes and outcomes of parents' homework involvement are offered, as are suggestions for school practices to enhance the effectiveness of parental involvement in homework. 相似文献
4.
《Early education and development》2013,24(2):131-146
Parents' and kindergarten teachers' beliefs about the effects of child care on children's adjustment to school were investigated. Using a standardized behavioral rating scale, both groups were asked to rate two hypothetical children just entering kindergarten; one with full-day child care experience and one who had only experienced care in the home by a parent or relative. There was an interaction between the experience of the believer and their ratings of the two hypothetical children. Parents who had used child care for their own children rated the ‘day care child' most positively. Parents who had kept their own children at home rated the 'home care child' most positively. Kindergarten teachers rated both hypothetical children equally, but more negatively than parents. Implications of the findings are discussed. 相似文献
5.
KAISA AUNOLA JARI-ERIK NURMI MARJA-KRISTIINA LERKKANEN HELENA RASKU-PUTTONEN 《教育心理学》2003,23(4):403-421
This study aimed to investigate the developmental dynamics between children's mathematical performance, the task-focused versus task-avoidant behaviours they show in the classroom, and their parents' beliefs concerning their school competence. The mathematical performance of 111 six- to seven-year-old children was tested, and their task-focused versus task-avoidant behaviours were rated by their teachers four times during their first school year. Parents filled in questionnaires measuring their skill-specific and general beliefs about their children's school competencies at the beginning and at the end of the school year. The results showed that parents' beliefs in their children's general school competence increased their children's task-focused behaviours at school, which further predicted the child's high level of maths performance. Parents' beliefs in their children's competence in mathematics, in turn, contributed directly to the children's high mathematical performance. Moreover, children's high performance increased parents' subsequent beliefs in their children's mathematical competence, whereas children's task-focused behaviours predicted parents' beliefs in their children's overall school performance. 相似文献
6.
Ling Hao 《Literacy》2023,57(1):28-39
This paper presents Chinese heritage parents' perspectives on young children's use of technology as a tool for language and cultural learning. Growing up with Confucian heritage culture, some Chinese parents have particular cultural beliefs about learning that value effortful learning practices and the social context of learning. However, some Chinese parents believe technology is just a tool for entertainment and keeps children away from social interaction, which leads to their preference of print-based literacy practices at home. Four parents from different families whose children were between the ages of four to five participated in this study. These parents were interviewed about their experience and history of using technology and their thoughts about technology as a tool for language and cultural learning. Four narratives were constructed to describe parents' experiences, histories, opinions, cultural values and beliefs. Parents' perspectives were influenced by a variety of intertwined factors, including their own childhood language learning experiences, their histories of using technology, their cultural values and beliefs about learning, the purpose of technological experiences, and the quality of available technological resources. Pedagogical implications for using technology with children and communicating with parents are discussed. 相似文献
7.
This study investigated how parents' views on important aspects of integration correlate with parents' actual experiences concerning the integration into mainstream education of their child with special education needs. It was assumed that the degree of discrepancy between perceived importance and corresponding actual experience contributes to the overall perceived success of integration. The data for the study were collected in 2006 from parents (N?=?219) whose special needs children were integrated into mainstream education in Helsinki, Finland. Quantitatively analysed findings were reflected against background variables. Results showed that the importance of the given statements were affected by the child's gender and school level. The parents' actual experiences were affected by two factors. The first showed that teachers at the primary level were evaluated as being more skilful than teachers at the secondary level, and at the secondary level, teaching was more individualised than at the primary level. Second, a child's self-worth was shown to be higher when integrated into the neighbourhood school. Parents' views on the success of integration were related to their actual experiences, especially in those statements rated as important. Possible explanations for these findings and practical implications are discussed. 相似文献
8.
The Achievement Orientation Model posits students are motivated to do well in school when they believe they have the necessary skills to perform a task (self-efficacy), find the task meaningful (goal valuation), and see their environment as supportive. When these factors are present, students self-regulate and achieve. We examined these factors from underachieving gifted students', their parents', and teachers' perspectives. Results indicated teachers recognize students who are confident and not confident about their abilities to be academically successful; however, they are less able to recognize when students value the work they are encountering in school. Parents' perceptions of students' attitudes more closely correlated with students' perceptions than teachers' perceptions correlated with students' perceptions. Teachers and parents appeared to base their perception of the importance students hold for school on their perception of students' self-regulation. Furthermore, gender differences existed in students' perceptions. Females' self-efficacy scores were statistically lower than males' self-efficacy scores, and males' self-regulation scores were lower than females' self-regulation scores. We provide suggestions for how school psychologists may use these findings to (a) collect important information from students, teachers, and parents, (b) interpret these data to identify underlying influential factors, and (c) guide the development of appropriate interventions to address student underachievement. 相似文献
9.
Abstract The human cost of exclusion is not confined to the student. Parents of excluded students feel they are judged as unworthy parents and are mere observers to a decision that has radical implications for their son's/daughter's future education. As partners in the educational enterprise of their child, they are often powerless in the exclusion process and are voiceless in the discourse that surrounds the decision to exclude as well as the decisions regarding future education options. The parents' experience of exclusion is a side of the exclusion story that is not often heard. This article describes how a group of parents experienced their son's/daughter's mainstream schooling and exclusion from a mainstream secondary school. The parents' story is passionate, painful and poignant. It highlights the need for the continued development of inclusive practices in mainstream schools. 相似文献
10.
Although parents are essential to child sexual abuse (CSA) prevention efforts, their views on prevention and protection are not always represented in the research literature. In this qualitative study of 24 Australian parents, beliefs about CSA, its risk factors, prevention methods, and parents’ role in CSA protection, and parents' approaches to protection of their own children, are examined. Findings were condensed into five themes: (a) parents' understanding of child sexual abuse, grooming and risk; (b) parent-led CSA education; (c) parents’ beliefs about CSA education; (d) children recognizing and resisting CSA; and (e) parent responsibility for protection. Findings suggest that parents have a good knowledge of CSA and its risks. However, they do not provide their children with the comprehensive prevention messages recommended by prevention campaigns and many concentrate on abduction dangers. This gap between knowledge and parental communication with children could be due to parents' beliefs that there may be harms associated with education of children about CSA (e.g., such as inciting new fears and worries or reducing trust in others) and that the method may not be effective in protecting children from CSA. This study adds to the existing literature by presenting information that could be useful in designing programs to include parents in CSA protection and by approaching CSA research with parents as the key agents in the protection of children. 相似文献
11.
Nicole Forry Tabitha K. Isner Maria P. Daneri Kathryn Tout 《Early education and development》2014,25(7):995-1015
Research Findings: Few studies have described parents' child care decision-making process, yet understanding how parents make child care choices is fundamental to developing effective services to promote the selection of high-quality care. This study used latent profile analysis to distinguish subgroups of low-income parents identified as having commonalities in the number of options, duration, and sources of information sought as part of their child care decision-making process. Study participants included 260 parents who participated in the baseline wave of the Minnesota Child Care Choices study, a longitudinal phone survey of welfare applicants. Two subgroups of parents were identified. The majority of parents (82%) made choices within 2 weeks and considered on average 2 arrangements. Fewer than half of these parents considered information from experts, public lists, or family members/friends when making a child care choice. The remaining 18% of the sample took on average 11 weeks to make a child care choice, considered on average 3 options, and relied more heavily on information from experts and family members/friends. Practice or Policy: Findings from this study have implications for the marketing of resource and referral counseling services, Quality Rating and Improvement Systems, and consumer education aimed at facilitating the selection of high-quality care. 相似文献
12.
《Journal of educational and psychological consultation》2013,23(3):257-267
Parents' attitudes toward communication with schools were explored using a family systems model (Seligman & Darling, 1989). Factors that influence these attitudes were regressed against a measure of parental attitudes. The results of a survey of 369 parents of 5- to 21-year-old children with mild handicaps indicated that having knowledge about special education and being provided with information about special education were negatively related to parents' attitudes toward communication with the schools. In contrast, the frequency of interactive activity between the school and family was shown to be positively related to these attitudes. Implications for both practice and research are explored, particularly those concerning parent-school collaboration. 相似文献
13.
《Support for Learning》2006,21(3):149-155
Recent international and Governmental policy has identified the need for all public services and professionals involved with children to take into account the children's views, needs and wishes, when making decisions about their care and educational provision. This is of particular importance in the context of special educational needs disagreement resolution. This article reports on a small scale preliminary study carried out in January 2004, focusing upon parental perspectives of pupil involvement in SEN disagreement resolution. Ten parents of children with SEN were interviewed using a semi‐structured interview schedule, addressing their experience of the disagreement resolution process and the extent and nature to which their child was involved. Whilst it is acknowledged that the sample in this study was small, and thus may be regarded as tentative and preliminary, a thematic analysis of the content of the interviews indicated that children are not directly involved in informal disagreement resolution meetings. Most notably the parents report that they are unclear about the process and rules about directly involving children. Where children are involved, their views are given indirectly and in most cases their views are only presented by the parents. The authors make several recommendations for enhancing pupil participation in SEN mediation arrangements including, making the overall process more transparent and perhaps having a child advocate who could ensure that the child's views are represented in a way that is suitable to the particular needs of each child. 相似文献
14.
Anne B. Shlay Henry Tran Marsha Weinraub Michelle Harmon 《Early childhood research quarterly》2005,20(4):393-416
Child care quality plays a crucial role in children's social and cognitive development. While child care quality is a critical issue for all children, it matters more for low-income children. Policy makers have increased the emphasis on allowing parents, not government, to make decisions about the type of care they want for their children. Yet most research on child care quality has focused on how child care professionals, not parents define high quality care. This study investigates how low-income families evaluate child care quality by examining the child care preferences of a sample of low-income African American parents. We employ the factorial survey method, a method used in sociological research to assess people's perceptions and rankings of individual attributes associated with complex multidimensional phenomena. The factorial survey method permits a simultaneous assessment of how respondents evaluate and make tradeoffs among multiple child care characteristics. We assess the impact of child care characteristics on respondents’ perceptions of child care desirability, fair market value, and willingness to pay. Findings indicate that parents’ definition of quality focused squarely on the care giving environment, specifically the qualifications, experience, training and behavior associated with the child care provider. The type of care facility—family, center, relative or neighbor care was largely irrelevant to this sample of parents. Parents believed that the characteristics they defined as desirable child care situations were worth more, and parents were willing to pay more for these characteristics. These parents also defined quality in terms of race and class, and they wanted racial and economic diversity. This research suggests parents may choose lower quality care, not because they do not know what quality is or because they define quality care differently, but because such care may be neither available nor affordable in their communities. 相似文献
15.
《Early childhood research quarterly》2005,20(4):373-392
To evaluate the type and quality of child care used by low-income families who were either receiving or not receiving subsidized child care, we interviewed 111 African American parents from a randomly selected sample of low-income families. We inquired about their child-care use, satisfaction with care, work stress, and employment history. Using standardized assessment instruments, independent observers in the children's child-care setting evaluated the quality of the care and characteristics of the providers. We found that families using subsidized child care were more likely to use center care and other more formal types of care, while families not using subsidized child care were more likely to use a relative in the relative's home. Families using subsidized care tended to use licensed and registered child-care arrangements more than non-subsidized families. Also, subsidized families spent approximately half as much out-of-pocket money for child care. However, we found no evidence that the care used by families using subsidized care was of any higher quality than that used by non-subsidized families. We examine the possibility that child-care subsidy programs may not be adequately designed or funded to increase the availability of quality child care to low-income families. Educators and policy makers may want to consider additional means of increasing access to quality care in low-income families. 相似文献
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17.
Although employer-sponsored child care programs have become more common, there is little empirical research on whether these programs affect employees’ satisfaction with child care or their work-life balance, and if effects vary across employee characteristics. In this exploratory study, we administered a survey to employees with children at one large university to gather information on their child care arrangements and experience with their employer's child care voucher program (N = 776). Satisfaction with child care varied with employee and child care characteristics, but not with voucher receipt. Families with preschool children, White families, and those using paid home-based care were more satisfied with their child care arrangements than those with school-age children, minority families, and those using center-based or before/afterschool care. Nearly half of voucher recipients (47%) reported benefits in work-life balance as a result of the voucher. Although demand-side vouchers appear to be a promising employer approach to address child care challenges, these results suggest that attention must also be given to the structure of child care supply as satisfaction and work-family stress are affected by more factors than child care cost only. 相似文献
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19.
The trend toward a growing proportion of American women employed outside the home is clear. One- and two-parent families, often out of economic necessity, are seeking alternative care arrangements for their infants and preschool-aged children. As many are experiencing full-day, alternative child care during part or all of their developmentally crucial first five years, there is a need to focus on the quality of day care. Several recent reviews of center-based day care research have portrayed this experience as a relatively benign influence on the development of young children provided that a high level of quality is maintained (Belsky & Steinberg, 1978; Bronfenbrenner, 1979; Etaugh, 1979). What are the implications of this research for child care providers? If it is true that high quality child care has a benign effect on young children's development, what can child care providers do to ensure quality care? 相似文献
20.
Cathrine Neilsen-Hewett Naomi Sweller Alan Taylor Linda Harrison Jennifer Bowes 《Early childhood research quarterly》2014
Research suggests that multiple non-parental care arrangements may have adverse effects on young children, yet little is known about their prevalence, factors associated with their use, or parents’ reasons for making these care arrangements. This longitudinal study reports on 677 children and their families recruited from government-regulated child care centers and family child care services in urban and rural New South Wales, Australia. Multiple concurrent care arrangements were relatively common, with one third of children attending at least two child care arrangements per week. Multiple child care was found to be more likely for children who were older, with better health, or with employed mothers, and who were living in rural rather than urban areas. Results suggest that parents’ reasons for using multiple care arrangements were based largely based on preferences that were made in the best interests of the child and on convenience. The deliberate choice by parents to use multiple child care arrangements to benefit their child challenges the assumption in previous literature that mixed care is not the parents’ first choice. 相似文献