H.U.G.S. A parent-child interaction program

1990 ◽  
Vol 15 (4) ◽  
pp. 35-39
Author(s):  
Jennifer McIntosh ◽  
Lynette Green
Keyword(s):  
School Children ◽  
Family Care ◽  
Group Program ◽  
Positive Interaction ◽  
Child Interaction ◽  
Parents And Children ◽  
Parent Child Interaction ◽  
The Way ◽  
Parent Child

This paper provides a brief account of a group program developed by Alys Key Family Care for parents and pre-school children where the growth of a sound, nurturing relationship has been significantly impaired. HUGS is an acronym for “Happiness, Understanding, Giving and Sharing”. The program has the overall aim of fostering positive interaction, enjoyment and the development of a reciprocal caring, confident bond between parents and children. The group has been evolving since 1987, with many refinements in its conceptualisation along the way. The agency is currently producing a manual which describes in detail the rationale and operation of the program, pilot evaluations, HUGS activities and styles of intervention and support which seem particularly effective within the group.

scholarly journals Furniture design based on parent-child interaction experience

2020 ◽  
Vol 179 ◽  
pp. 02098
Author(s):  
Jingyuan Zhu ◽  
Qing Wu
Keyword(s):  
Life Experience ◽  
Furniture Design ◽  
Physical And Mental Health ◽  
Design Elements ◽  
Living Space ◽  
Child Interaction ◽  
Parents And Children ◽  
Children And Parents ◽  
Parent Child Interaction ◽  
Parent Child

To explore how children’s furniture can become a tool of parent-child interaction, so that furniture can not only satisfy children’s curiosity, but also bring new feelings and experiences to parents and children. It is necessary to establish a bond of love between parents and children by adding parent-child interaction projects. This children’s furniture will give children a warm family life experience. Background analysis of parent-child interaction furniture design was conducted by means of data search and market research to explore children’s physiological and psychological characteristics. It is necessary to analyze parent-child interaction mode and its elements and try to make compound chairs have interactive functions so that compound chairs can bring good interaction experience to parents and children. As a result, this compound chair can meet user needs. The design features of parent-child interactive furniture are analyzed with the physiological characteristics of children as the design elements. Personally interactive furniture can create an interactive world for children and parents in a limited living space. It is able to promote the emotional exchange between parents and children, create a space conducive to children’s physiological and psychological growth. Ultimately, this kind of interactive furniture can promote the physical and mental health of children.

scholarly journals Relations between parent-child interaction and children’s engagement and learning at a museum exhibit about circuits

2020 ◽  
Author(s):  
David Sobel ◽  
Susan Letourneau ◽  
Cristine Legare ◽  
Maureen Callanan
Keyword(s):  
Electric Circuit ◽  
Museum Exhibit ◽  
Children’S Learning ◽  
Child Interaction ◽  
Parents And Children ◽  
Children's Museum ◽  
Significant Disagreement ◽  
Parent Child Interaction ◽  
Parent Child ◽  
Children's Learning

Play is critical for children’s learning, but there is significant disagreement over whether and how parents should guide children’s play. In an observational study of parent-child interaction and children’s learning, parents and 4- to 7-year-old children in the U.S. (N = 111 dyads) played together at an interactive electric circuit exhibit in a children’s museum. We examined how parents and children set and accomplished goals while playing with the exhibit. Children then participated in a set of challenges that involved completing increasingly difficult circuits. Children whose parents set goals for their interactions showed less engagement with the challenge task (choosing to attempt fewer challenges), and children whose parents were more active in completing the circuits while families played with the exhibit subsequently completed fewer challenges on their own. We discuss these results in light of broader findings on the role of parent-child interaction in museum settings.

scholarly journals Musical Improvisation for Promoting Parent-Child Interaction

2017 ◽  
Vol 32 (3) ◽  
pp. 148-157
Author(s):  
Monica Subiantoro
Keyword(s):  
Music Therapy ◽  
Qualitative Method ◽  
Therapy Group ◽  
Structured Interview ◽  
Child Interaction ◽  
Parents And Children ◽  
Improvised Music ◽  
Parent Child Interaction ◽  
Parents Experiences ◽  
Parent Child

This study aims to examine parents' experiences on improvisation and investigate how it contributes to the development of parent-child interaction in a music therapy group. Using qualitative method, it involves a questionnaire, semi-structured interview and observation on musical behavior through video analysis. The result shows that although parents initially feel hesitant to respond to this new activity, parents and children benefit from having improvised music in the session. The benefits include increasing spontaneity, self-expression without language barriers, allowing parents to interact with their child and for their child to interact with other children. Community also supports its members to bring out their improvising selves.

scholarly journals Association Between Parenting and School Refusal Among Elementary School Children in Japan: Results From A-CHILD Longitudinal Study

2021 ◽  
Vol 9 ◽  
Author(s):  
Yoshifumi Fukuya ◽  
Takeo Fujiwara ◽  
Aya Isumi ◽  
Satomi Doi ◽  
Manami Ochi
Keyword(s):  
Elementary School ◽  
Longitudinal Study ◽  
Child Maltreatment ◽  
School Children ◽  
Elementary School Children ◽  
First Grade ◽  
School Refusal ◽  
Child Interaction ◽  
Parent Child Interaction ◽  
Parent Child

Objective: The aim of this study was to examine the association between parenting, including the parent–child interaction and child maltreatment in the first grade (6–7 years old), and school refusal in the second (7–8 years old) and fourth (9–10 years old) grades among elementary school children in Japan.Methods: Data were from the Adachi Child Health Impact of Living Difficulty (A-CHILD) longitudinal study conducted in 2015, 2016, and 2018 in Adachi City, Tokyo, Japan. A questionnaire was distributed to all the first-grade school children (N = 5,355) in 2015. Of the total 4,291 valid children (response rate: 80.1%), 3,590 and 3,070 children were followed up to the second and fourth grades, respectively. Caregivers responded to the questionnaire on the parent–child interaction and child maltreatment, including neglect, physical abuse, and psychological abuse in the first grade and school refusal in the second and fourth grades. We conducted multiple imputation for missing data. Multivariate logistic regression model was used for this analysis adjusting for child mental health in the first grade and sociodemographic characteristics.Results: Prevalence of school refusal was 1.8% (n = 64) in the second grade and 2% (n = 60) in the fourth grade. We found no association of the parent–child interaction and child maltreatment in the first grade and with school refusal in the second and fourth grades, respectively, after adjusting for covariates.Conclusions: Parenting, such as the parent–child interaction and child maltreatment, may not be associated with school refusal among elementary school children. Further longitudinal research is needed to elucidate other factors, such as peer relationships and school environment, which can affect school refusal.

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
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