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1.
Using data from the New Immigrant Survey, a study based on a nationally representative sample of legal immigrants, the present study extends prior research on the academic outcomes of immigrants' children by examining the roles of pre- and postmigration parental characteristics and the home environment. An analysis of 2,147 children aged 6-12 shows that parents' premigration education is more strongly associated with children's academic achievement than any other pre- or postmigration attribute. Premigration parental attributes account for the test score disadvantage of Mexican-origin children of legal immigrants, relative to their non-Latino counterparts. The findings reveal continuities and discontinuities in parental socioeconomic status and demonstrate that what parents bring to the United States and their experiences after arrival influence children's academic achievement. 相似文献
2.
Anne Morgan 《British Journal of Special Education》2007,34(3):144-153
There has been an increased commitment to gifted and talented education in the UK in recent years, with a national strategy of grant-funded programmes. However, research into the effective-ness of gifted programmes is relatively limited. This paper, written by Anne Morgan of the Centre for Education and Inclusion Research at Sheffield Hallam University, investigates parents', teachers' and children's experiences and views of the impact of an enrichment programme for gifted and talented pupils aged five to seven. Methods included a survey of mainstream teachers (n = 15), interviews with parents (n = 17) and activities with pupils (between 16 and 24 children). Results showed that children and parents rated the cluster highly, particularly the varied teaching styles and interaction with other gifted children. There were few concerns regarding withdrawal of children from school in order to attend. All parents felt that their children had benefited from attending and around half said there had been an impact on their social and academic development. Similarly, around half of mainstream teachers said that attending the cluster had benefited children socially and academically. 相似文献
3.
The expectations of parents of disabled children 总被引：2，自引：0，他引：2
Fran Russell 《British Journal of Special Education》2003,30(3):144-149
Following the diagnosis of a child's disability, parents have to develop new expectations concerning the child, their role as parents and the support services that are designed to meet their needs. Research shows, however, that these needs frequently remain unmet. In this article, Fran Russell, who writes as a parent of a son with a learning disability and as a professional with experience of practice in early years support services, explores parents' perspectives from a different direction. She argues that an investigation into parents' expectations could lead to a greater understanding of how parents of disabled children respond to their new-found situation. Fran Russell's own research, undertaken as part of her Education Doctorate programme at Leeds University, reveals that little is currently known about parents' expectations and indicates a pressing need for parents to be better informed, at an early stage in their experience of parenthood, in order to interact more effectively with professionals at a range of levels. 相似文献
4.
Diana Baumrind 《Child development》1993,64(5):1299-1317
I take the position, contrary to Scarr's, that the details of socialization patterns are crucial to an understanding of normal and deviant development. Considerable evidence has accrued to justify the claim that what normal parents do or fail to do crucially affects their children's development. Research is cited to support the argument that better than "good enough" parenting optimizes the development of both normal and vulnerable children, and that parents' belief in their own effectiveness further enhances their caregiving, whereas causal attributions that assign responsibility for child outcomes to genetic factors that parents cannot change undermine parents' belief in their own effectiveness. The strong conclusions Scarr draws from heritability analyses to support her thesis that genotypes drive experiences overlook their inherent limitations. 相似文献
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6.
Fran Russell 《Journal of Research in Special Educational Needs》2005,5(3):118-126
Following the diagnosis of a child's disability parents can find that their expectations are shattered. As they adjust to their new situation they will begin to develop new ideas of what the future will hold. Supporting families is a key theme in current government policy, hence the development of the Early Support Programme. In this paper Fran Russell, who has a son with a learning disability, sets out the rationale for supporting parents through focusing on their expectations. She presents the findings of a research study, conducted as part of her Education Doctorate at Leeds University, which investigated parents' expectations as their disabled child started school. The findings indicate what can help and/or hinder parents developing expectations that are likely to have positive outcomes and so enhance the relationships families develop with support professionals and practitioners. Finally she proposes the development of an Early Years Transition Plan to facilitate this process based on the Family Service Plan, currently being introduced. 相似文献
7.
Head Start Parents' Beliefs about Their Children's Abilities, Task Values, and Performances on Different Activities 总被引：3，自引：0，他引：3
As part of larger intervention study designed to facilitate the transition of Head Start children into kindergarten and the early elementary grades, we assessed parents beliefs about former Head start children's abilities and values in several activity domains—academics, sports, and social skills—during the children's kindergarten ten year. Parents' expectations for their children's future also were examined. One hundred and twenty-four parents and 155 children participated; all children had attended Head Start, and the sample is ethnically and racially diverse. One group of children and parents received the additional services, and a second group did not. Parents, were quit optimistic about their children's prospects for the future. There were ethnic differences in parents were quit optimistic about their children's prospects for the future. There were ethnic differences in parents' beliefs about children's abilities and future prospects in different areas. Parents beliefs related both to children's attitudes toward school and to their performance on mathematical and reading achievement tests. 相似文献
8.
Dammeyer J 《Journal of deaf studies and deaf education》2009,14(2):278-288
There has been much research conducted demonstrating the positive benefits of cochlear implantation (CI) in children who are deaf. Research on CI in children who are both deaf and blind, however, is lacking. The purpose of this article is to present a study of five congenitally deafblind children who received cochlear implants between 2.2 and 4.2 years of age. Ratings of video observations were used to measure the children's early communication development with and without the use of their cochlear implants. In addition, parental interviews were used to assess the benefits parents perceived regarding their children's cochlear implants. Two examples are included in this article to illustrate the parents' perspectives about CI in their deafblind children. Benefits of CI in this cohort of children included improved attention and emotional response as well as greater use of objects in interaction with adults. The best overall outcome of CI is not spoken language but better communication. 相似文献
9.
Preschool literacy experience and later reading achievement 总被引：2，自引：0，他引：2
During their children's preschool years, parents were asked about the frequencies of adult reading, parent-child reading, and children's solitary book activities in the home. Parental responses were compared for three groups of children defined according to the parents' reading skills and the children's reading achievement in Grade 2. The results indicated that the 22 preschoolers who became poorer readers had less frequent early literacy-related experiences than the 34 children who became better readers. 相似文献
10.
Using parents' answers to open-ended questions, we examine variation in parents' management of their children's education within the home, at school, and in the community as a function of whether their children were experiencing academic success or academic problems. Within the home, parents of high achievers used more specific strategies to help their children with their schoolwork and had more supportive conversations with their children than parents of low achievers. At their children's school, parents of high achievers not only were more involved but had different reasons for their involvement than parents of low achievers. In the community, more parents of high achievers explicitly engaged their children in activities to support their achievement than parents of low achievers. Implications for parents, schools, and communities are discussed. 相似文献
11.
Psychosocial factors, including socioemotional well-being, peer relationships, and social inclusion with hearing and deaf peers, are increasingly becoming a focus of research investigating children with cochlear implants. The study reported here extends the largely quantitative findings of previous research through a qualitative analysis of interviews with parents, teachers, and pediatric cochlear implant users themselves in three eastern states of Australia. We interviewed 24 parents, 15 teachers, and 11 children and adolescents. The findings displayed commonalities across the three groups of participants, indicating positive experiences around the children's psychosocial development with their cochlear implants, but also ongoing difficulties communicating in groups of people and problems related to social skills. Some children had little contact with other deaf children (with or without cochlear implants) despite parents and teachers perceiving such contact beneficial. Children attending schools where there were other deaf children valued friendships with both deaf and hearing peers. Adolescence was a particularly difficult time for some as they struggled with feelings of self-consciousness about their deafness and external cochlear implant equipment and worries around friendships, dating, and their future place in the world. Recommendations for practice and further research are made. 相似文献
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13.
Cross-cultural studies in early childhood education assist in expanding perspectives and gaining increased understanding and appreciation of programs in other countries. Because both Sweden and the United States are interested in parent involvement in early childhood programs, a survey was conducted to assess parent's perceptions of these programs. Following a review of family life and early childhood education in Sweden and the United States are the specific components of the cross-cultural study. A stratified random sample of parents whose children were involved in early childhood programs was done in St. Louis County, MN, United States, and Kronobergs Lan, Småland, Sweden. In the first section of the five-part survey, parents indicated the degree to which they agreed or disagreed with statements about such areas as governmental support of children and families. Parents in Sweden felt more support of the government, whereas parents in the United States used early childhood programs as a support mechanism to increase their confidence. In the other four sections of the survey, parents rated the importance of various types of parental involvement and the importance of various materials, activities, and caregiver actions in their children's programs. In general, parents in Sweden valued informal contact and inner-directed creative materials and activities. Parents in the United States valued more confining activities such as rote counting, community-based experiences, and compliance with adult expectations. The influence of the macro-society on parents' perceptions as well as microsystem interactions and environments is evident in this study. As early childhood educators learn about and adapt new ideas to their own programs, the potential of cross-cultural studies becomes realized in improved opportunities for young children and their families. 相似文献
14.
The study used path analytic techniques to examine relations between children's subjective school outcomes and measures of their family and school learning environments. Included in the sample were 250 twelve-year-old Australian children, 120 girls and 130 boys, and their parents. A home interview schedule was used to assess parents' aspirational, instrumental, and expressive orientations in relation to education while children's perceptions of the regulative, instructional, innovative, and interpersonal contexts of their schools were obtained. The findings indicated that when a refined measure is used, children's perceptions of their school environment have moderate to strong links with school-related outcomes even when family influences are assessed by detailed social—psychological process variables. For future research, however, the study suggests that parallel measures of children's perceptions of their family and school environments should be developed for a more complete understanding of the ecological correlates of children's characteristics. 相似文献
15.
This study evaluated a school-based child sexual abuse prevention program which consisted of separate 2-hour workshops for children, parents, and teachers. Questionnaires concerning the children's knowledge about sexual abuse prevention and level of emotional distress were developed and administered to 88 children, ages 5-12, and 60 parents before and after the program. In addition, 12 teachers completed questionnaires about the children's level of emotional distress within 2 weeks after the program. Comparison of the children's knowledge before and after the program showed significant increases in knowledge about strategies for coping with potential abuse situations. Also individual children's responses were compared with their parents' responses. After the program the parents had a more accurate appraisal of their children's knowledge, and in addition, there was a significant increase in how much parents reported that they had talked with their children about sexual abuse. In terms of possible adverse emotional effects of the program, neither teachers nor parents noticed signs of increased emotional distress. In addition, the children reported that the program made them feel safer and better able to protect themselves. The findings support the value of providing sexual abuse prevention programs to children. 相似文献
16.
Jo‐Anne LeFevre Eleoussa Polyzoi Sheri‐Lynn Skwarchuk Lisa Fast Carla Sowinski 《International Journal of Early Years Education》2010,18(1):55-70
Children’s experiences with early numeracy and literacy activities are a likely source of individual differences in their preparation for academic learning in school. What factors predict differences in children’s experiences? We hypothesised that relations between parents’ practices and children’s numeracy skills would mediate the relations between numeracy skills and parents’ education, attitudes and expectations. Parents of Greek (N = 100) and Canadian (N = 104) five‐year‐old children completed a survey about parents’ home practices, academic expectations and attitudes; their children were tested on two numeracy measures (i.e., KeyMath‐Revised Numeration and next number generation). Greek parents reported numeracy and literacy activities less frequently than Canadian parents; however, the frequency of home numeracy activities that involved direct experiences with numbers or mathematical content (e.g., learning simple sums, mental math) was related to children’s numeracy skills in both countries. For Greek children, home literacy experiences (i.e., storybook exposure) also predicted numeracy outcomes. The mediation model was supported for Greek children, but for Canadian children, the parent factors had both direct and mediated relations with home practices. 相似文献
17.
This study examined whether improvement in parents' depression was linked with changes in their children's depressive symptoms and functioning. Participants were 223 parents and children ranging in age from 7 to 17 years old (M = 12.13, SD =2.31); 126 parents were in treatment for depression and 97 parents were nondepressed. Children were evaluated 6 times over 2 years. Changes in parents' depressive symptoms predicted changes in children's depressive symptoms over and above the effect of time; children's symptoms significantly predicted parents' symptoms. Trajectories of children's depressive symptoms differed significantly for children of remitted versus nonremitted depressed parents, and these differences were significantly predicted by their parents' level of depression. The relation between parents' and children's depressive symptoms was partially mediated by parental acceptance. 相似文献
18.
Parents' Use of Inductive Discipline: Relations to Children's Empathy and Prosocial Behavior 总被引：5，自引：0，他引：5
Relations between parents' discipline, children's empathic responses, and children's prosocial behavior were examined in order to evaluate Martin Hoffman's claim that children's empathy and empathy-based guilt mediate the socialization of children's prosocial behavior. 78 sixth and seventh graders (138–172 months in age), their mothers, and teachers completed multiple measures of Hoffman's constructs. Results were largely consistent with theory. Parents' use of inductive as opposed to power-assertive discipline was related to children's prosocial behavior. Children of inductive parents were more empathic; and more empathic children were more prosocial. Moreover, children's empathy was found to mediate the relation between parents' discipline and children's prosocial behavior. Few relations were obtained for children's guilt indices, but post hoc analyses yielded theoretically consistent results. Contrary to expectations, parents' use of statements of disappointment was the component of the inductive discipline score which was most strongly related to children's prosocial behavior. 相似文献
19.
This study examines factors contributing to parents' selection of a communication mode to use with their children with hearing loss. More than 90% of children with prelingual hearing loss have normally hearing parents. Communication difficulties are among the obstacles facing these parents in connection with these children's development. Controversy over manual and aural/oral methods of communication creates further complications. Case studies of two families with deaf children were conducted to identify factors that could influence parents' selection of a communication method. Semistructured questionnaires and unstructured interviews were used in data collection. A qualitative approach was used in data analysis. Based on the results, the factors influencing parental choice were grouped under four themes: (a) the influence of information provided to parents, (b) parents' perceptions of assistive technology, (c) attitudes of service professionals and educational authorities, and (d) quality and availability of support services. Implications of these themes for service provision are discussed. 相似文献
20.
This article presents results from an interview study of 45 parents/caregivers (representing 27 families) whose infants were correctly identified as deaf during the first phase of the implementation of the national universal Newborn Hearing Screening Programme in England. Average age of children when parents were interviewed was 25 weeks. Two issues are explored: (a) how parents talk about significance of knowing early that their child is deaf and (b) parents' expectations of their child's development in light of early identification. Although results demonstrate clear support from parents' perspective of knowing early, they also identify the psychological complexities of recognizing both the grief and reassurance that early knowledge brings; the risks of early knowledge-inducing timetables of expectations that create distress when not met speedily; the extent to which parental models of the developmental advantages of early identification are underpinned by notions of normal speech and the possibility of being like hearing children; and the pervasiveness of deficit and illness models associated with having identified deafness early. Implications for parental support and professional responses are also discussed. 相似文献