scholarly journals Overt and relational aggression in Russian nursery-school-age children: Parenting style and marital linkages.

1998 ◽  
Vol 34 (4) ◽  
pp. 687-697 ◽  
Author(s):  
Craig H. Hart ◽  
David A. Nelson ◽  
Clyde C. Robinson ◽  
Susanne Frost Olsen ◽  
Mary Kay McNeilly-Choque
Keyword(s):  
Relational Aggression ◽  
Parenting Style ◽  
Nursery School ◽  
School Age Children ◽  
School Age

Abstract MP34: In Praise of Demanding Parenting: The Effects of Parenting Style and Poverty on Obesity Risk in Children: Evidence from a Nationally Representative Sample

Circulation ◽  
2014 ◽  
Vol 129 (suppl_1) ◽  
Author(s):  
Lisa Kakinami ◽  
Tracie Barnett ◽  
Gilles Paradis
Keyword(s):  
Parenting Style ◽  
Parenting Styles ◽  
Low Income ◽  
Parental Education ◽  
Interactive Effects ◽  
School Age Children ◽  
School Age ◽  
Age Related ◽  
Increased Risk ◽  
Familial Influences

Background: One-quarter of children are already overweight or obese when they enter preschool, underscoring a critical need to improve our understanding of childhood determinants of health, including both sociodemographic (such as poverty) and social-familial influences (such as parenting style), as well as how these determinants may interact with one another. Objective: To examine the effects of parenting style on the risk of obesity in youth and determine if poverty is a mediator or moderator for this association. Methods: Participants (age 0-11) were from the National Longitudinal Survey of Children and Youth (NLSCY), a representative cross-sectional survey of youth collected bi-annually (1994-2008) throughout Canada. Factor analysis identified 4 parenting styles consistent with Baumrind’s theory of authoritative (demanding and responsive), authoritarian (demanding but not responsive), permissive (responsive but not demanding), and negligent (not demanding and not responsive) parenting control prototypes. Multivariable logistic regression assessed the risk of a child being obese (BMI percentile ≥ 97.7 th compared to age- and sex-specific WHO growth curves) based on parenting style after adjusting for age, sex, parental education, immigration status, family functioning score, birth order, and maternal age. Analyses were stratified by age (younger: 2-5 years of age, n=19,026; school-age: 6-11 years of age, n=18,551) due to age-related differences in parenting styles. Mediation or moderation by poverty (household income < low income cut-offs adjusted for household size and geographic region) was assessed. Analyses used sampling and bootstrap weights. Results: Younger children’s parents were primarily authoritative (42%, n=7357), followed by negligent (22%, n=3763), permissive (20%, n=3436), and authoritarian (16%, n=4470). Parenting styles in school-age children were similar (authoritative: 32%, n=7195, negligent: 31%, n=5586, permissive: 22%, n=3850, authoritarian: 15%, n=1920). In multivariable analyses, compared to authoritative parenting, younger and school-age children with authoritarian parents were 30% (95% CI: 1.1-1.5, p=0.0002) and 37% (CI: 1.1-1.7, p=0.006) more likely to be obese, respectively. In younger children, poverty moderated this association: authoritarian and negligent parenting was associated with 39% (CI: 1.2-1.6, p<0.0001) and 28% (CI: 1.1-1.5, p=0.002) increased risk of obesity, respectively, only among the children not living in poverty. In school-age children, poverty was not a mediator or moderator. Conclusions: Parenting style is associated with a child’s risk of obesity but is moderated by poverty in younger children. Successful strategies to combat childhood obesity need to reflect the independent and interactive effects of sociodemographic and social-familial influences on health especially in early childhood.

scholarly journals The Roles of Parents Teachers Association in School-Age Children’s Psychosocial Development According to Erik Erikson

2022 ◽  
Vol 3 (1) ◽  
pp. 45-54
Author(s):  
Sendi Wijaya
Keyword(s):  
Social Development ◽  
Parenting Style ◽  
Psychosocial Development ◽  
School Age Children ◽  
Erik Erikson ◽  
School Age ◽  
Literature Research ◽  
Suitable Treatment ◽  
Teachers And Parents ◽  
Research Author

People these days tend to avoid their attention from child’s psychosocial development while it holds serious role for the psyhcological and social development of children to find their true identity in the future. According to Erik Erikson, there are 8 stages of phsychosocial development of human starts when a human being is born to the final stage which is at 65 years old above. In this theory, Erikson emphasizes that every stage holds its importance and that they relate each other. Which means the first stage affects the next stage and so forth. This research is aimed to analyze Erikson’s 8 stages development of psychosocial on school-age children and how parents and teachers should respond and provide suitable treatment for these children.The methodology in this research is literature research where author collects the information about 8 stages psychosocial development from journal, books, reviews, or previous research. From this research, author finds that parents must give proper and suitable parenting style for their child especially during their school periods where child needs support, motivation and stimulus either from parents or teachers or their surroundings through intensive communication. For addition, through this research too, author finds that the ability for teachers to understand these 8 stages will give them the sight to provide more chances for the children to grow well and find their true identity. From this research, we can conclude that either teachers and parents need to cooperatively work together to provides proper and suitable treatment for children’s psychosocial development according to Erikson’s 8 stages development.

Parenting predictors of relational aggression among Puerto Rican and European American school-age children

2007 ◽  
Vol 22 (1) ◽  
pp. 147-159 ◽  
Author(s):  
Sharice Angel Brown ◽  
David H. Arnold ◽  
Jennifer Dobbs ◽  
Greta L. Doctoroff
Keyword(s):  
Puerto Rican ◽  
Relational Aggression ◽  
School Age Children ◽  
European American ◽  
School Age ◽  
American School

scholarly journals Correlation Between Authoritarian Parenting and Self-Confidence in School-Age Children in Indonesia: A cross-sectional study

2021 ◽  
Vol 1 (1) ◽  
pp. 6-11
Author(s):  
Enggal Hadi Kurniyawan ◽  
Rizky Bella Mulyaningsasi ◽  
Emi Wuri Wuryaningsih ◽  
Lantin Sulistyorini
Keyword(s):  
Parenting Style ◽  
Psychosocial Development ◽  
School Age Children ◽  
School Age ◽  
Chi Square ◽  
Cross Sectional ◽  
Authoritarian Parenting ◽  
Self Confidence ◽  
Chi Square Test ◽  
Authoritarian Parenting Style

In school-age children, self-confidence is needed to complete the task of psychosocial development, namely industry or the stage of achievement. Which if not implemented correctly, the child will become inferior. Authoritarian parents who often curb and punish can affect a child's self-confidence. This study aimed to analyze the correlation between authoritarian parenting style and self-confidence of school-age children. This study used observational analysis with a cross-sectional approach. The subjects of this study were 96 primary school students who were take using a stratified random sampling technique. Data collection used an authoritarian parenting questionnaire and a self-confidence questionnaire. Data were analyzed using the chi-square test. Analysis results showed that there were 54.2% of respondents who got an authoritarian parenting style, and 45.8% of respondents have low self-confidence. The chi-square test showed a correlation between authoritarian parenting style and self-confidence of school-age children (p-value = 0,001) with OR of 5,211. School-age children who get authoritarian parenting have the risk of experiencing low self-confidence 5,211 times higher. Nurses can provide health education and counseling about good parenting to the parents and teachers.

scholarly journals Hubungan Pola Asuh Orang Tua dalam Menstimulasi Perkembangan Motorik Kasar dan Halus Usia Pra Sekolah

2019 ◽  
Vol 7 (1) ◽  
Author(s):  
ZAINAL MUNIR ◽  
Yulisyowati Yulisyowati ◽  
Helpy Virana
Keyword(s):  
Early Childhood ◽  
Motor Skills ◽  
Parenting Style ◽  
School Age Children ◽  
Authoritative Parenting ◽  
Fine Motor ◽  
School Age ◽  
Fine Motor Skills ◽  
Chi Square ◽  
Pattern Of Care

At this stage of growth and development of  children pre- school age 3-4 years, children begin to master a variety of physical skills and courage. However, there are still come pre school age children are to afraid of being in a foreign environment at school. If that happens then the pre school children have delays in development. Child development is influence by the pattern of care applied by the parents. Authoritative parenting strongly influence the high level of courage and skill of children. The study aims to determine the relationship of parenting the parent to stimulate the development of groos motor and fine motor skills in children. Research methods and correlational design using cross sectional approach by using purposive sampling techniqus sampling. The population of this study were parents with pre school age children 3-4 years in early childhood AL-Firdaus Bahrul ‘Ulum Tambakberas Jombang, which amount to 32 people with a large sample of 22 people. Method of data collection use questionnaires and observation sheets DDST (Denver Development Screening Test), and then data is analyzed by Chi-Square test. The result of correlation analysis Chi-Square majority of respondents found that authoritative parenting implement as many as 20 people (90,9%) with development of gross motor that delay. Respondent who apply the authoritative parenting style with development of fine motor skills that normal . And indulgent parenting style with development of fine motor skills that delay with Asymp. Sig ρ = 0.000, which means there is a relationship between the pattern of care in stimulating the development of gross motor and fine motor skills of children. From this research it can be concluded that authoritative parenting pattern can be applied to parents of pre school children aged 3-4 years so that children growth and develop well in early childhood Bahrul ‘Ulum AL-Firdaus Tambakberas Jombang.Keywords: Parenting pattern, gwoth and development, Denver Development   Skrining Test

scholarly journals Pola Asuh Orangtua Berhubungan dengan Tingkat Keberhasilan Toilet Training pada Anak Usia Pra Sekolah

2020 ◽  
Vol 8 (2) ◽  
pp. 217
Author(s):  
Moomina Siauta ◽  
Selpina Embuai
Keyword(s):  
Parenting Style ◽  
Cross Sectional Study ◽  
Toilet Training ◽  
School Age Children ◽  
School Age ◽  
Sectional Study ◽  
Chi Square ◽  
Cross Sectional ◽  
Training Success ◽  
The Way

Kegagalan toilet training mengakibatkan anak tidak percaya diri, rendah diri, malu berhubungan sosial dengan temannya. Tujuan penelitian mengetahui hubungan pola asuh orang tua dengan tingkat keberhasilan toilet training pada anak usia pra-sekolah di TK Dharma Wanita Tunggul Wulung. Desain penelitian ini observasional analitik dengan pendekatan study cross sectional. Sampel diambil dengan menggunakan teknik purposif sampling berdasarkan kriteria inklusi sebanyak 35 responden. Pengumpulan data menggunakan kuesioner. Data dianalisis dengan korelasi chi-square Dari hasil penelitian didapatkan responden yang menggunakan  pola asuh demokratis sebanyak 71,4%, pola asuh permisif sebanyak 25,7%, pola asuh otoriter sebanyak 2.9%, pola asuh penelantar sebanyak 0%. Sedangkan untuk tingkat keberhasilan yang berhasil sebanyak 34,3%, cukup berhasil sebanyak 65,7%. Setelah dianalisis dengan korelasi chi-square diperoleh hasil nilai korelasi positif 0.403 dengan signifikansi α (0.034 < 0.050). Semakin ke arah pola asuh demokratis penerapan toilet training akan berhasil sedangkan semakin ke arah pola asuh penelantar penerapan toilet training kurang berhasil. Kata kunci: anak usia pra sekolah, pola asuh, toilet training PARENTING STYLE  RELATED TO THE SUCCESS OF TOILET TRAINING IN PRE-SCHOOL AGE CHILDREN ABSTRACTTherefore parent building for independence of children is needed that was realized by toilet training. Toilet training’s failure can result the children in feeling inferior, unconscionable and ashamed to communicate friendliness. This research was aimed to know the relation between parent’s way of care with degree of toilet training success for children at pre-school age in TK Dharma Wanita Tunggul Malang. Design of this research was analytic observational using  approach cross sectional study. Samples were selected using purposive sampling base on inclusive criterion as much as forty respondents. Data were collected using questioner then analysed with correlation of chi-square. From the result of research it was got that the respondent using the way of democratize care was 71,4%, the way of permissive care was 25,7%, the way of authoritative care was 2,9%, the way of neglect care was 0%. Whereas by degree success to success was 34,3%, enough success was 65,7%,. After analyzed using correlation of chi-square it was got positive correlation 0.403 with significance α (0.034 < 0.050). It can be concluded that there was significance relation between the parent’s way of care and degree of toilet training success for children in pre–school age at TK Dharma Wanita Tunggul Wulung Malang. The more democratic care the application of toilet training the more success while the more neglect care the application of toilet training the less success.  Keywords: pre-school, the way of care, toilet training

A Therapeutic Technique for the Improvement of Lingua-Alveolar Valving Abilities

1978 ◽  
Vol 9 (3) ◽  
pp. 169-175 ◽  
Author(s):  
James Paul Dworkin
Keyword(s):  
School Age Children ◽  
School Age ◽  
Bite Block ◽  
Therapeutic Technique ◽  
Remedial Program

This study was designed to determine if a remedial program using a bite-block device could inhibit hypermandibular activity (HMA) and thereby improve the lingua-alveolar valving (LAV) abilities of four school-age children who demonstrated multiple lingua-alveolar (LA) phonemic errors. The results revealed significant improvements in LAV and LA phoneme articulatory skills in all of the children who used the bite-block device to reduce HMA subsequent to comprehensive training sessions.

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