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1.
Navaz Peshotan Bhavnagri 《Early education and development》1999,10(4):551-571
This study investigated mothers' stress as a predictor of her instructional strategies for promoting peer relationships in preschool children. Forty-two low income African American mothers responded to structured interviews on the teaching strategies they frequently used to facilitate peer interactions of their two to three- and-a-half-year-old children. Mothers' stress was measured by The Parenting Stress Index-Short Form. Using regression analysis, three stress predictors of mothers' strategies to promote peer relationships were examined: parental distress, difficult child, and parent-child dysfunctional interactions. The three predictors of stress had a differential impact on mothers' instructional strategies. As stress increased: (a) when teaching their own children, mothers more frequently used strategies that reduced antisocial behaviors and less frequently used the strategies that promoted pro-social behaviors towards peers; (b) when teaching their children's peers, mothers less frequently used strategies that would directly benefit these children. Educational implications of these findings for stressed parents, professionals who work with stressed parents, as well as those professionals who teach parent educators are examined. 相似文献
2.
《Early education and development》2013,24(4):371-386
This study examined low-income, Spanish-speaking, immigrant Latina mothers' book sharing behaviors in relation to their children's vocabulary. Participants were 47 3-year-old children and their mothers. We addressed two research questions: (a) What interactive behaviors are evident when low-income immigrant Latina mothers and their 3-year-old children look at books together? (b) For these children and their mothers, which book-sharing behaviors are related to children's expressive language? Overall, our results indicated that mothers were involved in several kinds of interactions with the books. They enhanced their children's attention to the printed text, promoted interaction or conversation with their children about what was in the books, and somewhat less often, used more complex literacy strategies. Mothers who did these things most had children with the largest vocabularies even when mothers' vocabulary was taken into account. Implications for designing interventions for similar families are discussed. 相似文献
3.
Gary E. Bingham 《Early education and development》2013,24(1):23-49
This study examined the relation among mothers' literacy-related beliefs, the home literacy environment, the quality of mother–child book-reading interactions, and children's development of early literacy skills. The participants of this study were 60 mothers and their 4-year-old children. After controlling for mothers' educational attainment, mothers' literacy beliefs were positively related to the quality of home literacy environments and the instructional and affective quality of joint book-reading interactions. The quality of children's home literacy environments and mother–child joint book-reading interactions was related to children's development of early literacy skills. Findings are discussed in relation to the importance of understanding the connection between parents' literacy beliefs and behaviors in designing effective literacy interventions and creating school and family literacy connections. 相似文献
4.
《Early childhood research quarterly》1996,11(3):405-424
This study investigated the instructional strategies mothers used when interacting with their child on a concept-learning task and the effect of this interaction on subsequent independent child performance. Also investigated was whether mothers' behaviors and perceptions differed depending on the child's age, task difficulty, or the child's needs for assistance. Sixty 3- and 5-year-old children participated in a three-phase sequence of tasks that required the matching of opposite concepts. The pretest and posttest phases were identical for all children, but during the second phase half the children completed the tasks with their mothers and half continued to work independently. During each phase, children received both an easy and a difficult version of the task. Children who interacted with their mothers matched more concepts correctly on the posttest and gave more correct explanations for their matches than children who worked independently. Mothers of 3-year-olds provided more assistance than mothers of 5-year-olds, and mothers provided higher levels of assistance on the difficult task than on the easy task. Most mothers were sensitive to their child's needs in that the instructional strategies they adopted throughout the interaction were appropriately modified in response to their child's successes and failures. There was some evidence that individual differences in maternal sensitivity were related to variations in children's independent performance. Mothers' perceptions of the task, of their child's needs for assistance, and of their own role in the interaction were related to their overt behaviors. Intervention programs aimed at fostering parents' skills in interacting with their children should emphasize the importance of scaffolded instruction tuned to the child's capabilities. 相似文献
5.
《Parenting, science and practice》2013,13(4):335-353
Objective. This study considered the role of mothers' depressive symptoms and hostile-controlling behavior in young children's externalizing and internalizing behavior problems. Pathways of influence between mothers' depressive symptoms and hostile-controlling behavior and children's externalizing and internalizing behavior problems also were examined. Design. Data were collected at child ages 4 and 6 years from a nonclinical, community sample of 51 mothers and their children. At both assessments, mothers' behavior was observed during a structured mother - child play activity, and mothers completed questionnaires to assess their depressive symptoms and children's externalizing and internalizing symptoms. Results. Hierarchical regression analyses revealed different patterns of findings across the 2 assessments as well as different patterns of findings for children's externalizing versus internalizing behaviors. At age 4, mothers' depressive symptoms and hostile-controlling behavior predicted children's externalizing behaviors; at age 6, only mothers' hostile-controlling behavior predicted children's externalizing behaviors. Regarding children's internalizing behaviors, mothers' depressive symptoms were significant predictors at child age 4; however, by age 6, mothers' depressive symptoms were no longer significant predictors. When longitudinal modeling was applied to the data, some support for both maternal and child effects was found. Conclusions. Findings highlight the importance of considering mothers' depressive symptoms and hostile-controlling behavior in predicting children's externalizing and internalizing behavior problems and suggest different etiological pathways for externalizing versus internalizing expressions of dysfunction. 相似文献
6.
《Early education and development》2013,24(3):214-226
Block (1984) postulated that children develop a personal premise system concerning the nature of relationships from the kind of responsiveness, balance, and control they experience when interacting with the caregiver and the caregiver's degree of accessibility during caregiver–child interactions. Block's theory was used in this review to discuss how children's personal premise systems or models of relationships develop through the process of attachment to the caregiver, and how, as children establish more extensive social relationships, this premise system becomes a more generalized model of self and others which shapes all interactions with others including peer relationships during early and middle childhood. The review also suggests continuity in the organization of behavior, for just as the nature of the early personal premise system is shaped by caregiver responsiveness, control, consistency, and availability, so the quality of ties youngsters form with their peers seems also to be shaped by the tone of children's responsiveness to peers, the degree and kind of control youngsters exert in peer interactions, the consistency of behaviors with peers, and children's emotional and physical availability to peers. 相似文献
7.
Maternal beliefs about children's social behavior may be important contributors to socialization and development, but little is known about how such beliefs form. Transactional models suggest that children's characteristics may influence parents. At 2 years of age, the shy and aggressive behaviors of 65 toddlers (28 females) were observed during interactions with an unfamiliar peer; as well, mothers described the extent to which they advocated protective and authoritarian childrearing attitudes. These variables were used to predict mothers emotions, attributions, parenting goals, and socialization strategies in response to vignettes depicting aggressive and withdrawn child behaviors 2 years later. Most child effects were moderated by maternal attitudes or gender effects. Authoritarian mothers of aggressive toddlers were most likely to report high control and anger, to blame their children for aggression, and to focus on obtaining compliance rather than teaching skills to their children. Protective mothers reported that they would use warmth and involvement to comfort withdrawn children, especially their daughters. 相似文献
8.
《Parenting, science and practice》2013,13(2):105-126
Objective. This study explored the emotional experiences of mothers in interacting with their 2-year-old children and examined interrelations among maternal emotion, family distress, and observations of parenting sensitivity. Design. Sixty mothers and their 2-year-old children were observed interacting during both enjoyable (free play) and challenging (waiting) interaction tasks, and mothers provided self-report information about their emotional experiences during each task. Mothers also completed self-report measures to assess family distress. Results. Mothers experienced and expressed a range of positive and negative emotions during interactions with their toddlers, however, mothers' expressed (observed) and experienced (self-reported) emotions were generally uncorrelated. Mothers reported experiencing more positive emotion during interactions characterized by less child negativity and less negative emotion during interactions characterized by child expressions of positive emotion. Mothers' self-reported emotional experiences during interactions with their children moderated the associations between family distress (as reported by mothers) and sensitive parenting behaviors (as observed during parent-child interaction). Conclusions. Findings support a conceptualization of parenting as multiply determined by child, parent, and family contextual factors, with emotion serving an integral role. Results are also discussed with regard to parenting emotion as a potential target for intervention in distressed families. 相似文献
9.
Jui-Chih Chin 《Early education and development》2014,25(5):601-618
Research Findings: The aim of this study was to explore the relations between children's trust beliefs and social competence as well as social preference. In addition, this study examined how children with different trust belief profiles may differ in their peer interactive behaviors. A total of 47 children ages 5 to 6 participated in this study. Data were collected via observation of play behaviors, a teacher-rated social competence scale, and a child interview. The results indicated that children's trust beliefs in friends’ promise-keeping behaviors were positively associated with intrapersonal and interpersonal domains of social competence. Children who had greater trust in non-friend classmates’ promise-keeping behaviors tended to be sociable in a group, polite, and more preferred, and they were less likely to be disliked by peers. Children with different trust profiles exhibited differential interactive behaviors with peers. Practice or Policy: These findings suggest that parents and early childhood educators should pay more attention to the extent to which young children trust their close friends and familiar peers, especially in terms of keeping promises. Adults may model their efforts in keeping their promises made to children and enhance children's capacity to reciprocate trust in close relationships. Adults can help children differentiate their trust based on the intimacy of relationships. 相似文献
10.
The social dimensions of family-peer linkages of 4- to 6-year-old children (N=63) with developmental delays (IQ range, 50-80) were examined in this study. Hierarchical regressions revealed consistent and meaningful patterns of association relating children's influence attempts directed toward their mothers and their interactions with peers. A similar association with peer interactions was found for children's ability to obtain compliance from their mothers. Evidence suggested the existence of a core behavioral pattern that children exhibit with different partners and in different contexts. The role of horizontal forms of parent-child interactions in promoting the peer relationships of children with delays was suggested, particularly in terms of an intervention approach for this group of children. 相似文献
11.
Behavior rating scales and checklists are frequently used in the assessment of children and adolescents. These instruments are often completed by parents. There is little in the literature comparing mothers' and fathers' responses to such scales. Results of the present study indicate that mothers and fathers often differ in their perceptions of the behavior of their children. The need for separate norming by parent seems to be indicated. 相似文献
12.
Establishing positive peer relationships is integral to children's social development and is linked to a variety of long-term outcomes and life skills. The present study provides an in-depth examination of the ways in which child care providers guide young children in their early social experiences with peers during infancy, when social competence with peers is first being developed. Findings documented multiple avenues through which child care providers help to scaffold infants’ naturally occurring social encounters with their peers, including creating opportunities for peer interaction, preventing and interrupting peer interaction, communicating to children about their peers and peer relations, providing direct instructions and rules for peer interaction, and modeling social behavior during group interactions. Scaffolding strategies were categorized as adult-centered, child-centered, and group-based. Results also revealed some specific effects of scaffolding on infant social competence with peers over a 6-month time period. 相似文献
13.
Black, Betty, and Logan, Arliss. Links between Communication Patterns in Mother-Child, Father-Child, and Child-Peer Interactions and Children's Social Status . Child Development, 1995, 66 , 255–271. In this study, we examined communication in the family and peer systems in relation to children's sociometric status. Codes measured turn-taking skills and utterance types for 43 children (ages 24–60 months) with mothers, fathers, and peers. Communication differences in the family and peer systems were strongest for popular versus rejected status children and their parents, but differences were also found for controversial and neglected status children and their parents. Rejected status children demonstrated turn-taking styles that included irrelevant turns, interruptions, simultaneous talking, and noncontingent responding. Parents of rejected children used higher proportions of requests than parents of popular children but failed to allow their children time to respond to the requests. Popular status children were more likely to alternate turns, provide explanations to peers, and participate in episodes of cohesive discourse. Interaction patterns were examined for potential mechanisms of transfer between family and peer systems. 相似文献
14.
15.
Gintautas Silinskas Ulla Leppänen Kaisa Aunola Rauno Parrila Jari-Erik Nurmi 《Learning and Instruction》2010,20(1):61-71
The aim of the present longitudinal study was to investigate factors contributing to mothers' and fathers' teaching of reading and mathematics to their children during kindergarten and Grade 1. It was assumed that mothers' and fathers' teaching during kindergarten would be influenced by their socioeconomic status and their own learning difficulties, whereas during Grade 1 by their children's academic performance. A total of 189 mothers and 165 fathers filled in questionnaires regarding their teaching of reading and mathematics twice, once in kindergarten and once in Grade 1. Children's reading and mathematics performance was also examined twice, once in kindergarten and once in Grade 1. The results showed that the lower the socioeconomic status of mothers and fathers, the more teaching of reading and mathematics they reported. Moreover, the lower the children's academic performance in reading and mathematics in the beginning of Grade 1, the more teaching by mothers and fathers reported later on. Overall, the results suggest that mothers and fathers adjust their teaching to the actual skill level of their children when their children enter primary school. 相似文献
16.
The present study evaluated the degree of parental similarity–dissimilarity across parenting dimensions operationalized in terms of: (1) one's own and one's partner's style; (2) meta-emotion belief structures; (3) behavioral strategies in reaction to children's emotions; as well as (4) parental support and responsiveness. The first four dimensions were assessed with independent self-reports from both mothers and fathers and the latter was measured through observed behaviors in a discussion of emotions. Fifty-seven families participated. The mothers (92%) and fathers (90%) of preschool-aged children (mean age 57.5 months, 54% male) were predominantly of Mexican descent. Results revealed significant similarity when comparing mothers’ and fathers’ observed behaviors. Agreement among parents also emerged when comparing minimizing coping reactions to children's emotional displays and self-reported and reports of one's partner's authoritative parenting. Despite evidence of agreement on use of authoritative strategies and similarity on observed behaviors, comparisons of mean levels revealed dissimilarity. The participating mothers reported a greater tendency to employ authoritative strategies and their partners’ ratings of the mothers’ parenting confirmed this perceived difference. In addition, comparisons of mothers’ and fathers’ observed behaviors in interaction with their children suggested that, while mothers and fathers are engaged in similar behaviors, mothers are observed to engage in them more frequently. These results reinforce the need to assess both parents, employing multiple methods, in determining interdependence or their combined and unique contributions to socializing children. 相似文献
17.
Jessica F. Harding Pamela A. Morris Jennifer Hill 《Journal of research on educational effectiveness》2017,10(4):704-731
Maternal education is one of the strongest predictors of children's academic outcomes. One possible explanation for this is that more highly educated mothers more frequently engage in parenting practices that may promote children's later cognitive development; however, most of this evidence is correlational. This study uses Head Start Impact Study data (N = 1,953) to explore whether low-income mothers' participation in education affects their parenting practices and beliefs. Principal scores, which predict maternal educational participation based on covariates, were used for analysis. Principal score matching was used to identify mothers who we predicted participated in education because their children were randomly assigned to Head Start. We compared these mothers' outcomes to those of mothers we predicted would have participated in education if they were assigned to Head Start. For these mothers, participation in maternal education was associated with children watching fewer hours of TV, having more types of printed media at home, and more frequent participation in cultural activities, but it was not associated with a host of other parenting outcomes. Changing parenting is one potential pathway by which maternal educational participation may influence children's later academic outcomes. 相似文献
18.
A reorganization of child and family health nursing services followed policy changes in New South Wales, Australia, in the late 1990s. However, the introduction of universal and sustained home visiting to all new parents limited resources available to provide support groups for new parents. This qualitative research study used a case study approach to examine the impact of new parents'' group attendance on mothers and on mothers'' interactions with their baby. Key findings demonstrated that attendance at a group created an opportunity, the overarching theme, for both the mothers and infants. New Parent groups appear to be as important as other modes of nursing service delivery to children and parents and serve a different purpose to center-based or home visits. 相似文献
19.
Ann M. Berghout Austin Michael K. Godfrey Claudia Weber Cherie A. Martin Linda B. Holmes 《Early education and development》1991,2(3):214-226
Block (1984) postulated that children develop a personal premise system concerning the nature of relationships from the kind of responsiveness, balance, and control they experience when interacting with the caregiver and the caregiver's degree of accessibility during caregiver-child interactions. Block's theory was used in this review to discuss how children's personal premise systems or models of relationships develop through the process of attachment to the caregiver, and how, as children establish more extensive social relationships, this premise system becomes a more generalized model of self and others which shapes all interactions with others including peer relationships during early and middle childhood. The review also suggests continuity in the organization of behavior, for just as the nature of the early personal premise system is shaped by caregiver responsiveness, control, consistency, and availability, so the quality of ties youngsters form with their peers seems also to be shaped by the tone of children's responsiveness to peers, the degree and kind of control youngsters exert in peer interactions, the consistency of behaviors with peers, and children's emotional and physical availability to peers. 相似文献
20.
Research Findings: We examined associations among Anglo acculturation, Latino enculturation, maternal beliefs, mother–child emotion talk, and emotion understanding in 40 Latino preschool-age children and their mothers. Mothers self-reported Anglo acculturation, Latino enculturation, and beliefs about the value/danger of children's emotions and parent/child roles in emotion socialization. Mother–child emotion talk was observed during a Lego storytelling task. Children's emotion understanding was measured using 2 age-appropriate tasks. Correlations showed that mothers' Latino enculturation was associated with mothers' stronger belief in guiding children's emotions and children's lower emotion understanding. Anglo acculturation was associated with mothers' lower belief that emotions can be dangerous and children's better emotion understanding. Mothers with a stronger belief in guiding children's emotions more frequently labeled emotions. Mothers with a stronger belief that emotions can be dangerous less frequently explained emotions. Regressions controlling for child age and maternal education demonstrated that mothers with a stronger belief that children can learn about emotions on their own and mothers with greater Latino enculturation had children with lower emotion understanding, whereas mothers with greater Anglo acculturation had children with better emotion understanding. Practice or Policy: Results suggest that understanding both family acculturation and family enculturation will be helpful for early childhood researchers and educators seeking to assess and promote children's socioemotional development. 相似文献