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1.
Jane Hur 《International Journal of Disability, Development & Education》1997,44(2):147-162
A computerised search was conducted in May 1995. PsycLit and Eric databases (1974‐1995 and 1965‐1995, respectively) were consulted. A total of 27 references were listed under the topic of Parent Training Program for Parents with Intellectual Disability. However, the results of the review indicated that only one reference was pertinent which was on basic child care skills training for mothers with mean IQ 74 and the mothers who were regarded as having provided neglectful child care. Through personal communication, 10 studies on parent training programs for parents with intellectual disability were obtained and also reviewed. Eight studies applied single‐subject design; two used quantitative methods; one used both single subject design and statistical analysis. Among the 10 studies, one was basic child‐care skills training, two were decision‐making in child rearing; five of them were safety and related topics, and three were concerned with mother‐child interaction. A total of four studies included mothers with normal IQ as a comparison or to serve as a norm. As a whole, research in parent training programs for parents with intellectual disability is still in its infancy. Much more work needs to be done in the area of basic child care skills, comparative studies, identifying situational and subject characteristics for the best outcome of training, and programming to facilitate generalisation. 相似文献
2.
Research Findings: This study examined how parenting styles and child social-emotional functioning may help explain the indirect relations between Chinese parents’ expectations for their preschool-age children’s social-emotional development and their children’s preacademic skills. A total of 154 parents with preschool-age children were recruited from 7 preschools located in northeastern China. The results showed that when parents expected their child to master social-emotional skills at a younger age or when they placed more value on social-emotional skills, they were more likely to adopt authoritative parenting, their children had better social competence, and finally their children showed better preacademic skills. The findings not only provided support for the interconnections between Chinese young children’s social-emotional functioning and preacademic skills but also revealed parenting styles and child social competence as potential pathways through which parents’ social-emotional expectations relate to children’s preacademic skills. Practice or Policy: The findings can be used to facilitate parent education efforts to help contemporary Chinese parents reflect on and even adjust their developmental expectations for young children. Parental expectations can also be an important element to consider in prevention and intervention programs that are designed to improve young children’s social-emotional and preacademic skills. 相似文献
3.
《Child abuse & neglect》2014,38(9):1487-1495
Pediatric abusive head trauma causes significant cognitive and behavioral morbidity, yet very few post-acute interventions exist to facilitate long-term recovery. To meet the needs of this vulnerable population, we piloted a web-based intervention with live coaching designed to improve positive parenting and child behavior. The efficacy of this parenting skills intervention was compared with access to Internet resources on brain injury. Participants included seven families (four randomized to the parenting intervention and three randomized to receive Internet resources). Parenting skills were observed and child behavior was rated at baseline and intervention completion. At completion, parents who received the parenting skills intervention showed significantly more positive parenting behaviors and fewer undesirable behaviors during play than parents who received access to Internet resources. Additionally, during play, children in the parenting skills intervention group were more compliant following parent commands than children in the Internet resources group. Lastly, parents who received the parenting intervention reported less intense oppositional and conduct behavior problems in their children post-intervention than did parents in the Internet resources group. These findings provide preliminary evidence for the use of this web-based positive parenting skills intervention to improve parenting skills and child behavior following abusive head trauma. 相似文献
4.
Much attention has focused on technology acceptance in the classroom, with little investigation into how parents make decisions about their children’s use of portable technology to support reading development in the home. Applying the Unified Theory of Acceptance and Use of Technology, this study identifies predictors of parents portable technology adoption intentions to support children’s reading development in the home. Participants were parents from two elementary schools within 46 classrooms in the southeastern United States. Phase one of data collection included 120 parents who responded to a validated survey that identified predictors and behavioral intention to adopt technology. The regression model explained 64% of parents have intentions to use portable technology to develop their children’s reading skills, with social influence and attitude as the most important predictors. Surveys indicated 99% of children used portable technology to support reading in the home, therefore phase two included explanatory interviews to examine adoption predictors. Interview data specified social influence ensued from the child’s school and parent community; attitude resulted from children’s affinity to use technology. Though parents’ intentions indicated continued portable technology use, parents preferred their child read print books. Interview data also revealed parents perceived an increase in performance expectancy when their child used portable technology. This study highlights the need for teachers and school administrators to be cognizant of educational requests on home learning, influences of the broader parent community on parent intentions to adopt educational technology, and children’s enjoyment reading with portable technology. 相似文献
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Holen K. Hirsh Melissa K. Richmond Fred C. Pampel Shelby S. Jones Anthony C. Molieri Josephine Jones 《Early education and development》2019,30(2):216-237
Research Findings. A randomized controlled trial evaluated the impact of Motheread/Fatheread Colorado (MFC), an early childhood literacy intervention, on parent reading behaviors and their preschool-aged children’s literacy skills. Parents in the experimental condition participated in MFC; control parents did not. Dependent variables included measures of parental behavior supportive of reading in the home, and parent- and teacher-reported child literacy outcomes. Parents in the intervention group reported spending significantly more time reading with their children and a significantly greater use of interactive reading skills than parents in the control condition. Children in the intervention group scored significantly higher than children in the control group on parent-reported language and reading skills immediately following the intervention. There was no significant difference in immediate post-intervention teacher reports of child literacy skills. However, up to 15-months after program completion, children in the intervention condition had greater gains in teacher-reported language skills than children in the control condition. Results suggest that MFC is a promising intervention for changing the home literacy environment and children’s literacy outcomes. Practice/Policy. Motheread/Fatheread may be a good fit for organizations interested in implementing interventions aimed at improving home literacy for preschool-aged children. 相似文献
7.
Diana Audet Mary Ann Evans Karen Williamson Kailey Reynolds 《Early education and development》2008,19(1):112-137
Two studies are reported. The first investigated goals for reading with their children held by 294 parents in a cross-sectional sample from junior kindergarten through Grade 3, how these goals are related to parent beliefs about the development of literacy skills, and how these goals may differ across the primary years. The second examined how goals relate to parent behavior. From a different sample of 119 parents completing the same goal survey and observed in shared book reading, a subsample of 42 parents with contrasting goals was selected for analysis. Findings indicated 5 distinct parent goals for shared book reading—Stimulate Development, Foster Reading, Bond With Child, Soothe Child, and Enjoy Books—with the goals of enjoying books and bonding with the child rated the highest and equally highly at each grade. These were followed by fostering reading, stimulating their child's development, and lastly soothing their child. The goal of fostering reading was more highly rated by parents of Grade 1 children than by parents of children in any other grade. Only a modest relationship between goals and beliefs was found. Finally, parents who rated fostering reading high as a goal engaged in more print-referencing behaviors and echoed more reading than did parents with contrasting goal profiles. 相似文献
8.
Frederick W. Seymour Karyn G. France 《International Journal of Disability, Development & Education》1984,31(1):65-73
Ten women volunteers were trained as teachers of child management skills to parents of behaviour‐disordered preschoolers. Families were selected from referrals to a child psychiatric clinic, and included 42 children. Initial assessment of families was undertaken by a psychologist, and specific goals for treatment were set with parents. Volunteers trained in a social learning approach to child management visited the families in their homes to implement and supervise programs aimed at parent and child behaviour change. After 6‐8 weeks families were reassessed at the clinic. Evaluation of the project's outcomes using a consumer satisfaction survey, parent ratings on a problem behaviour checklist, and staff ratings of goal attainment, showed major changes in child behaviour which were maintained at three‐month follow‐up. 相似文献
9.
Michelle M. Neumann 《Early Years: An International Journal of Research and Development》2010,30(1):79-94
Joint writing activities between parent and child can enhance literacy skills in young children. This paper describes the strategies used by a mother to scaffold her daughter’s alphabet letter shaping, word and story writing in the years before formal schooling. The strategies included identifying alphabet letters embedded in environmental print and books, tracing letter shapes with fingers whilst using directional language, and using whole‐arm movements to form letter shapes in the air. Writing samples and examples of parent–child interactions were collected at three to four years of age and are described within the framework of Gentry’s writing stages. The joint writing techniques and activities illustrated in this case study emphasise the use of letter names and letter shapes and may provide effective strategies for parents and early childhood educators to scaffold emergent writing development in young children. 相似文献
10.
Lai Ha Yuen 《Teacher Development》2017,21(4):547-560
Many scholars assert that current parent education practices in Hong Kong are dominated by the transmission perspective. This perspective assumes inadequacies in the knowledge and skills of parents; hence, the goal of parent education appears to be the transmission of facts as well as skills development and values information that prepare children to become better members of society. Simply providing parents with knowledge about child development and teaching them certain skills cannot help them gain deeper insights. Indeed, parents find it difficult to apply what they have learned because of inadequate reflections on their goals and values related to parenthood. These criticisms have serious implications on the re-conceptualization of parent education. This article reports on a new approach to parent education, in which a group of parent leaders developed and facilitated a group parent education program (GPEP) for low-income parents. The GPEP emphasized the use of the group approach and interactive activities as well as homework to help the target parents practice the skills they learned during the program. The parent leaders taught positive parenting strategies and exchanged their own experiences with low-income parents. This research aims to study how parent leaders evaluate their challenges, growth, and development, as well as analyze the impact of the GPEP approach on these parents. The study provides valuable data to facilitate further studies on GPEP and other alternative approaches for parent education. 相似文献
11.
Celina Kwan 《International Journal of Early Years Education》2004,12(2):117-129
It is widely known that parent–teacher partnerships are vital to children's progress in their development and learning in schools. These partnerships involve parent–teacher conferences, parents helping in the classroom, teachers making home visits and parent education seminars. However, partnerships rarely extend to having parents involved in the assessment process of their children in a significant way. In Singapore, opportunities for parents to be involved in the assessment process exist but only when invited by a professional, and this is only to a limited extent. Routinely, when professionals assess a child, parents are asked for their observations of their progress at home. However, such information gathered from parents is informal, unorganized and used on a supplementary basis. Hence, it was the purpose of this research project to develop a child‐screening instrument that utilized observations of Singaporean parents in an organized fashion by the help of computer technology. With this, it is hoped that the involvement in the assessment process will educate and empower parents to make decisions and play a more active role in the identification of their children's learning needs.
This paper reports the use of parents' observations of their children across five developmental domains in the device of a computer‐based child‐screening questionnaire in Singapore. The Developmental Screening Questionnaire (DSQ) is developed as an initial screening tool to detect potentially at‐risk children within the age range of one to six years. This paper also describes the validity and utility of the instrument, making use of computer technology in the test administration process. 相似文献
12.
Following is a project sketch of a day program for adjudicated, abusive* and high risk families with babies 8–18 months of age.In order to broaden understanding and treatment of the battered child, four major agencies coordinated efforts to design a network of services under one administration, titled the Parental Stress Center, which houses a residential treatment center for babies 0–12 months. The FACT program is a very recent addition to the Parental Stress Center. This day program may be a transitional placement for families leaving the residential program but in need of continued support and further training, or an initial placement by court mandate.The goals of the program are to insure growth and development of the child and the parent; to assist in establishing more scientific and legally acceptable criteria for court determination and disposition, and to research the effectiveness of the program plan.The FACT program is both diagnostic and therapeutic in nature. The modality simulates a home environment — living, dining, play, nursery, kitchen and bathroom — with an interdisciplinary approach to parent and child, alleviating frustration and stress. By use of materials and affective behavior, a creative learning environment is established. In the church converted apartment parents and children experience a “typical” day's routine alongside teachers who are surrogate, model mothers. Each set of parents are given one day off per week. This “normalizing” factor aids the family in developing a routine which can easily be transferred to their own homes and lives. Simultaneously judicious use of social services helps remove environmental frustrations. In addition case conferences allow other ancillary services to assist in evaluation, diagnosis, prognosis and implementation. Joint conclusions are submitted to the courts quarterly or biannually for further jurisdiction. Although the program is relatively new, emotional and behavioral changes are quite evident in the initial program participants.Pre-service and in-service staff training, based on the program plan and program evaluation, are an integral part of the program.Areas are being explored for further in-depth study. “Effective ways to care for and educate stressful toddlers” or “Methods of transferring modes of parenting from institution to the home” could be areas proposed to the Parental Research team for exploration. 相似文献
13.
While there has been an increasing professional and political focus on the prevalence and harmfulness of child neglect, little has been done to explore what child neglect means outside child protection circles. This qualitative study explores lay constructions of child neglect by thematically analyzing focus group discussions between 46 self-defined ‘lay’ people in England.Participants viewed neglect as extremely damaging for children and as arising when children’s physical, emotional, training and supervisory needs were unmet due to abnormal parental behavior. Children with unmet needs were positioned as deprived, unloved, uncontrolled and escaping. They were only positioned as neglected when failure to meet their needs was attributable to a lack of parental knowledge and skill (clueless parents), a lack of appropriate parental disposition (underinvested parents) or both (unsuitable parents). ‘Normal’ parents – those with the appropriate parental disposition, skills and knowledge – who failed to meet their children’s needs were not seen as neglectful but rather as overburdened.As ‘normal parenting’ has fragmented in late modernity, society wide consensus on child neglect was felt by participants to have retreated to child protection definitions, alienating lay understandings. If child neglect really is ‘everybody’s business’, then it is important that lay people are included in forging new definitions of and responses to meeting the needs of children. 相似文献
14.
Gail L. Summer 《Early Childhood Education Journal》1986,13(3):32-34
The key to this article is that all of the home learning games are made by the children for their own use with their parents. Anything the child has made becomes a source of pride for both parent and child. This pride is the simplest motivator for parent-child interaction. The child wants the parent to play his or her game and the parent will naturally devote some attention to the hand-made product.Gail L. Summer is the author of the book,Child-Made Home Learning Games for V.I.P's, from which this article is excerpted. It is available from Summertime Productions, 3005-E. Overton Drive, Greensboro, NC 27408 for $7.00 plus $1.00 shipping. 相似文献
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Research on the transition to school has shown successful adjustment to be characterized by a high degree of effort, initiative, and positive interaction with peers and adults. These behaviors often have their root in the earliest transactions between infant and caregiver, particularly the infant's experience of having his/her cues and signals responded to in a consistent, sensitive way and the secure attachment which develops from such care. Through experiences with caregivers in the first year of life children begin to develop “working models” of others and self, models which influence how that child behaves at later ages, and which in turn influence how others respond to that child. Children who are deprived of the opportunity to develop a secure attachment often fail to develop the initiative and social skills which would facilitate their transition to school. Teachers' low expectations and negative responses to the child in the first years of school may perpetuate the child's negative working models and decrease the child's chances for subsequent school success. The challenge to us is to contradict the negative working models many children bring to school. This implies l) considering the meaning of the child's behavior within the context of his/her relationship history and current life experiences, 2) consistently and persistently caring for a child even in the face of apparent rejection of our efforts, 3) looking for opportunities to reframe how we and others perceive the child, and 4) being alert to subtle ways in which we and others may be perpetuating negative working models held by both the child and his/her parents. 相似文献
17.
Christopher Michael Whitsel Kate Lapham 《International Journal of Early Years Education》2014,22(1):105-116
Within the development studies framework, empowerment involves increasing individual agency vis-à-vis the formal and informal opportunity structure. The Open Society Foundation's Early Childhood Programme developed the Getting Ready for School programme specifically for parents of preschool-age children to use at home in the year before school to build early math and literacy skills in their children. In Tajikistan, parents met on a regular basis with teachers in their local schools to learn activities to use with their children at home. Focus group reports indicated that parents gained knowledge and self-confidence as a result of programme participation, considered foundational aspects of the empowerment process. Responses also demonstrated that parents displayed characteristics of empowerment as they used programme activities and skills not only with their six-year-old child, but with siblings, extended family members and community children. They also shared the skills they learned with family members and neighbours. 相似文献
18.
Kelleher KJ Hazen AL Coben JH Wang Y McGeehan J Kohl PL Gardner WP 《Child abuse & neglect》2008,32(8):811-818
OBJECTIVE: To examine the association between physical domestic violence victimization (both recent and more than a year in past measured by self-report) and self-reported disciplinary practices among female parents/caregivers in a national sample of families referred to child welfare. METHODS: Cross-sectional survey of more than 3,000 female caregivers in the National Survey of Child and Adolescent Well-being (NSCAW) study, a nationally representative sample of children and their families referred to child welfare agencies for investigation of abuse and neglect. Women reported physical domestic violence victimization and their disciplinary practices for their child on different versions of the Conflict Tactics Scales. RESULTS: Four hundred and forty-three women reported prior year domestic violence, 1,161 reported domestic violence but not in the past 12 months, and 2,025 reported no domestic violence exposure. Any prior domestic violence exposure was associated with higher rates of self-reported psychological aggression, physical aggression and neglectful disciplinary behaviors as compared to those with no domestic violence victimization in bivariate comparisons. After controlling for child behavior, demographic factors, and maternal characteristics, those with remote and recent domestic violence victimization employed more self-reported psychological aggression, while only caregivers with recent DV reported more physical aggression or neglectful behaviors. CONCLUSIONS: In a national child welfare sample, self-reported aggressive and neglectful parenting behaviors were common. In this sample, domestic violence victimization is associated with more self-reported aggressive and neglectful disciplinary behaviors among female caregivers. The mechanism for these associations is not clear. PRACTICE IMPLICATIONS: Rates of aggressive and neglectful disciplinary practices are especially high among female parents/caregivers exposed to domestic violence. Child welfare agencies should plan routine and structured assessments for domestic violence among parents/caregivers and implement parenting interventions to reduce harmful disciplinary practices for those families identified. 相似文献
19.
The influence of racial socialization practices on the cognitive and behavioral competence of African American preschoolers 总被引：5，自引：0，他引：5
The association between parent racial socialization and child competence was examined in a socioeconomically diverse sample of African American preschoolers living in an urban setting. Interviews were conducted in the homes of 200 families. Racial socialization was assessed by parent report as well as by observation of the sociocultural context of the home, and child outcomes were assessed using the Kaufman Assessment Battery for Children and the Child Behavior Checklist. Results indicated that African American parents who provided homes that were rich in African American culture had preschool children who had greater amounts of factual knowledge and better developed problem-solving skills. African American parents who socialized their preschool children to be proud of their heritage reported fewer problem behaviors. 相似文献
20.
Juliet Goldbart Swapna Mukherjee 《International Journal of Disability, Development & Education》2000,47(4):337-353
Play, in the West, is seen by professionals as a crucial context for the transmission of skills, such as problem-solving, language, and communication. As such, it forms the vehicle for much intervention and therapy. Reports were elicited from parents of children with cerebral palsy in West Bengal on the activities they engaged in with their child and on the toys, if any, the child possessed. The majority of parents reported spending time playing with and teaching their child and all respondents named at least two toys belonging to their child. Associations between play and teaching and characteristics of the families are examined along with implications for parent involvement programs in non-Western contexts. 相似文献