Capturing death in animated films: Can films stimulate parent-child conversations about death?

2021 ◽  
Vol 59 ◽  
pp. 101063
Author(s):  
Enrica E. Bridgewater ◽  
David Menendez ◽  
Karl S. Rosengren
Keyword(s):  
Animated Films ◽  
Parent Child

Capturing Death in Animated Films: Can Films Stimulate Parent-Child Conversations about Death?

2021 ◽  
Author(s):  
Enrica E. Bridgewater ◽  
David Menendez ◽  
Karl S. Rosengren
Keyword(s):  
Content Analysis ◽  
Animated Films ◽  
Parent Child

We present three studies examining death in children’s animated films. Study 1 is a content analysis of 49 films. We found that death is often portrayed in films, but many deaths occurred off-screen. Deaths were mostly portrayed in a biologically accurate manner, but some films portrayed biological misconceptions. Studies 2 and 3 (n = 433) report on parents’ attitudes and parent-child conversations about death in films. Children’s questions about death in animated films were similar to their questions about death more generally. Animated films may provide a context for parent-child conversations about death, as parents often watched these films with their children. However, it appeared that few parents took advantage of this opportunity to talk about death with their children.

A Pilot Study of Early Storybook Reading With Babies With Hearing Loss

2019 ◽  
Vol 62 (9) ◽  
pp. 3397-3412
Author(s):  
Michelle I. Brown ◽  
David Trembath ◽  
Marleen F. Westerveld ◽  
Gail T. Gillon
Keyword(s):  
Hearing Loss ◽  
Pilot Study ◽  
Visual Analysis ◽  
Single Case ◽  
Eye Contact ◽  
Preliminary Evidence ◽  
Storybook Reading ◽  
Book Selection ◽  
Turn Taking ◽  
Parent Child

Purpose This pilot study explored the effectiveness of an early storybook reading (ESR) intervention for parents with babies with hearing loss (HL) for improving (a) parents' book selection skills, (b) parent–child eye contact, and (c) parent–child turn-taking. Advancing research into ESR, this study examined whether the benefits from an ESR intervention reported for babies without HL were also observed in babies with HL. Method Four mother–baby dyads participated in a multiple baseline single-case experimental design across behaviors. Treatment effects for parents' book selection skills, parent–child eye contact, and parent–child turn-taking were examined using visual analysis and Tau-U analysis. Results Statistically significant increases, with large to very large effect sizes, were observed for all 4 participants for parent–child eye contact and parent–child turn-taking. Limited improvements with ceiling effects were observed for parents' book selection skills. Conclusion The findings provide preliminary evidence for the effectiveness of an ESR intervention for babies with HL for promoting parent–child interactions through eye contact and turn-taking.

Who Controls Parent—Child Interaction?

1981 ◽  
Vol 26 (10) ◽  
pp. 744-745
Author(s):  
David C. Rowe
Keyword(s):  
Child Interaction ◽  
Parent Child Interaction ◽  
Parent Child

Learning on hold: Cell phones sidetrack parent-child interactions.

2017 ◽  
Vol 53 (8) ◽  
pp. 1428-1436 ◽  
Author(s):  
Jessa Reed ◽  
Kathy Hirsh-Pasek ◽  
Roberta Michnick Golinkoff
Keyword(s):  
Cell Phones ◽  
Parent Child Interactions ◽  
Parent Child

Early Parent-Child Relationships

2004 ◽  
Author(s):  
Kimberly K. Mathos ◽  
Ray Firth
Keyword(s):  
Early Parent ◽  
Parent Child Relationships ◽  
Parent Child
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