Parent-Child Interaction in a Letter-Writing Context

1992 ◽  
Vol 24 (3) ◽  
pp. 289-312 ◽  
Author(s):  
M. Susan Burns ◽  
Renee Casbergue
Keyword(s):  
Instructional Support ◽  
Letter Writing ◽  
Regression Analyses ◽  
Experimental Task ◽  
Exchange Of Information ◽  
Child Interaction ◽  
Parents And Children ◽  
Types Of Information ◽  
Communicative Input ◽  
Levels Of Control

This study investigated the interactions between 26 parents and their 3- to 5-year-old children as they collaborated to write a letter to someone during a 10-minute videotaped session. Observations of these sessions were coded using categories designed to indicate: (a) the manner of the exchange of information, (b) the types of information that parents and children exchanged during the writing, and (c) the nature of the children's written input into the resulting letter product. Regression analyses were used to examine how the parents' level of control was associated with: (a) the nature of the children's communicative input into the literacy exchange, (b) the type of information about writing upon which the interchange was focused, and (c) the nature of each child's written input into their letter product. Parents exhibiting higher levels of control tended to have children who exhibited higher levels of response and recognition that they heard the parents, had exchanges that focused on spelling, and had written products that were conventional in nature. Parents demonstrating lower levels of control tended to have children who exhibited higher levels of initiations and verbal input, had exchanges focused on the content of the letter, and had written products that were emergent in nature. These results are discussed in terms of the parents' perception of the experimental task and the amount of instructional support needed to complete the task.

scholarly journals Analysis of caregiver-child interaction when transferring children from a baby home to post-institutional families

2021 ◽  
Vol 11 (2) ◽  
pp. 150-161
Author(s):  
Ekaterina Shabalina ◽  
◽  
Rifkat Muhamedrahimov ◽  
Keyword(s):  
Negative Affect ◽  
Foster Parents ◽  
Free Play ◽  
Early Deprivation ◽  
Low Level ◽  
Video Recordings ◽  
Child Interaction ◽  
Parents And Children

The article presents a study of characteristics of the interaction of children with the experience of institutionalization and caregivers both at the departure from a baby home and at different stages of living in post-institutional families, as well as their comparison with characteristics of interaction of parents and children in biological families. Previous studies have shown that the quality of interaction with a caregiver is one of the factors that mitigate the effects of early deprivation. To assess the quality of interaction, the PCERA method was used, based on the analysis of video recordings of a child and his caregiver during free play. A total of 31 cases of interaction between caregivers and children with the experience of institutionalization (IE; average age 29.3 ± 22.9 months) and 51 cases of interaction in biological families (BF; 38.8 ± 17.5 months) were analyzed. It was found that during the transition from a baby home to a post-institutional family, the quality of caregiver-child interaction remains at a relatively low level. In the first 24 months of a child’s residence in a family, foster parents have a lower level of sensitivity, mirroring and involvement in interaction with a child, more unpredictable behavior and negative emotions than parents in BF. After 24 months in a post-institutional family, children show a decrease in emotional stability and compliance and an increase in negative affect, in comparison with the assessment at the departure from an institution and in relation to their peers from a BF. At the same time, the overall total and some child’s indicators improve with increasing age of children in both the IE and BF groups. The results obtained underline the need to create psychological follow-up programs for post-institutional families aimed at supporting the development of interaction and the formation of attachment at the earliest stages after the child is transitioned to a post-institutional family.

scholarly journals Who Is Influencing Whom? Latino Parent–Child Request Interactions and Product Purchases in Food Retail Environments

2017 ◽  
Vol 23 (2) ◽  
pp. 155-168 ◽  
Author(s):  
Iana A. Castro ◽  
Joanna Calderon ◽  
Guadalupe X. Ayala
Keyword(s):  
Food Store ◽  
Child Gender ◽  
Food Retail ◽  
Shopping Trip ◽  
Child Interaction ◽  
Parents And Children ◽  
Parent Child Interactions ◽  
Gender Specific ◽  
Interaction Research ◽  
Parent Child

This study examines Latino parent–child interactions about foods and beverages requested in food retail environments in San Diego, CA. It seeks to extend our understanding of parent–child request interactions and purchases by studying how the number of product request interactions and purchases differ based on four factors that have been understudied in previous parent–child interaction research: parent gender, child gender, product healthfulness, and who initiated the request interaction (parent or child). By unobtrusively observing Latino parent–child dyads for the duration of a brief shopping trip, we found that parent and child gender are related to the number of request interactions initiated by parents and children. For gender-specific child-initiated request interactions, sons initiated more request interactions with fathers while daughters initiated more request interactions with mothers. Most request interactions were for products that were categorized as calorie dense, and a higher percentage of these products were purchased as a result of parent-initiated (vs. child-initiated) request interactions. The results provide important considerations for practitioners and researchers working on improving nutrition and reducing obesity. Assumptions about who is influencing whom in food store request interactions are challenged, requiring more research.

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.

Cultural Differences in Beliefs and Practices Concerning Talk to Children

2002 ◽  
Vol 45 (5) ◽  
pp. 916-926 ◽  
Author(s):  
Judith R. Johnston ◽  
M.-Y. Anita Wong
Keyword(s):  
Cultural Differences ◽  
Chinese Culture ◽  
Stepwise Regression ◽  
Verbal Interaction ◽  
Interaction Patterns ◽  
Regression Analyses ◽  
Beliefs And Practices ◽  
Child Interaction ◽  
Belief Statements ◽  
Culture Differences

Sporadic observations of non-Western culture groups have made it clear that the large literature on child-directed talk primarily describes Western parent-child interaction patterns. The current study used a survey instrument to contrast the childrearing beliefs and related verbal interaction practices of Chinese and Western mothers of preschoolers. Stepwise regression procedures indicated that culture differences in ratings for 6 belief statements and 5 interaction patterns accounted for 66–67% of the total variance. Discriminate functions derived from the regression analyses identified members of the two culture groups with 94–95% accuracy. The findings call into question the advice commonly given to parents of children with language delay and point to specific areas where practices more harmonious with Chinese culture could be recommended.

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 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 The Development of Communication Across Timescales

2021 ◽  
pp. 096372142110376
Author(s):  
Elise A. Piazza ◽  
Mira L. Nencheva ◽  
Casey Lew-Williams
Keyword(s):  
Young Children ◽  
Neural Processing ◽  
Exchange Of Information ◽  
Neural Representations ◽  
Short Timescale ◽  
Multiple Levels ◽  
The Moment ◽  
Dynamic Exchange ◽  
Communicative Input ◽  
Statistical Summary

How do young children learn to organize the statistics of communicative input across milliseconds and months? Developmental science has made progress in elucidating how infants learn patterns in language and how infant-directed speech is engineered to ease short-timescale processing, but less is known about how children link perceptual experiences across multiple levels of processing within an interaction (from syllables to stories) and across development. In this article, we propose that three domains of research—statistical summary, neural processing hierarchies, and neural coupling—will be fruitful in uncovering the dynamic exchange of information between children and adults, both in the moment and in aggregate. In particular, we discuss how the study of brain-to-brain and brain-to-behavior coupling between children and adults will advance the field’s understanding of how children’s neural representations become aligned with the increasingly complex statistics of communication across timescales.

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