Research Review: The most effective parenting program content for disruptive child behavior – a network meta‐analysis

2021 ◽  
Author(s):  
Patty Leijten ◽  
G. J. Melendez‐Torres ◽  
Frances Gardner
Keyword(s):  
Child Behavior ◽  
Meta Analysis ◽  
Parenting Program ◽  
Research Review ◽  
Effective Parenting ◽  
Program Content ◽  
Disruptive Child Behavior

Parenting Programs for Disruptive Child Behavior in China: A Meta-Analysis and Systematic Review

2021 ◽  
pp. 104973152110185
Author(s):  
Ningxuan Hua ◽  
Patty Leijten
Keyword(s):  
Child Behavior ◽  
Meta Analysis ◽  
Behavioral Approach ◽  
Parenting Programs ◽  
Behavioral Management ◽  
Total N ◽  
Chinese Families ◽  
Inconsistent Parenting ◽  
Program Effects ◽  
Disruptive Child Behavior

Purpose: To synthesize evidence of parenting program effects on disruptive child behavior in China and compare three program approaches: behavioral, relational, and cognitive. Methods: We searched five databases (four English and one Chinese) and identified 45 studies; 29 studies were included in a multilevel meta-analysis (92 effect sizes; total N total = 3,892; M child age = 6.12 years). Results: We found large overall effects on reduced disruptive child behavior ( d = −1.28, 95% CI [−1.86, −0.70], p < .001), reduced harsh and inconsistent parenting ( d = −1.70, 95% CI [−2.91, −0.49], p <.001), and improved parental warmth and positive behavioral management ( d = 2.67, 95% CI [0.41, 4.93], p <.001). Behavioral programs were more effective than relational programs (Δ d = .89, 95% CI [−1.7, −0.13], p = .034), and cognitive programs were too rare to analyze separately. Conclusions: Parenting programs for disruptive child behavior can effectively support Chinese families, especially those adopting a behavioral approach.

scholarly journals Meta-Analyses: Key Parenting Program Components for Disruptive Child Behavior

2019 ◽  
Vol 58 (2) ◽  
pp. 180-190 ◽  
Author(s):  
Patty Leijten ◽  
Frances Gardner ◽  
G.J. Melendez-Torres ◽  
Jolien van Aar ◽  
Judy Hutchings ◽  
...  
Keyword(s):  
Child Behavior ◽  
Parenting Program ◽  
Meta Analyses ◽  
Program Components ◽  
Disruptive Child Behavior

scholarly journals VYGOTSKY SOCIOCULTURAL APPROACH IN EARLY CHILDHOOD EDUCATION

2020 ◽  
Vol 2 (7) ◽  
pp. 42-58
Author(s):  
Rosny Maidin
Keyword(s):  
Early Childhood ◽  
Early Childhood Education ◽  
Student Development ◽  
Meta Analysis ◽  
Research Review ◽  
Learning And Development ◽  
Childhood Education ◽  
Sociocultural Environment ◽  
Sociocultural Approach ◽  
Teaching Learning

This systematic review article focuses on Vygotsky’s Sociocultural approach in the context of early childhood education which focuses on the teaching of learning and development that can be achieved through the sociocultural environment of students. This article is built by conducting previous studies or literature highlights to obtain information related to Vygotsky's sociocultural approach which refers to aspects of teaching-learning and student development. Meanwhile, this article reporting method uses optional reporting items for systematic study and Meta-Analysis (PRISMA) or Systematic Literature Review (SLR) article adapted for current research review while using two main databases namely Scopus and Web of Science. Thus, this search effort has resulted in a total of 26 articles that have been systematically censored and analyzed and then the survey successfully formulated the six main themes contained in Vygotsky's sociocultural approach namely, Social theme, Language theme, Process theme, Meaningful learning theme, Constructor theme- knowledge, and Artifacts. In total, further analysis of the six themes has resulted in five sub-themes. The findings of this study have delved deeper into sociocultural from Vygotsky’s perspective as a basis for child development.

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