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1.
Jerel P. Calzo Vickie M. Mays Charlotte Björkenstam Emma Björkenstam Kyriaki Kosidou Susan D. Cochran 《Child development》2019,90(4):1097-1108
Debate persists about whether parental sexual orientation affects children's well-being. This study utilized information from the 2013 to 2015 U.S., population-based National Health Interview Survey to examine associations between parental sexual orientation and children's well-being. Parents reported their children's (aged 4–17 years old, N = 21,103) emotional and mental health difficulties using the short form Strengths and Difficulties Questionnaire (SDQ). Children of bisexual parents had higher SDQ scores than children of heterosexual parents. Adjusting for parental psychological distress (a minority stress indicator) eliminated this difference. Children of lesbian and gay parents did not differ from children of heterosexual parents in emotional and mental health difficulties, yet, the results among children of bisexual parents warrant more research examining the impact of minority stress on families. 相似文献
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This study conceptualizes parental migration as a dynamic family process that exposes children to parental absence and family instability. Using detailed migration histories, this study identifies the left-behind trajectories of rural Chinese children throughout childhood (age 1–12) and examines the impact on psychological well-being (N = 3,961). Results indicate heterogeneity in children’s experience of parental migration, which is characterized by both persistence (prolonged parental absence) and instability (repeated parental migration). A quarter of rural children experienced prolonged parental migration, and for half of these, by both parents. Another 50% of rural children experienced repeated parental migration. Children continuously left behind by both parents and children who experienced substantial family instability both fared worse in psychological development than those in stable two-parent families. 相似文献
3.
Although children with Down syndrome (DS) can learn to read, few studies have explored parental perspectives on the reading development of this group of children. This article, written by Leila Ricci and Anna Osipova, from California State University, explores visions and expectations regarding reading held by parents of children with Down syndrome in the US. Parents of 50 children with DS (aged three to 13 years) completed a survey about their children's interest in reading and responded to open‐ended questions inquiring about their views on their children's reading development. A majority of parents in this study described their children's positive attitude toward reading, stated their reading‐related goals for their children, defined their children's relative strengths in reading, and shared strategies used in the home to promote literacy in this population. Parents pay close attention to and have high expectations for their children's reading achievement, and thereby would benefit from partnerships with informed educators willing and capable of teaching reading to children with DS. 相似文献
4.
《Early childhood research quarterly》1998,13(2):241-261
Emergent literacy research has demonstrated that children begin constructing notions of literacy during the preschool years and that early experiences support children's literacy growth. Given that parents may have valuable insight into their preschool children's literacy development, we examined the hypothesis that parental reports from the preschool years could be good predictors of early literacy development once their children enter school. Drawing on data from a longitudinal study of literacy development among low-income children, we correlate reports prepared by parents when their children were three and four years old with the children's subsequent performance on individually administered tests in kindergarten and grade one and grade one teachers' evaluations of children. Correlational analyses reveal significant correlations between parental reports and grade one teacher reports and assessments. Regression models reveal that parental reports account for about a quarter of the variance in kindergarten tests and grade one teacher assessments and over a third of the variance in a decoding assessment given near the end of first grade. 相似文献
5.
Kate Hoskins Thu Thu Yuwei Xu Jie Gao Junqing Zhai 《British Educational Research Journal》2023,49(3):455-475
Over the past 2 years, the world has been living through the unprecedented Covid-19 pandemic. Children have had to adapt to online classrooms and lessons of some sort, and many parents have been forced to work from home while supervising their child's home learning activities. We used participatory visual methods to understand how children and their parents have coped during this time, engaging parents as co-researchers to ask their child to photograph and/or draw pictures that represent their daily lived experiences over the lockdown period. We then asked parents to interview their children (24 in total, 13 in the UK and 11 in China), using the children's artwork as prompts, and finally we interviewed parents. Through the data collection process, parents captured their children's experiences and feelings since the coronavirus struck. The data was analysed using Foucault's theory of discourse to provide unique and comparative insights into children's experiences in the UK and China during this exceptional time. Ours is the first study to integrate parents' and children's views of Covid-19, drawing on parents as co-researchers. We argue that combining the data collection methods and drawing on parents as co-researchers enabled parents to gain insights into an understanding of their child's lived experiences throughout the pandemic that might otherwise have been unknown. These insights were often unexpected for parents, and have been grouped around themes of parental relief, anxiety and understanding. 相似文献
6.
There is a sound research base attesting to the importance of parental involvement and to the many potential benefits it can offer for children's education. This study sought to examine differences in parental aspirations (as a mechanism of parental involvement in their children's education) for their children's educational attainment between slum and non-slum residing parents in Kenya. The study used cross-sectional household data for a sample of 4065 parents, collected in 2007 by the African Population and Health Research Centre (APHRC) in Nairobi. A multinomial logistic model was used for the analysis to explore the factors determining parental aspirations. The results indicate the following: (i) that parents who live in the slums have lower aspirations for their children's educational attainment when compared to those who live in non-slum areas; (ii) that parents in the slums have aspirations for higher levels of educational attainment for their children than their own levels of education. We conclude that parents in urban Kenya have a strong belief in the education of their children irrespective of their slum or non-slum residence but aspirations are higher in non-slums than in slums. 相似文献
7.
《British journal of educational technology : journal of the Council for Educational Technology》2018,49(3):545-559
This study is the first to systematically investigate the influence of child gender and age, on parents’ perceptions of UK children's digital media use at home. It provides an in‐depth exploration of how children's age and gender influence the balance between children's use of digital and non‐digital media at home. The data draw on 709 parents’ responses to an open‐ended question asked in the context of a national survey investigating the digital reading habits of children, conducted in 2015. Parents’ responses were analysed using content and thematic analysis, which yielded eight main categories, collapsed into three major themes: control, child's healthy development and diversity of experiences. Quantitative analyses evidenced that more parents of boys were concerned about the health implications of their children's digital media use and this was a concern especially for parents of the youngest (0–2‐year‐old) children. More parents of 6–8‐year olds cited the appeal of technology as the main reason for the perceived imbalance in their children's engagement with digital media. The study provides a more secure understanding of the factors that influence parental perceptions of their children's digital media use at home, which has implications for policy‐makers, digital designers and early years professionals. 相似文献
8.
The authors investigated the relationships among multiple aspects of parental involvement (English proficiency, school involvement, control and monitoring of children), children's aspirations, and achievement in new immigrant families in the United States. They used data on immigrant parents and school-age children (N = 1,255) from the New Immigrant Survey to examine immigrant families from diverse backgrounds. Structural equation modeling analyses revealed that parental English proficiency and involvement in school education are related to children's academic achievement, cognitive development, and English language ability, directly as well as indirectly, through children's educational aspirations. Parental control and monitoring is not beneficial to immigrant children's cognitive development, although variations were found across different groups. They also observed intriguing findings regarding gender and racial or ethnic diversity. Based on their findings, they provide recommendations for the fostering of academic success and the design and implementation of educational programs and practices for immigrant children. 相似文献
9.
Rose K. Vukovic Steven O. Roberts Linnie Green Wright 《Early education and development》2013,24(4):446-467
This study examined whether children's mathematics anxiety serves as an underlying pathway between parental involvement and children's mathematics achievement. Participants included 78 low-income, ethnic minority parents and their children residing in a large urban center in the northeastern United States. Parents completed a short survey tapping several domains of parental involvement, and children were assessed on mathematics anxiety, whole number arithmetic, word problems, and algebraic reasoning. Research Findings: The results indicated that parents influence children's mathematics achievement by reducing mathematics anxiety, particularly for more difficult kinds of mathematics. Specifically, the mediation analyses demonstrated that parental home support and expectations influenced children's performance on word problems and algebraic reasoning by reducing children's mathematics anxiety. Mathematics anxiety did not mediate the relationship between home support and expectations and whole number arithmetic. Practice or Policy: Policies and programs targeting parental involvement in mathematics should focus on home-based practices that do not require technical mathematical skills. Parents should receive training, resources, and support on culturally appropriate ways to create home learning environments that foster high expectations for children's success in mathematics. 相似文献
10.
《Early education and development》2013,24(2):181-191
This study investigated deaf children's "security of attachment" relationships with their hearing parents and the relationship of parental attitudes toward deafness. Subjects included 30 deaf children and their hearing parents. The children ranged in age from 20 to 60 months. Instruments used included the Attachment Q-Set, the Attitudes to Deafness Scale, and parental interviews. As a group there were no differences between security of attachment scores of deaf children toward either of their parents; however, there were marked differences within individual dyads of mother–child/father–child relationships. In addition, negative correlations were found between parents' attitudes towards deafness scores and their deaf children's security of attachment scores. Implications for the field include the importance of inclusion of fathers in attachment studies and fathers' active participation in early intervention programs. The relationship between parental attitudes toward their children's disability (deafness) and attachment relationship provides further evidence for the critical role of early intervention in the development of children with special needs. 相似文献
11.
《Parenting, science and practice》2013,13(3):303-324
Objective. This study explores immigrant group and individual differences within groups in parental reports of involvement in their children's education as a function of both sociodemographic and cultural variables. Design. Over 300 parents from three different immigrant groups - Portuguese, Dominican and Cambodian - were interviewed when their children were in either second or fifth grade. Results. Language comfort and immigrant group membership were the most frequent variables associated with group differences in the various aspects of parental involvement. Cambodian parents showed the lowest levels of parent involvement as expressed in measures of attitudes, contact with schools, home-based control over children's behavior, and provisions of material support for homework. Ethnographic data suggest that differing forms of group migration, the educational system's differing responses to the groups, and group differences in cultural values explain the above findings. Within the Portuguese and Cambodian groups, language comfort was also the variable most frequently associated with individual differences in the dimensions of parent's involvement. Finally, the different dimensions of parental involvement are highly correlated amongst each other within the Portuguese and Cambodian families, but not so for Dominicans. Conclusions. These findings suggest both similarities and differences in the processes of parental involvement in children's education across three quite different immigrant groups. 相似文献
12.
A cross-cultural study of parents' academic standards and educational aspirations for their children
The present study was an investigation of Asian Australian and Anglo-Celtic Australian parents' educational expectations of, and aspirations for, their children. It was predicted that parents from Asian backgrounds would have higher academic standards and higher aspirations for their children's education, compared with Anglo-Celtic Australian parents. These hypotheses were largely supported by a survey of 239 Australian parents from Chinese, Vietnamese and Anglo-Celtic cultural backgrounds. There was evidence of a preference for university education among the Chinese and Vietnamese parents, while Anglo-Celtic Australian parents from lower socioeconomic backgrounds were more likely to prefer their children to attend TAFE or complete an apprenticeship. The results are discussed in terms of the role of parental factors in children's academic achievements. 相似文献
13.
For 25 years, Israeli television operated as a virtual monopoly, with one single channel shared by Educational TV and the Public Broadcasting Authority. Young viewers were exposed to non‐commercial quality programs primarily geared for children. The introduction of cable television challenges the ways parents control their children's viewing and fills the role of mediators between television and the child. This study is based on two surveys among parents of Israeli children aged 2‐8. The first was conducted with 537 parents in 1989, prior to the introduction of cable TV, and the second with 552 parents who had cable in 1993, when cable TV penetrated half of all Israeli homes. The results indicate that the introduction of cable TV changed strategies of parental control and mediation and parents’ assessment of television's influence on children. Active parental mediation was closely related to the attribution of learning values to children's viewing and to gratifications attributed to educational television broadcasts. Loosening of control and allowance for independent children's viewing was closely related to the attribution of entertainment value to children's viewing and to viewing of cable television. 相似文献
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《Ethnography and Education》2013,8(3):273-288
The present article explores home–school relations by analyzing how Swedish teachers and parents negotiate responsibility for children's education and rearing through school letters. It draws on participant observations using a video camera in families, interviews with parents, and analysis of school letters written by teachers to parents. The division of public and private responsibility for children is negotiated in terms of expertise. Teachers position themselves as ‘educational experts’, and are able to prescribe how parents are supposed to be involved in children's education. Teachers construct parents as ‘rearing experts’, and ask them to take responsibility for their children's behavior in school by disciplining them at home. The prescribed parental subject is adopted by parents, particularly mothers, as they position themselves as involved parents. 相似文献
16.
《Early education and development》2013,24(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
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Lori Nathanson Sara E. Rimm-Kaufman Laura L. Brock 《Early education and development》2013,24(5):775-798
Research Findings: This paper examines the extent to which children's effortful control and early family experiences predict difficulty in kindergarten adjustment. One hundred and eighty-two children from 31 kindergarten classrooms in rural elementary schools in the Southeast participated. Teachers reported on children's difficulty with kindergarten adjustment, and parents completed measures assessing children's effortful control (inhibitory control and attentional focus) and types of parental control (i.e., lax, firm, and harsh). A hierarchical regression analysis was performed to address three research questions: First, how does effortful control (inhibitory control and attentional focus) contribute to children's difficulty with kindergarten adjustment? Second, how does parental control predict children's difficulty with kindergarten adjustment? Third, to what extent does parental control moderate the relation between effortful control and difficulty with kindergarten adjustment? Practice or Policy: Children lower on inhibitory control showed greater difficulty with kindergarten adjustment than children with higher inhibitory control. Furthermore, lax parental control, but not firm or harsh parental control, predicted children's adjustment problems. Lax parental control moderated the relation between children's inhibitory control and difficulty with kindergarten adjustment; specifically, higher levels of lax parental control coupled with lower levels of inhibitory control predicted more difficulty with the adjustment to kindergarten. 相似文献
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Shuang Chen Jennifer Adams Zhiyong Qu Xiaohua Wang Li Chen 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》2013,59(6):693-722
In the context of China’s increasing rural-urban migration, few studies have investigated how parental migration affects children’s experience in school. The high cost of schooling, taken together with the institutional barriers in destination cities, have compelled many rural parents in China to migrate without their children, leaving them in the care of their spouses, grandparents, relatives or other caregivers. Still other parents migrate with their children, many of whom then attend urban migrant schools in their destination city. Understanding the academic engagement of children of migrant workers is particularly salient because the poor qualities of migrant schools, a lack of parental support, and exposure to competing alternatives to schooling may render both migrant children in the cities and left-behind children in the rural villages vulnerable to disengagement, and ultimately school dropout. Using data collected in 2008 in the urban Haidian and Changping districts of Beijing and rural Henan and Shaanxi provinces, the authors of this paper investigate the association between parental migration status and two measures of academic engagement, academic aspirations and the odds of liking school, by comparing migrant children attending migrant schools and left-behind children with their rural counterparts who do not have migrant parents. The authors’ findings show that migrant children attending migrant schools have lower academic engagement compared to rural children of non-migrant parents. The correlation between academic engagement and parental migration status can be accounted for in part by the support children receive from family and teachers. The association between certain measures of family and school support and academic engagement also varies by parental migration status: for example, high teacher turnover rates significantly reduce migrant children’s odds of liking schools, but do not affect children of non-migrant parents. 相似文献