The role of type of activity in parent–child interactions within a family literacy programme: comparing prompting boards and shared reading

2016 ◽  
Vol 188 (8) ◽  
pp. 1076-1092 ◽  
Author(s):  
Sanneke de la Rie ◽  
Roel C. M. van Steensel ◽  
Amos J. S. van Gelderen ◽  
Sabine Severiens
Keyword(s):  
Family Literacy ◽  
Shared Reading ◽  
Literacy Programme ◽  
Parent Child Interactions ◽  
Parent Child

scholarly journals Level of abstraction in parent–child interactions: the role of activity type and socioeconomic status

2020 ◽  
Vol 43 (1) ◽  
pp. 140-159
Author(s):  
Sanneke Rie ◽  
Roel C.M. Steensel ◽  
Amos J.S. Gelderen ◽  
Sabine Severiens
Keyword(s):  
Socioeconomic Status ◽  
Activity Type ◽  
Level Of Abstraction ◽  
Parent Child Interactions ◽  
Parent Child

The Role of Maternal Distress in a Parent Training Program to Modify Child Non-compliance

1984 ◽  
Vol 12 (2) ◽  
pp. 93-108 ◽  
Author(s):  
R. Forehand ◽  
W. M. Furey ◽  
R. J. McMahon
Keyword(s):  
Parent Training ◽  
Training Program ◽  
Parent Perceptions ◽  
Self Report ◽  
Maternal Distress ◽  
Marital Relations ◽  
Parent Child Interactions ◽  
Parent Training Program ◽  
Parent Child

This paper reviews the effects of maternal distress on several aspects of parent—child interactions that were identified in the course of a parent training program for child non-compliance. Distress was measured by a number of self-report questionnaires examining depression, anxiety, marital relations, and extrafamilial relationships. The parent training program is initially reviewed. Subsequently, pretreatment relationships between maternal distress and parent—child interactions were examined. Distress appears to be related primarily to measures of parent perceptions of child maladjustment. Several relationships between distress and treatment outcome also were noted. A recent study designed to enhance parent training by modifying maternal distress factors is presented. Finally, implications and limitations of the data are discussed.

scholarly journals Parent-Child Conversations About Biological Kinds as a Potential Contributor to the Variability in Biological Knowledge

2019 ◽  
Vol 23 (1) ◽  
pp. 238-276
Author(s):  
Andrzej Tarłowski
Keyword(s):  
Original Data ◽  
Biological Knowledge ◽  
Ontological Commitments ◽  
Living Things ◽  
Parent Child Interactions ◽  
Direct Exposure ◽  
Potential Contributor ◽  
Parental Input ◽  
Parent Child

Abstract There is a growing body of research on variability in the early development of biological knowledge. Most of the studies focus on the variability related to culture and direct exposure to nature, however, there is also data suggesting that parental input plays an important role. In children’s first years of life, parents play a key role in scaffolding development. It is therefore very important to provide a detailed account of how parents contribute to children’s understanding of living things, and how they convey biological knowledge through everyday conversations. The present article provides a review of the literature on variability in biological knowledge and parent-child conversations about biological kinds. It also presents original data from parent-child interactions while viewing picture books. Eighteen parent-child dyads who differed in the level of parental expertise within biology, talked while viewing books containing 24 photographs of animals and plants. The speech analysis specified labeling, perceptual and conceptual descriptions, relational, and mentalistic talk. Parents also completed a questionnaire on the child’s interests. The results showed that biology expert families produced more content overall, and a higher proportion of relational content than lay families. The findings help elucidate the specific role parents have in shaping children’s early biological understanding. In particular, I discuss the role of relational language in shaping children’s ontological commitments.

scholarly journals Effects of Video Feedback on Early Coercive Parent–Child Interactions: The Intervening Role of Caregivers’ Relational Schemas

2013 ◽  
Vol 42 (3) ◽  
pp. 405-417 ◽  
Author(s):  
Justin D. Smith ◽  
Thomas J. Dishion ◽  
Kevin J. Moore ◽  
Daniel S. Shaw ◽  
Melvin N. Wilson
Keyword(s):  
Video Feedback ◽  
Relational Schemas ◽  
Parent Child Interactions ◽  
Parent Child

Reading identities across language contexts: The role of language of text and talk for multilingual learners

2020 ◽  
pp. 146879842098175
Author(s):  
Christopher J Wagner
Keyword(s):  
Family Literacy ◽  
English Language ◽  
Language Use ◽  
Early Reading ◽  
Literacy Programme ◽  
Children's Reading ◽  
The Impact ◽  
Chinese And English ◽  
Children’S Reading

Reading identities are the ways that a child constructs the self as a reader across contexts and time. This study examines the impact of language contexts on the reading identities of multilingual children. Participants were ten prekindergarten children participating in a Chinese-English family literacy programme with a parent or grandparent. Participants read Chinese and English language books across English, Chinese and multilingual contexts. Children’s reading identities were examined across language contexts to explore the interplay between language contexts and reading identities. Findings describe convergences and differences in reading identities across contexts for Chinese, English and multilingual language use and Chinese and English texts, and provide insights into the ways that different language contexts for reading affect multilingual children’s early reading identities. Multilingual contexts appear to provide key spaces for the development of reading identities, and English and Chinese contexts contribute to unique aspects of children’s reading identities.

Infant electronic media exposure: Adverse impacts on early development and potential mitigating role of parent-child interactions

2010 ◽  
Author(s):  
Suzy Tomopoulos ◽  
Benard Dreyer ◽  
Catherine S. Tamis-LeMonda ◽  
Samantha Berkule-Silberman ◽  
Matt Johnson ◽  
...  
Keyword(s):  
Early Development ◽  
Media Exposure ◽  
Electronic Media ◽  
Adverse Impacts ◽  
Parent Child Interactions ◽  
Parent Child
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