Revealing the Inner Worlds of Young Children: The MacArthur Story Stem Battery and Parent-Child Narratives

2005 ◽  
Vol 44 (8) ◽  
pp. 836-837
Author(s):  
Kristin Gannoe
Keyword(s):  
Young Children ◽  
Child Narratives ◽  
Parent Child

The Socialization of Young Children’s Empathy for Pain: The Role of Mother– and Father–Child Reminiscing

2020 ◽  
Author(s):  
Maria Pavlova ◽  
Susan A Graham ◽  
Carole Peterson ◽  
Tatiana Lund ◽  
Madison Kennedy ◽  
...  
Keyword(s):  
Young Children ◽  
Empathic Concern ◽  
Coding Schemes ◽  
Behavioral Expression ◽  
Child Narratives ◽  
Empathy For Pain ◽  
Painful Events ◽  
Children's Pain ◽  
Parent Child

Abstract Objective Empathy for pain allows one to recognize, understand, and respond to another person’s pain in a prosocial manner. Young children develop empathy for pain later than empathy for other negative emotions (e.g., sadness), which may be due to social learning. How parents reminisce with children about past painful events has been linked to children’s pain cognitions (e.g., memory) and broader socioemotional development. The present study examined how parent–child reminiscing about pain may be linked to children’s empathic behaviors toward another person’s pain. Methods One hundred and fourteen 4-year-old children (55% girls) and for each, one parent (51% fathers) completed a structured narrative elicitation task wherein they reminisced about a past painful autobiographical event for the child. Children were then observed responding in a lab-based empathy task wherein they witnessed a confederate pretending to hurt themselves. Children’s empathic behaviors and parent–child narratives about past painful events were coded using established coding schemes. Results Findings revealed that parents who used more neutral emotion language (e.g., How did you feel?) when discussing past painful events had children who exhibited more empathic concern in response to another’s pain. Similarly, children who used more explanations when reminiscing about past painful events displayed more empathic concern about another’s pain. Conclusions Findings highlight a key role of parent–child reminiscing about the past pain in the behavioral expression of empathy for pain in young children.

Everyday updates: How parents ask about their young children’s lived experiences

2021 ◽  
pp. 026540752098236
Author(s):  
Darcey K. deSouza
Keyword(s):  
Young Children ◽  
Family Communication ◽  
Lived Experiences ◽  
Research Study ◽  
Family Interactions ◽  
Canadian English ◽  
Very Young Children ◽  
Parent Child Interactions ◽  
Parent Child

This research study explores how children respond to solicitations for updates about their (recent) experiences. Instances of parents soliciting updates from their children were collected from over 30 hours of video-recorded co-present family interactions from 20 different American and Canadian families with at least one child between the ages of 3 and 6. Previous research has documented that caregivers of very young children treat them as being able to disclose about events they have experienced (Kidwell, 2011). In building upon the literature on family communication and parent-child interactions as well as the literature on epistemics, this paper explores the concept of “talking about your day” in everyday co-present family interactions, showing three ways in which parents solicit updates from their children: through report solicitations, tracking inquiries, and asking the child to update someone else. Data are in American and Canadian English.

Trauma, Adversity, and Parent–Child Relationships Among Young Children Experiencing Homelessness

2014 ◽  
Vol 42 (7) ◽  
pp. 1167-1174 ◽  
Author(s):  
Janette E. Herbers ◽  
J. J. Cutuli ◽  
Amy R. Monn ◽  
Angela J. Narayan ◽  
Ann S. Masten
Keyword(s):  
Young Children ◽  
Parent Child Relationships ◽  
Parent Child

An intervention to increase conversational turns between parents and young children

2020 ◽  
pp. 1-14 ◽  
Author(s):  
Kathryn A. LEECH ◽  
Meredith L. ROWE
Keyword(s):  
Young Children ◽  
Academic Language ◽  
Language Skills ◽  
Language Abilities ◽  
Turn Taking ◽  
Conversational Turns ◽  
Parent Child

Abstract Behavioral and neural evidence indicates that young children who engage in more conversations with their parents have better later language skills such as vocabulary and academic language abilities. Previous studies find that the extent to which parents engage in conversational turn-taking with children varies considerably. How, then, can we promote extended conversations between parents and their children? Instead of asking parents to engage in longer turn-taking episodes, we provided parents with information on conversational content that we hypothesized would lead to increased episodes of longer, more sustained conversational turn-taking. Specifically, we found that boosting the frequency of parent-child talk about abstract, non-present concepts – decontextualized language – led to an increase in dyadic conversational turn-taking during home mealtimes several weeks later.

scholarly journals Parent perceptions of participation in a parent-mediated communication-focussed intervention with their young child with autism spectrum disorder

Autism ◽  
2020 ◽  
Vol 24 (8) ◽  
pp. 2129-2141
Author(s):  
Kathy Leadbitter ◽  
Wendy Macdonald ◽  
Carol Taylor ◽  
Karen Leneh Buckle ◽  
Keyword(s):  
Autism Spectrum Disorder ◽  
Young Children ◽  
Controlled Trial ◽  
Children With Autism ◽  
Autism Spectrum ◽  
Spectrum Disorder ◽  
Family Quality Of Life ◽  
Parent Child Communication ◽  
Young Children With Autism ◽  
Parent Child

Paediatric Autism Communication Therapy is a parent-mediated, video-aided, communication-focussed intervention for young children with autism spectrum disorder. It has been shown in a UK randomised controlled trial to lead to improvements in parent–child communication and family quality of life, together with a sustained reduction in child autism symptom severity. This qualitative study examined parental perceptions of their participation in Paediatric Autism Communication Therapy within the context of the randomised controlled trial. Semi-structured interviews were carried out with 18 parents within 12 months of completion of the therapy. The thematic analysis provides insights into parents’ hopes, expectations, and learning processes when working with Paediatric Autism Communication Therapy therapists and carrying out daily practice in the home. Parents reported positive changes in their interaction and relationship with their child and improvements to their child’s communication and interaction. Some also highlighted poignant realisations and emotional challenges associated with taking part in this post-diagnostic therapy. Practical difficulties were also emphasised. Implications for the clinical practice of parent-mediated interventions with young children with autism spectrum disorder are discussed. Lay abstract Paediatric Autism Communication Therapy is an intervention for young children with autism spectrum disorder that focuses on parent–child communication. In Paediatric Autism Communication Therapy, the therapist and parent watch videos of the parent and child playing together. The therapist coaches the parent to carefully observe the child’s communication and to interact with their child in a more sensitive and responsive way. Parents are encouraged to use the strategies with their child at home. Paediatric Autism Communication Therapy has been shown to lead to long-term improvements in parent–child communication and family quality of life. This study aimed to explore parents’ perceptions of their participation in Paediatric Autism Communication Therapy. Interviews were carried out by an independent researcher with 18 parents. Parents discussed the learning processes they went through when working with Paediatric Autism Communication Therapy therapists and carrying out home practice. Some parents described initial doubts about the approach and hesitations about being videoed and analysing video material. In time, most parents came to really value the therapy and their relationship with the therapist. They reported positive changes in their interaction and relationship with their child and improvements to their child’s communication and interaction. Some also highlighted poignant realisations and emotional challenges associated with taking part in this post-diagnosis therapy. Practical difficulties were also emphasised, including the time commitment, accessibility of therapy venues and difficulties in occupying the child during therapist–parent discussion. Implications for the clinical practice of parent-mediated interventions are discussed.

scholarly journals Parent–child cooking meal together may relate to parental concerns about the diets of their toddlers and preschoolers: a cross-sectional analysis in Japan

2019 ◽  
Vol 18 (1) ◽  
Author(s):  
Midori Ishikawa ◽  
Kumi Eto ◽  
Miki Miyoshi ◽  
Tetsuji Yokoyama ◽  
Mayu Haraikawa ◽  
...  
Keyword(s):  
Food Intake ◽  
Young Children ◽  
Dietary Habits ◽  
Nutrition Survey ◽  
Cross Sectional ◽  
Picky Eating ◽  
Sweetened Beverages ◽  
Cooking Practices ◽  
Sectional Analysis ◽  
Parent Child

Abstract Background Parents often have concerns about the food habits of their young children. Cooking is a frequent behavior related to dietary activities at home. We hypothesized that “a parent cooking meals together with young children might alleviate dietary concerns.” The aim of this study was to identify the relationship between parental cooking practices (e.g., cooking meals together with the child) and diet-related concerns. Methods Data were extracted from the “National nutrition survey on preschool children” conducted among nation-wide households with toddlers and preschoolers in 2015 by the Ministry of Health, Labour and Welfare of Japan. Parents were classified into two groups comprising those who cooked meals together with their children and those who did not. The following variables were compared: taking too much time to eat (slow eaters), “picky” eating (eating only certain foods), inconsistent food intake (eating too much or too little), playing with food/utensils while eating, preferring sweetened beverages and snacks over meals, eating too fast to chew well, not swallowing food, disinterested in eating, and spitting out food. The associations between parent–child cooking meals together and the concerns pertaining to the child’s dietary habits and food intake were analyzed and compared between the two groups. Results The concerns of “picky eating” and “playing with food/utensils while eating” were lower, while “eating too much” was higher in the parent-cooking together group. The intake frequency of fish, soybeans/soy products, vegetables, and milk among children were higher in the “cooking together” group than among those in the “not cooking together” group. Children in the “cooking together” group consumed a significantly greater variety of foods than those in the “not cooking together” group. Conclusions Cooking a meal together with a child may be related to the parent’s lower concerns about the dietary habits of the child, including “picky eating” and “playing with food/utensils while eating,” but may also be related to the higher concerns of “eating too much.”

Prosodic, paralinguistic, and interactional features in parent-child speech: English and Spanish

1977 ◽  
Vol 4 (1) ◽  
pp. 67-86 ◽  
Author(s):  
Ben G. Blount ◽  
Elise J. Padgug
Keyword(s):  
Young Children ◽  
Older Children ◽  
Developmental Patterns ◽  
Spanish Speaking ◽  
English Speaking ◽  
Child Speech ◽  
High Degree ◽  
Interactional Features ◽  
Degree Of Similarity ◽  
Parent Child

ABSTRACTParents employ a special register when speaking to young children, containing features that mark it as appropriate for children who are beginning to acquire their language. Parental speech in English to 5 children (ages 0; 9–1; 6) and in Spanish to 4 children (ages 0; 8–1; 1 and 1; 6–1; 10) was analysed for the presence and distribution of these features. Thirty-four paralinguistic, prosodic, and interactional features were identified, and rate measures and proportions indicated developmental patterns and differences across languages. Younger children received a higher rate of features that marked affect; older children were addressed with more features that marked semantically meaningful speech. English-speaking parents relied comparatively more on paralinguistic and affective features, whereas Spanish-speaking parents used comparatively more interactional features. Despite these differences, there was a high degree of similarity across parents and languages for the most frequently occurring features.

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