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1.
Māori adults have earlier first memories than adults in any culture studied to date. To test the role of early memory socialization in this advantage, Māori (n= 15) and New Zealand European (or Pakeha, n= 17) mothers told birth stories and stories of shared past events to their children (3-4 or 7-8 years). Compared to Pakeha mothers, Māori mothers elaborated more in the birth stories, relative to their elaborations in stories about shared past events, and included more references to relational time and internal states in their birth stories. These data provide the first empirical evidence that Māori children experience a richer narrative environment than Pakeha children for significant events in their past. 相似文献
2.
《Early childhood research quarterly》1999,14(3):409-434
Five-year-old children (n = 31) watched a brief videotaped segment from a movie with their mother, discussed the movie story with her, and then retold it to an experimenter. The quality of the stories the children told was related to the scaffolding strategies used by their mothers. Children whose mothers focused their own and the children’s attention on the story, prompted the children’s memories with questions and explanations, talked about the characters’ emotions, corrected the children’s mistakes, and engaged in extended exchanges about critical topics in the story during the preparatory discussion told significantly better stories than children whose mothers did not use such strategies and children in a control group (n = 14) who did not discuss the story with their mothers. Children’s recall of objective actions in the story was most strongly predicted by joint mother-child attention, extended exchanges on critical topics, and the mother’s correction of the children’s mistakes. Children’s comprehension of characters’ internal states was most strongly predicted by the number of questions the mother asked, extended exchanges, and correction. These findings have implications for how adults can promote children’s ability to understand, remember, and narrate a story. 相似文献
3.
Preschool ( M age = 4–11) and fifth-grade ( M age = 12–1) children and their mothers judged the acceptability of corporal punishment as a function of the type of transgression (dangerous, violation of social rule, or violation of moral precept) and discipline agent. Children of both ages and their mothers discriminated among different types of transgressions as a function of rule contingency, rule generalizability, and seriousness of the transgression. Social convention transgressions were judged to be more rule contingent, less generalizable (across settings), and less serious than prudential (dangerous) or moral violations, but overall children judged transgressions to be more generalizable than did their mothers. Preschool children showed broad acceptability for severe corporal punishment given any type of transgression, by any agent, whereas fifth graders were generally discriminating about limits of punishability, and their judgments appeared to be transitional between the broad acceptance shown by younger children and more focused acceptability shown by mothers. Mothers were proprietary with respect to agent and tended to focus on dangerous and moral violations as punishable. Findings suggest a developmental path from a single criterion for young children to consideration of multiple criteria for older children and adults. Judgments were also interpreted as reflecting social roles such as parents' responsibility to constrain children and children's expectations for constraint. Preschool children's broad acceptability of punishment despite their differentiation of classes of rules and of transgressions suggests that different constraints operate for judgments about rules or commands as opposed to sanctions. Implications for children's ability to identify and report abuse are also noted. 相似文献
4.
OBJECTIVE: This study examined factors that influenced caregiver status for African-American mothers who use crack cocaine but are not receiving drug treatment and participated in an HIV prevention study in North Carolina. METHOD: Caregiver mothers who were living with at least one of their children at intake (n = 257) were compared with non-Caregivers who were separated from all of their children (n = 378). Bivariate analyses and logistic regression were used to compare these mothers at intake on current drug use, risky sex practices, psychological symptoms, victimization, and aggression. RESULTS: Compared with Caregiver mothers, non-Caregivers reported higher frequencies of drug use, risky sex practices, psychological distress, and victimization experiences. Caregiver mothers were more likely than non-Caregiver mothers to have health insurance, but were less likely to have received drug treatment. Logistic regression found that non-Caregiver mothers were significantly more likely than Caregiver mothers to be older, to have been physically abused as children, to trade sex more frequently, to be homeless, and to have no health insurance. Recent crack use, psychological symptoms, and victimization were not significantly related to caregiver status. CONCLUSIONS: Findings that socio-environmental factors were more strongly associated with caregiver status than crack use underscore the importance of contextual issues such as housing, victimization history, and resources in serving maternal crack users. Community outreach and interventions that engage mothers who use drugs and live with their children may be more effective strategies than formal office-based services to link mothers who use crack and their children to needed drug treatment and family and child services. 相似文献
5.
Polly E. Atatoa Carr Elaine Reese Dinusha K. Bandara Cameron C. Grant Susan M. B. Morton 《Early Years: An International Journal of Research and Development》2019,39(1):17-35
Infants are increasingly cared for by adults other than their parents. Here we describe non-parental infant care within a diverse cohort; and investigate the relationship between parents’ antenatal intentions and actual infant care. 6822 New Zealand women were recruited during pregnancy and asked about their intentions for childcare. Non-parental care was assessed when infants were nine months old: 1717 (25%) of the 6853 cohort children were receiving more than 8 h per week of regular non-parental care. In comparison with infants of European mothers, infants of Asian or Pacific mothers were more likely to be cared for by extended family; and infants of Māori mothers were more likely to receive centre-based care. Infants from families with lower household incomes, living in more deprived areas were more likely to be cared for by family. When their infants were nine months old, mothers from low- to medium-income households were less likely to be using the type of non-parental care they had intended antenatally, and the same was true when their children were aged 2 years. 相似文献
6.
Maternal Reminiscing Style During Early Childhood Predicts the Age of Adolescents' Earliest Memories 总被引：1，自引：1，他引：0
Individual differences in parental reminiscing style are hypothesized to have long-lasting effects on children's autobiographical memory development, including the age of their earliest memories. This study represents the first prospective test of this hypothesis. Conversations about past events between 17 mother–child dyads were recorded on multiple occasions between the children's 2nd and 4th birthdays. When these children were aged 12–13 years, they were interviewed about their early memories. Adolescents whose mothers used a greater ratio of elaborations to repetitions during the early childhood conversations had earlier memories than adolescents whose mothers used a smaller ratio of elaborations to repetitions. This finding is consistent with the hypothesis that past-event conversations during early childhood have long-lasting effects on autobiographical memory. 相似文献
7.
Recent research has shown that parents, through conversations during shared book reading, play a pivotal role in promoting children's social cognition, particularly their theory of mind (ToM). This study compared mothers’ mental-state discourse during two kinds of interactions with their children – storybook reading and wordless storybook telling. In both contexts, mothers were familiar with the books’ texts but relied to a different extent on the texts during the mother–child interactions. Participants were 72 Israeli mothers and their 4- to 6-year-old children, from an upper–middle socioeconomic level. Mothers were instructed to read or tell two stories as they normally would. Two books were used, similar in several major characteristics – author, illustrator, characters, story length, and false belief as a central theme. Main findings revealed that mothers referred to mental states in both situations, but during storytelling, mothers elaborated more, referring to characters’ cognitive states and false beliefs, than during storybook reading. Findings suggest that storytelling encourages rich discussions on important sociocognitive elements. Educators and parents should be aware of the contribution of storybook reading and storybook telling to mental-state talk and of the unique potential of storybook telling to encourage conversation on ToM-related topics. 相似文献
8.
Young African-American Multigenerational Families in Poverty: Quality of Mothering and Grandmothering 总被引：6，自引：0，他引：6
Parenting practices (problem-solving and disciplinary styles) in a sample of 99 young, low-income, African-American multigenerational families were examined, using home-based observations of grandmothers and young mothers (mean age at first birth; 18.3; range = 13.3 to 25.5), interacting separately with 3-year-old children. A risk and resilience approach was applied in studying African-American families' behavior in harsh social contexts, and included a consideration of the role of kin, shared child rearing between mothers and grandmothers, coresidence, and adolescent parenthood. Mothers and grandmothers did not differ in the mean level of the quality of their parenting practices. Similarly, few significant correlations in parenting quality across generations were evident, and these primarily involved negative dimensions of parenting between younger childbearers and grandmothers. No main effect of mothers' age at first birth on mothers' parenting was found. In contrast, there was a main effect of grandmother coresidence on both mothers' and grandmothers' parenting, which was negative. Moreover, the interaction between coresidence and mothers' age at first birth indicated that multigenerational families most likely to provide positive parenting were those where older mothers did not reside with the grandmother. Yet, in families with very young mothers, coresiding grandmothers showed higher quality of parenting than did non-coresiding grandmothers. 相似文献
9.
Young women giving birth to children or teen mothers are often on the fringes of society. To facilitate the journeys of these young women towards higher education, a number of organisations have been established. Taking Indigenous knowledge as our theoretical lens, our qualitative data were based on interviews with Indigenous Māori teen mothers and teen parent organisations. Our empirical study investigated organisational practices which support teen mothers in their quest for higher education. We make a dual contribution, firstly by extending and enriching scholarship on teen mothers, specifically Indigenous teen mothers, to facilitate understandings of their journey; and secondly we develop a model representing the challenges and successes of their journey and present organisational practices to enhance transitioning to higher education. We suggest that the integration of Indigenous knowledge opens up new avenues for a more sophisticated understanding of organisational practices intertwined with the journeys of teen mothers. 相似文献
10.
《Africa Education Review》2013,10(3):460-477
ABSTRACTThis paper presents a report of an analysis of the participants’ stories behind their Setswana names. Questionnaires, made available in Setswana and in English, were used to collect data from the respondents with assistance and permission from their parents and guardians. The results indicate that mothers and grandmothers hold the power insofar as the naming of children is concerned. The results also illustrate the participants’ attitude towards their names. Furthermore, the results indicate that the Batswana's naming traditions, just like those of other African nations, are also affected by the events taking place around the period of birth of their children. 相似文献
11.
Mutually Responsive Orientation between Mothers and Their Young Children: Implications for Early Socialization 总被引：8，自引：2，他引：8
Grazyna Kochanska 《Child development》1997,68(1):94-112
Parent-child mutually responsive, binding, reciprocal orientation, or a system of reciprocity has been implicated as fundamental in socialization, particularly by Maccoby, but it remains poorly understood. In this study, two posited components of such orientation, mother-child shared cooperation with each other and mother-child shared positive affect, were measured in multiple contexts of daily interactions using a combination of micro and macroscopic behavioral coding systems, subsequently aggregated. Mothers' self reports were also used. Two implications of thus conceptualized mutually responsive orientation were examined: mothers' use of power in disciplinary interactions and children's degree of internalization of maternal rules, both assessed using multiple observational and mother-reported measures. Mothers and children were studied twice, when children were 26–41 months (Time 1, N = 103), and when they were 43–56 months (Time 2, N = 99). In the dyads high on the mutually responsive orientation (particularly those who maintained such orientation throughout early childhood), mothers resorted to less power and children were more internalized regarding maternal values and rules, in the contemporaneous and longitudinal sense. Mothers high on empathic perspective taking were more likely to establish a system of reciprocity with their children. The importance of such systems for social development is discussed. 相似文献
12.
This study investigated child compliance and maternal instruction during planning. Based on the Child Behavior Checklist and free-play observations, 40 mothers and their 4- to 5-year-old children were assigned to a group with children who behaved within the normal range of compliance ( n = 20) or a group with children with high rates of noncompliance for this age ( n = 20). Mothers in the noncompliant group provided more low-level, directive, and negative instruction; requested more compliance; and shared less task responsibility with children. Mothers in both groups responded to child compliance by increasing or maintaining the level of instruction. Results are discussed in relation to the role of child compliance in regulating opportunities for cognitive development in social context. 相似文献
13.
Like Father, Like Son: Young Children's Understanding of How and Why Offspring Resemble Their Parents 总被引：7，自引：0，他引：7
Gregg E. A. Solomon Susan C. Johnson Deborah Zaitchik Susan Carey 《Child development》1996,67(1):151-171
4 studies investigated the broad claim that preschoolers understand biological inheritance. In Study 1, 4–7-year-old children were told a story in which a boy was born to one man and adopted by another. The biological father was described as having one set of features (e.g., green eyes) and the adoptive father as having another (e.g., brown eyes). Subjects were asked which man the boy would resemble when he grew up. Preschoolers showed little understanding that selective chains of processes mediate resemblance to parents. It was not until age 7 that children substantially associated the boy with his biological father on physical features and his adoptive father on beliefs. That is, it was not until age 7 that children demonstrated that they understood birth as part of a process selectively mediating the acquisition of physical traits and learning or nurturance as mediating the acquisition of beliefs. In Study 2, subjects were asked whether, as a boy grew up, various of his features could change. Children generally shared our adult intuitions, indicating that their failure in Study 1 was not due to their having a different sense of what features can change. Studies 3 and 4 replicated Study 1, with stories involving mothers instead of fathers and with lessened task demands. Taken together, the results of the 4 studies refute the claim that preschoolers understand biological inheritance. The findings are discussed in terms of whether children understand biology as an autonomous cognitive domain. 相似文献
14.
Are children’s judgments about what can happen in dreams and stories constrained by their beliefs about reality? This question was explored across three experiments, in which four hundred and sixty-nine 4- to 7-year-olds judged whether improbable and impossible events could occur in a dream, a story, or reality. In Experiment 1, children judged events more possible in dreams than in reality. In Experiment 2, children also judged events more possible in dreams than in stories. Both experiments also suggested that children’s beliefs about reality constrain their judgments about dreams and stories. Finally, in Experiment 3 children were asked about impossible events more typical of dreams and stories. In contrast with the other experiments, children now affirmed the events could happen in these worlds. 相似文献
15.
16.
Huiguang Ren Charissa S. L. Cheah Biao Sang Junsheng Liu 《Parenting, science and practice》2020,20(3):229-239
SYNOPSIS
Objective . This study explores the contributions of Chinese immigrant mothers’ parenting cognitions and parenting practices to their children’s social skills. Design . We used a cross-sectional design to examine the mediating role of authoritative parenting in associations between Chinese immigrant mothers’ parenting attributions and their children’s social skills. Chinese immigrant mothers (N = 208, M age = 37.36 years) reported their attributions regarding successes and failures in their daily caregiving experiences, authoritative parenting practices, and demographic information. Their preschool children’s (M age = 4.51 years, 46.2% females) social skills in school were rated by their teachers. Results . Maternal attributions of successful events to uncontrollable causes and unsuccessful events to controllable causes were associated with more authoritative parenting. In turn, more authoritative parenting was associated with more competent social skills in children. In contrast, maternal attributions of successful events to controllable causes and unsuccessful events to uncontrollable causes were associated with less authoritative parenting, which in turn was associated with poorer social skills in children. Conclusions . Promoting Chinese immigrant mothers’ attributions that preserve positive efficacy during daily parenting tasks may enhance their engagement in warm, autonomy-promoting and regulatory parenting, which in turn may facilitate their children’s social skills. 相似文献
17.
Thinking about the past: early knowledge about links between prior experience, thinking, and emotion 总被引：3，自引：0，他引：3
In two studies the authors investigated the situations where 3- to 7-year-olds and adults (N = 152) will connect a person's current feelings to the past, especially to thinking or being reminded about a prior experience. Study 1 presented stories featuring a target character who felt sad, mad, or happy after an event in the past and who many days later felt that same negative or positive emotion upon seeing a cue related to the prior incident. For some story endings, the character's emotion upon seeing the cue matched, or was congruent, with the current situation, whereas for others, the emotion mismatched the present circumstances. Participants were asked to explain the cause of each character's current feelings. As a further comparison, children and adults listened to behavior cuing stories and provided explanations for characters' present actions. Study 2 presented emotional scenarios that varied by emotion-situation fit (whether the character's emotion matched the current situation), person-person fit (whether the character's emotion matched another person's), and past history information (whether information about the character's past was known). Results showed that although there were several significant developments with increasing age, even most 3-year-olds demonstrated some knowledge about connections between past events and present emotions and between thinking and feeling. Indeed, children 5 years and younger revealed strikingly cogent understanding about historical-mental influences in certain situations, especially where they had to explain why a person, who had experienced a negative event in the past, was currently feeling sad or mad in a positive situation. These findings help underwrite a more general account of the development of children's coherent understandings of life history, mind, and emotion. 相似文献
18.
OBJECTIVE: To assess the disciplinary preferences of mothers of profoundly deaf children and normally hearing children in a test of the hypothesized link between child disabilities and punitive parenting. METHOD: Disciplinary preferences of mothers seeking a cochlear implant for their profoundly deaf child (n=57), mothers not seeking an implant for their deaf child (n=22), and mothers of normally hearing children (n=27) were assessed using an analog task in which subjects select discipline in response to slide images of children engaging in normative or frankly deviant behaviors that are potentially irritating. RESULTS: Results indicated that mothers of children with profound hearing impairments were more likely to select physical discipline in response to depicted child transgressions and more likely to escalate to physical discipline when the depicted child was described as persisting in the transgression. Additionally, escalation was more probable in response to scenes depicting children engaged in dangerous and destructive acts than in rule-violating acts. CONCLUSIONS: Findings were consistent with the hypothesized link between childhood disabilities and child maltreatment as well as the hypothesis that children with disabilities associated with communication problems could be at risk of physical abuse. 相似文献
19.
Gintautas Silinskas Rauno Parrila Marja-Kristiina Lerkkanen Anna-Maija Poikkeus Pekka Niemi Jari-Erik Nurmi 《European Journal of Psychology of Education - EJPE》2010,25(2):243-264
This longitudinal study investigates how the reading-related activities of mothers at home relate to the development of reading
skills among their kindergarten children. A total of 1,529 children (5-to-6-year-olds) were tested on word reading twice,
once at the beginning and once at the end of a kindergarten year. The mothers of the children (n = 1,529) answered a questionnaire on reading-related activities with their children at home (on shared reading, teaching
letters, and the teaching of reading) and on their level of education, their child’s birth order, and the gender of the child.
The results show that of the three reading-related activities, mothers’ teaching of reading is the best predictor of the development
of reading skills among kindergarten children. The results also show that good reading skills at the beginning of the kindergarten
year increase the maternal teaching of reading a child subsequently receives. The results further demonstrate that girls,
firstborns, and children with more highly educated mothers are more likely to become good readers by the end of the kindergarten
year. 相似文献
20.
Marc Wilson Maree Hunt Liz Richardson Hazel Phillips Ken Richardson Danna Challies 《Higher Education》2011,62(6):699-719
In New Zealand, Māori (indigenous New Zealanders) and Pacific students tend not to attain the same levels of educational success
as Pākehā (New Zealanders of European descent). Addressing this problem is a particular challenge in the sciences. The kaupapa
(values-base) of Te Rōpū Āwhina (Āwhina) is to produce Māori and Pacific professionals to contribute to Māori and Pacific
development and leadership through the creation of an inclusive off- and on-campus whānau (extended family) environment where
high expectations, aspirations and achievement, collective success, and reciprocity are normalised. This paper reviews theories
and practices of recruitment and retention relevant to Māori and Pacific students at tertiary level, presents the rationale
for Āwhina in the Faculties of Science and Architecture and Design at Victoria University of Wellington, and assesses the
impact of the whānau. Based on analyses of quantitative measures of student achievement, and biennial surveys of student responses
from the first 6 years of Āwhina, it is suggested that the results are consistent with improving Māori and Pacific graduate
and postgraduate achievement and retention. Potential implications for efforts to reduce disparities in tertiary education
in New Zealand and elsewhere are summarised. 相似文献