How Parenting Influences the Lives of Children

2017 ◽  
pp. 5-31
Keyword(s):  
Population Based ◽  
Social Emotional ◽  
Parenting Support ◽  
Parent Outcomes ◽  
Parenting Influences ◽  
Quality Of Parenting ◽  
The Many ◽  
Children's Development ◽  
Children’S Development

Of all the potentially modifiable environmental risk and protective factors that can change the course of children’s development, none is more important than the quality of parenting children receive. To highlight the pervasive influence parents have on their children’s development and life opportunities, this chapter examines the many aspects of child development that are influenced by parents. Parents’ capacity to raise their children well is, in turn, influenced by a range of potentially modifiable social, emotional, relational, and contextual factors. These factors are explored, and the implications of each determinant with respect to the provision of parenting support are noted. Parenting programs provide a common pathway to positively influence diverse child and parent outcomes. It is argued that a comprehensive, need-responsive, and population-based system of parenting support is required to promote nurturing communities that will optimally assist parents in raising their children.

Measuring the quality of early childhood education: Associations with children’s development from a national study with the IMCEIC tool in Colombia

2021 ◽  
Author(s):  
Carolina Maldonado‐Carreño ◽  
Hirokazu Yoshikawa ◽  
Eduardo Escallón ◽  
Liliana Angélica Ponguta ◽  
Ana María Nieto ◽  
...  
Keyword(s):  
Early Childhood ◽  
Early Childhood Education ◽  
National Study ◽  
Childhood Education ◽  
Children's Development ◽  
Children’S Development

Parents of the Welfare State: Pedagogues as Parenting Guides

2018 ◽  
Vol 17 (3) ◽  
pp. 467-480 ◽  
Author(s):  
Karen Ida Dannesboe ◽  
Dil Bach ◽  
Bjørg Kjær ◽  
Charlotte Palludan
Keyword(s):  
Primary Responsibility ◽  
The Family ◽  
Education And Care ◽  
Simultaneous Process ◽  
The 1960S ◽  
The Right ◽  
Children's Development ◽  
Children’S Development ◽  
At Home

In Denmark, a process of defamilising has taken place since the expansion of the Early Childhood Education and Care (ECEC) sector in the 1960s, in the sense that children now spend a large part of their childhood outside the family. Nevertheless, parents are still seen as key figures in children's upbringing and as having primary responsibility for the quality of childhood, implying a simultaneous process of refamilising. Based on ethnographic fieldwork we show that parents are not only held responsible for their children's lives at home, but also for ensuring that ECEC staff have the best possible opportunity to support children's development at ECEC institutions. We analyse how ECEC staff offer guidance on how to be a responsible parent who cooperates in the right ways, and on how to cultivate children's development at home. Parents willingly accept such advice because of a strong risk awareness embedded in diagnostic forms, positioning ECEC staff as parenting experts.

scholarly journals Quality of institutional care and early childhood development

2014 ◽  
Vol 39 (2) ◽  
pp. 161-170 ◽  
Author(s):  
Paula Salgado Oliveira ◽  
R. M. Pasco Fearon ◽  
Jay Belsky ◽  
Inês Fachada ◽  
Isabel Soares
Keyword(s):  
Child Behavior Checklist ◽  
Early Childhood Development ◽  
Institutional Care ◽  
Childhood Development ◽  
Children's Development ◽  
Attachment Behaviour ◽  
Observation Results ◽  
Children’S Development ◽  
Caregiving Quality

Institutional rearing adversely affects children’s development, but the extent to which specific characteristics of the institutional context and the quality of care provided contribute to problematic development remains unclear. In this study, 72 preschoolers institutionalised for at least 6 months were evaluated by their caregiver using the Child Behavior Checklist and the Disturbances of Attachment Interview. Distal and proximate indices of institutional caregiving quality were assessed using both staff reports and direct observation. Results revealed that greater caregiver sensitivity predicted reduced indiscriminate behaviour and secure-base distortions. A closer relationship with the caregiver predicted reduced inhibited attachment behaviour. Emotional and behavioural problems proved unrelated to caregiving quality. Results are discussed in terms of (non)-shared caregiving factors that influence institutionalised children’s development.

The Young Lives design and conceptual framework

2019 ◽  
pp. 13-28
Author(s):  
Jo Boyden ◽  
Andrew Dawes ◽  
Paul Dornan ◽  
Colin Tredoux
Keyword(s):  
Conceptual Framework ◽  
Structural Determinants ◽  
Advantages And Disadvantages ◽  
Policy Tool ◽  
The Many ◽  
The Life Course ◽  
Children's Development ◽  
Young Lives Study ◽  
Children’S Development ◽  
Young Lives

This chapter outlines the Young Lives study design and conceptual framework. Child development is fundamentally shaped by the national, community, and family contexts in which children live, and by the relationships within which skills, beliefs, and wellbeing are fostered. As such, fully understanding children's development through the life course requires a broad framework that includes attention to the many structures and processes affecting caregivers, families, and households, as these in turn affect children. The bioecological model provides the core conceptual basis for the Young Lives study, identifying the many layers and influences on children's development, and encouraging an analysis of how those wider structural determinants shape poverty and inequalities facing children. Since the cascade approach helps explain how advantages and disadvantages accumulate, it provides a policy tool to assess the factors that make the greatest difference for which children and at which point in their lives.

The Expressed Needs of Parents of Gifted Children

1983 ◽  
Vol 1 (2) ◽  
pp. 80-83 ◽  
Author(s):  
E. J. Braggett ◽  
A. Ashman ◽  
J. Noble
Keyword(s):  
School System ◽  
Intellectual Ability ◽  
Gifted Children ◽  
Social Emotional ◽  
Normal Children ◽  
Emotional Factors ◽  
Wide Range ◽  
Children's Development ◽  
Children’S Development

In workshop situations, parents of gifted children sought assistance in three major areas. First, they desired to understand their children's development in terms of giftedness, intellectual ability, social-emotional factors and motivation. Second, they were anxious about school-related needs: allowing gifted children to proceed at their own pace and avoid the boredom of unchallenging work, teachers who felt threatened by outstanding children, and a parental desire to understand the school system and its organisation. Third, they searched for enrichment activities and resource materials over a wide range of interests. Overall they wanted reassurance that their youngsters, although gifted, were normal children.

scholarly journals Behaviour Disorders of Children with the Feeling of Alienation

2015 ◽  
Vol 5 (2) ◽  
pp. 91-102
Author(s):  
Henryk Cudak
Keyword(s):  
Family Environment ◽  
Social Emotional ◽  
Development Stages ◽  
The Family ◽  
Children's Development ◽  
Children’S Development

Abstract Family constitutes a social, emotional, biological, and axiological environment which is hard to be substituted by other environments. The significance of family in children’s development, especially during the first development stages, is extremely high. The negative phenomenon in the family environment manifesting itself in indifference or even in only partly conscious emotional alienation, evokes the feeling of alienation in a child.

scholarly journals Methodology for Establishing a Population-Based Birth Cohort Focusing on Couple Fertility and Children's Development, the Upstate KIDS Study

2014 ◽  
Vol 28 (3) ◽  
pp. 191-202 ◽  
Author(s):  
Germaine M. Buck Louis ◽  
Mary L. Hediger ◽  
Erin M. Bell ◽  
Christopher A. Kus ◽  
Rajeshwari Sundaram ◽  
...  
Keyword(s):  
Birth Cohort ◽  
Population Based ◽  
Children's Development ◽  
Children’S Development

scholarly journals The role of space in sustaining children's traditional games

2020 ◽  
Vol 5 (3) ◽  
pp. 359-372
Author(s):  
Dhini Dewiyanti Tantarto ◽  
Dianna Astrid Hertoery
Keyword(s):  
Open Space ◽  
West Java ◽  
Public Open Space ◽  
Present Generation ◽  
Urban Settlements ◽  
Children's Development ◽  
Over Time ◽  
Children’S Development

Playing is one of the activities naturally possessed by children from childhood and elements of learning have been observed to be in playing and vice versa. For example, traditional games have philosophical values with moral messages but they have been replaced by games prioritizing technological advancements over time. This has reduced the familiarity of many children with traditional games in recent times. Meanwhile, the reduction in the quantity and quality of play and public open space for children is often considered one of the factors causing the extinction of traditional games. The availability of an adequate environment including play areas or playground aids children's development. This paper discusses the traditional games known by the present generation and the role of space in sustaining them with the focus on West Java. The study was conducted through observation and distribution of questionnaires to children aged 6-12 years living in Bandung city and some urban settlements. The results provided an overview of the types of traditional games known by the children, the space they favored, and its role in their willingness to play. © 2020 Dhini Dewiyanti Tantarto, Dianna Astrid Hertoery

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