Adolescents’ emerging habitus: the role of early parental expectations and practices

2013 ◽  
Vol 35 (3) ◽  
pp. 389-412 ◽  
Author(s):  
Katerina Bodovski
Keyword(s):  
Parental Expectations

Digital Technology in Kindergarten

2019 ◽  
pp. 1541-1560
Author(s):  
Vicki Schriever
Keyword(s):  
Early Childhood ◽  
Young Children ◽  
Mobile Devices ◽  
Digital Technology ◽  
Early Childhood Teachers ◽  
Parental Expectations ◽  
Digital Technologies ◽  
Early Childhood Teacher ◽  
Digital Devices

This chapter examines the literature surrounding digital technologies within kindergarten. It highlights the ways in which mobile devices and smart gadgets are used by early childhood teachers and young children in diverse teacher-focused and child-centred approaches. The challenges faced by early childhood teachers to successfully use and integrate mobile devices and smart gadgets within their kindergarten will be explored. These challenges include, meeting curriculum requirements, mediating parental expectations, seeing the potential of digital technologies, having the confidence and self-efficacy to use digital devices and determining the value and place of digital technologies within a play-based environment. Each of these challenges are explored within the chapter and the ways these challenges can be overcome are detailed. The opportunities which mobile devices and smart gadgets present to maximise young children's learning, play and engagement and which facilitate and support the role of the early childhood teacher will also be examined.

Autistic Young Adults’, Parents’, and Practitioners’ Expectations of the Transition to Adulthood

2020 ◽  
pp. 216514342096766
Author(s):  
Sarah L. Curtiss ◽  
Gloria K. Lee ◽  
Jina Chun ◽  
Heekyung Lee ◽  
Hung Jen Kuo ◽  
...  
Keyword(s):  
Young Adults ◽  
Transition To Adulthood ◽  
Thematic Analysis ◽  
Parental Expectations ◽  
Autism Spectrum ◽  
Service Availability ◽  
Direct Relation ◽  
Stakeholder Groups ◽  
Similarities And Differences

Parental expectations are important for autistic youth during the transition to adulthood, but less is known about the expectations of other stakeholder groups. The current study examines the similarities and differences in expectations among autistic youth, parents, and professionals. Data were collected through six focus groups with 24 participants (7 parents, 11 professionals, and 6 young adults on the autism spectrum). Thematic analysis was used to identify five themes: normative hopes, living with uncertainty, mismatch of reality and expectations, impairments shape expectations, and services dictate expectations. Autistic youth expressed the most optimism for the transition to adulthood. All stakeholder groups touched on the tension between matching expectations with abilities; however, only professionals indicated a direct relation between expectations and abilities. Both parents and professionals highlighted the role of service availability in shaping expectations.

scholarly journals 0779 Parental Depressive Symptoms and Infant Sleep Arrangements : The Contributing Role of Parental Expectations

SLEEP ◽  
2019 ◽  
Vol 42 (Supplement_1) ◽  
pp. A313-A313
Author(s):  
Gabrielle Chenier-Leduc ◽  
Marie-Julie Beliveau ◽  
Samantha Kenny ◽  
Marjolaine Chicoine ◽  
Karine Dubois-Comtois ◽  
...  
Keyword(s):  
Depressive Symptoms ◽  
Parental Expectations ◽  
Infant Sleep ◽  
Parental Depressive Symptoms

The Role of High Parental Expectations in Adolescents’ Academic Performance and Depression in Hong Kong

2018 ◽  
Vol 39 (9) ◽  
pp. 2505-2522 ◽  
Author(s):  
Ying Ma ◽  
Angela Siu ◽  
Wai Shing Tse
Keyword(s):  
Social Support ◽  
Academic Performance ◽  
Hong Kong ◽  
Academic Success ◽  
Positive Relationship ◽  
Parental Expectations ◽  
Well Being ◽  
Negative Influence ◽  
Parenting Practice

Extensive research has demonstrated the positive relationship between parental expectations and adolescents’ academic performance. However, little attention has been paid to the negative influence of parental expectations on adolescents’ emotion well-being. The present study investigated the effects of high parental expectations on both academic performance and depression of adolescents. In addition, it also explored whether these relationships could be mediated through adolescents’ value of academic success, self-efficacy, and supports from parents and school. The sample consisted of 872 adolescents from secondary schools in Hong Kong and the results revealed that high parental expectations were positively associated with adolescents’ academic performance and also positively associated with their depression. The mediating roles of adolescents’ value of academic success and school support frequency were also confirmed. This study provides some implications for parenting practice by clarifying the complex roles of parental expectations and the need for social support for adolescents.

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