Theories and Methods

2019 ◽  
pp. 14-51
Author(s):  
Scott A. Miller
Keyword(s):  
Child Outcomes ◽  
Parental Beliefs ◽  
Parenting Behavior ◽  
Reciprocal Relation ◽  
Complementary Nature ◽  
And Behaviors ◽  
To Come ◽  
Children's Development ◽  
Children’S Development

This chapter provides a necessary prelude to the chapters to come through its discussion of the theories that guide research and the methods used to examine the questions of interest. Eight theories are presented, each of which is returned to at various places throughout the book. Two emphases emerge in the discussion of theories: the complementary nature of the eight theoretical positions and the reciprocal relation between theories and research. Just as theories guide and illuminate research, so the study of parents’ beliefs enriches each of the general theories that have directed such study. The overview of methods considers not only ways to study beliefs but also methods appropriate for the three other issues that recur throughout the book: origins of parents’ beliefs, relations between beliefs and parenting behavior, and relations between beliefs and children’s development. A special emphasis is on ways to establish causality in the interplay of parental beliefs and behaviors and child outcomes.

Impact Study: Early Education use and Child Outcomes up to Age 5

2020 ◽  
Vol 8 (10) ◽  
pp. 414-417
Author(s):  
David Hancock
Keyword(s):  
Early Childhood ◽  
Early Childhood Education ◽  
Early Education ◽  
Child Outcomes ◽  
Impact Study ◽  
Childhood Education ◽  
Education And Care ◽  
The Subject ◽  
Children's Development ◽  
Children’S Development

There is evidence to suggest that early childhood education and care has a significant impact on children's development. A recent report on the subject has revealed some interesting conclusions about the link between settings and outcomes

Gravity, God and ghosts? Parents’ beliefs in science, religion, and the paranormal and the encouragement of beliefs in their children

2012 ◽  
Vol 36 (2) ◽  
pp. 99-106 ◽  
Author(s):  
Gregory S. Braswell ◽  
Karl S. Rosengren ◽  
Howard Berenbaum
Keyword(s):  
Parental Beliefs ◽  
Parental Encouragement ◽  
Children's Beliefs ◽  
Children's Development ◽  
Children’S Development

Using a questionnaire, the present study examined parents’ beliefs regarding the development of children’s beliefs about science, religion, and the paranormal. The study also investigated parental encouragement of children’s beliefs, as well as parents’ own beliefs within these domains. Results revealed that parents make distinctions between domains in terms of (a) the importance and timing of beliefs in children’s lives, (b) their own beliefs, and (c) what they encourage their children to believe. The results also indicated that parents’ beliefs were often consistent with the beliefs, they encouraged in their children. These findings suggest that parental beliefs provide an important contextual background for children’s development.

Childhood: Cognitive Development

2019 ◽  
pp. 164-201
Author(s):  
Scott A. Miller
Keyword(s):  
Academic Performance ◽  
Executive Function ◽  
Cognitive Development ◽  
Theory Of Mind ◽  
Cultural Differences ◽  
And Behaviors ◽  
Children's Development ◽  
Children’S Development

This chapter and the next focus on developments during the ages of roughly 2 to 12 years. The present chapter discusses parents’ beliefs and behaviors with respect to aspects of their children’s cognitive development. Seven developments are considered: academic performance, intelligence, Piagetian concepts, theory of mind, memory, executive function, and language. As in Chapter 5, beliefs about general milestones of development are also discussed. And, as in most chapters, parents are of interest both as informants with regard to their children’s development and as contributors to development. Also discussed are the cultural differences that emerge in parents’ expectations, which reflect values and related socialization practices. Culture is both a source of parents’ beliefs and a context for attempting to turn them into reality.

Parenting and Family

2019 ◽  
pp. 88-127
Author(s):  
Scott A. Miller
Keyword(s):  
Decision Making ◽  
Self Efficacy ◽  
Transition To Parenthood ◽  
Parental Beliefs ◽  
Older Parents ◽  
Value Of Children ◽  
The Family ◽  
Children's Development ◽  
Children’S Development ◽  
Parent Child

The parental beliefs that affect children’s development are not limited to beliefs about children; they also include what parents believe about themselves as parents and what they believe about the family as a unit. The first half of this chapter addresses beliefs about parenting of several sorts: knowledge of parenting processes, feelings of self-efficacy as a parent, and attributions for parenting outcomes. Also discussed are effects of the transition to parenthood on how parents think. The second half of the chapter is directed to beliefs about the family. It begins with two topics that are often the source of parent–child conflicts: household responsibilities and decision-making and autonomy. The chapter concludes with beliefs about the value of children, including the beliefs of older parents whose children have grown.

scholarly journals Bilingual instruction in early childhood education, can it better develop children?

2018 ◽  
Vol 42 ◽  
pp. 00015
Author(s):  
Santri E. P. Djahimo ◽  
Yulia Indahri
Keyword(s):  
Early Childhood ◽  
Early Childhood Education ◽  
Language Acquisition ◽  
Teaching And Learning ◽  
Childhood Education ◽  
Bilingual Instruction ◽  
To Come ◽  
Children's Development ◽  
Children’S Development

This is a case study of teaching and learning using bilingual instruction in two schools of Early Childhood Education in Kupang-NTT, Indonesia. The aims of this study are to find out whether or not bilingual instruction in Early Childhood Education can better develop children (the outcomes) and if the issue of ‘the younger, the better” in children’s language acquisition in bilingual setting is acceptable and true. 4 students from one bilingual and one monolingual schools have been observed. In addition, parents and teachers of these students have also been interviewed. The data has then been analyzed qualitatively to come to the answers of the proposed questions, and the results reveal that bilingual instruction alone does not necessarily create better children unless it is supported by other factors, such as encouraging parents, professional teachers, and supporting environment. This is in a line with the findings of the issue about ‘the younger, the better’ in children’s language acquisition, that the younger does not always mean the better. Other aforementioned factors are needed in the development of children’s language acquisition. It’s recommended that all parties involved in children’s development can take part in developing their skills, knowledge as well as characters.

Enhancing Young Children's Development through Teacher Consultation and Curriculum: Results from Three Studies

2008 ◽  
Author(s):  
Bridget Hamre ◽  
Stephanie M. Jones ◽  
Donna M. Bryant ◽  
Patricia Wesley ◽  
Andrew J. Mashburn ◽  
...  
Keyword(s):  
Teacher Consultation ◽  
Children's Development ◽  
Children’S Development
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