Perception of Cross-Generational Differences in Child Behavior and Parent Socialization: A Mixed-Method Interview Study With Grandmothers in China

2017 ◽  
Vol 49 (1) ◽  
pp. 62-81 ◽  
Author(s):  
Chan Zhou ◽  
Wai Ying Vivien Yiu ◽  
Michael Shengtao Wu ◽  
Patricia M. Greenfield
Keyword(s):  
Family Size ◽  
Parental Support ◽  
Generational Differences ◽  
Formal Education ◽  
Child Rearing ◽  
Child Behaviors ◽  
Three Generations ◽  
Parent Socialization ◽  
Child Autonomy ◽  
And Control

China, having gone through rapid economic reform, supported by urbanization, educational expansion, and family size reduction over past decades, is an important part of a worldwide sociodemographic trend that can be summarized as a shift from community/ Gemeinschaft to society/ Gesellschaft. Correlated with this sociodemographic trend, our qualitative and quantitative analyses document intergenerational change in grandmothers’ perception of socializing environments and developmental pathways of Chinese children. Grandmothers from Beijing ranked (a) three generations of children at ages 4 to 6 in their families (themselves, their children, and their grandchildren) on autonomy, curiosity, self-expression, obedience, and shyness and (b) three generations of parents in their families (their parents, themselves, and their children) on child-rearing behaviors: support, praise, criticism, and control. As predicted, we found an intergenerational increase in perceived child autonomy, curiosity, and self-expression—individualistic traits adapted to Gesellschaft environments. Also as predicted, perceived child obedience and shyness, adapted to Gemeinschaft environments, declined across the generations. Related changes in reported child-rearing behaviors were also expected and found: Grandmothers judged that parental support and praise (promotion socialization), which foster individuated self-development, increased significantly, although the pattern of parental criticism and control (prevention socialization) was less clear. Promotion-based socialization strategies were found to serve as a partial mediator of intergenerational differences in individualistic child behaviors. Results suggest that the younger generations exhibit more promotion-based socialization, leading to more individualistic child traits, as they adapt to China’s more Gesellschaft ecology, comprising urbanization, formal education, and smaller family size.

Out in Time

2019 ◽  
Author(s):  
Perry N. Halkitis
Keyword(s):  
Identity Development ◽  
Identity Formation ◽  
Sexual Identity ◽  
Gay Men ◽  
Coming Out ◽  
Generational Differences ◽  
Life Experiences ◽  
Sexual Identity Development ◽  
Three Generations ◽  
American Society

The life experiences and sexual identity development of three generations of gay men, the Stonewall, AIDS, and Queer generations, are explored. While there are generational differences in the lived experiences of young gay men shaped by the sociopolitical contexts of the historical epoch in which they emerged into adulthood, and a crisis that has come to define each generation, there also are consistencies across generations and across time in the psychological process of coming out that defines identity formation of gay men, as these individuals transition from a period of sexual identity awareness to sexual identity integration. The life experiences are also shaped by conceptions of hypermasculinity, racism and discrimination, substance use, and adventurous sexuality. Despite the many challenges that have defined the lives of gay men across time and that are informed by the homophobia of American society, the vast majority of the population also has demonstrated resilience and fortitude in achieving both pride and dignity. These ideas are explored through the life narratives of fifteen diverse gay men, across the three generations.

Awakening Children's Minds

2001 ◽  
Author(s):  
Laura E. Berk
Keyword(s):  
Adult Child ◽  
Educational Practice ◽  
Private Speech ◽  
Child Rearing ◽  
General Audience ◽  
Educational Environments ◽  
Problem Solving Strategies ◽  
Way Of Thinking ◽  
And Behavior ◽  
And Control

Parents and teachers today face a swirl of conflicting theories about child rearing and educational practice. Indeed, current guides are contradictory, oversimplified, and at odds with current scientific knowledge. Now, in Awakening Children's Minds, Laura Berk cuts through the confusion of competing theories, offering a new way of thinking about the roles of parents and teachers and how they can make a difference in children's lives. This is the first book to bring to a general audience, in lucid prose richly laced with examples, truly state-of-the-art thinking about child rearing and early education. Berk's central message is that parents and teachers contribute profoundly to the development of competent, caring, well-adjusted children. In particular, she argues that adult-child communication in shared activities is the wellspring of psychological development. These dialogues enhance language skills, reasoning ability, problem-solving strategies, the capacity to bring action under the control of thought, and the child's cultural and moral values. Berk explains how children weave the voices of more expert cultural members into dialogues with themselves. When puzzling, difficult, or stressful circumstances arise, children call on this private speech to guide and control their thinking and behavior. In addition to providing clear roles for parents and teachers, Berk also offers concrete suggestions for creating and evaluating quality educational environments--at home, in child care, in preschool, and in primary school--and addresses the unique challenges of helping children with special needs. Parents, Berk writes, need a consistent way of thinking about their role in children's lives, one that can guide them in making effective child-rearing decisions. Awakening Children's Minds gives us the basic guidance we need to raise caring, thoughtful, intelligent children.

scholarly journals Mealtime Environment and Control of Food Intake in Healthy Children and in Children with Gastrointestinal Diseases

Children ◽  
2021 ◽  
Vol 8 (2) ◽  
pp. 77
Author(s):  
Katerina Sdravou ◽  
Elpida Emmanouilidou-Fotoulaki ◽  
Athanasia Printza ◽  
Elias Andreoulakis ◽  
Athanasios Evangeliou ◽  
...  
Keyword(s):  
Food Intake ◽  
Gastrointestinal Disease ◽  
Significant Proportion ◽  
Gastrointestinal Diseases ◽  
Healthy Children ◽  
Cross Sectional ◽  
Frequent Use ◽  
Child Autonomy ◽  
And Control ◽  
Mealtime Environment

Parental feeding practices and mealtime routine significantly influence a child’s eating behavior. The aim of this study was to investigate the mealtime environment in healthy children and children with gastrointestinal diseases. We conducted a cross-sectional case–control study among 787 healthy, typically developing children and 141 children with gastrointestinal diseases, aged two to seven years. Parents were asked to provide data on demographics and describe their mealtime environment by answering to 24 closed-ended questions. It was found that the majority of the children had the same number of meals every day and at the same hour. Parents of both groups exerted considerable control on the child’s food intake by deciding both when and what their child eats. Almost one third of the parents also decided how much their child eats. The two groups differed significantly in nine of the 24 questions. The study showed that both groups provided structured and consistent mealtime environments. However, a significant proportion of children did not control how much they eat which might impede their ability to self-regulate eating. The presence of a gastrointestinal disease was found to be associated with reduced child autonomy, hampered hunger cues and frequent use of distractions during meals.

scholarly journals The Colony Writ Small: Vietnamese Women and Political Activism in Colonial Schools During the 1920s*

2008 ◽  
Vol 18 (2) ◽  
pp. 3-23
Author(s):  
Micheline Lessard
Keyword(s):  
French Literature ◽  
Formal Education ◽  
Child Rearing ◽  
French History ◽  
Student Protests ◽  
Political Debates ◽  
Vietnamese Women ◽  
Political Views ◽  
French Colonial ◽  
The Public Sphere

Abstract French colonial rule in Vietnam (1858-1954) resulted in, for the first time, the formal education of Vietnamese girls. By the 1920s a small percentage of young Vietnamese women were enrolled in colonial schools where they learned, in addition to home economics and child rearing, the French language, French history, and French literature. As a result, they were able to read newspapers, novels, and other writings on a variety of subjects and issues. This ability thrust them into the public sphere of political debates in colonial Vietnam. A significant number of these young women were politicized in the process and expressed their political views in a number of ways, including student protests and strikes.

scholarly journals CHILD LABOR AND THE EDUCATION OF A SOCIETY

2009 ◽  
Vol 13 (2) ◽  
pp. 220-249 ◽  
Author(s):  
Clive Bell ◽  
Hans Gersbach
Keyword(s):  
Human Capital ◽  
Child Labor ◽  
Capital Accumulation ◽  
Formal Education ◽  
School Attendance ◽  
Compulsory Education ◽  
Child Rearing ◽  
Full Time ◽  
Initial State ◽  
Continuous Growth

This paper analyzes policies by means of which a whole society in an initial state of illiteracy and low productivity can raise itself into a condition of continuous growth. Using an overlapping generations model in which human capital is formed through child rearing and formal education, we show that an escape from a poverty trap, in which children work full time and no human capital accumulation takes place, is possible through compulsory education or programs of taxes and transfers. If school attendance is unenforceable, temporary inequality is unavoidable if the society is to escape in finite time, but long-run inequalities are avoidable provided sufficiently heavy, but temporary, taxes can be imposed on the better off. Programs that aim simply at high attendance rates in the present can be strongly nonoptimal.

A systematic literature review of parenting behaviours exhibited by anxious people

2011 ◽  
Vol 26 (S2) ◽  
pp. 170-170 ◽  
Author(s):  
S.E. Pape ◽  
M.P. Collins
Keyword(s):  
Parental Support ◽  
Child Anxiety ◽  
List Type ◽  
Behaviour Modification ◽  
Transgenerational Transmission ◽  
Search Terms ◽  
Controlling Behaviour ◽  
And Control ◽  
Anxious Parenting ◽  
Parenting Behaviours

IntroductionResearch shows anxiety clustering within families: a greater proportion of children with anxious parents develop symptoms of anxiety than children with non-anxious parents. Anxious children often describe their parents as over-controlling and intrusive, lacking in affection and warmth, with reports of decreased parental support.Objectives(1)to identify if parenting behaviors differ between anxious and non-anxious parents,(2)to discuss if these differences in behaviors can contribute to transgenerational transmission of anxiety.AimsIdentifying whether behaviour modification could reduce familial transmission rates of anxiety.MethodA search of OvidSP Medline, Google Scholar, and PubMed was performed, covering 1999 to 2010. Search terms used were: parenting, parents, maternal, paternal, or parental; and anxiety, PTSD, OCD, panic disorder, or phobia. 14 Papers were identified.ResultsWhile most papers identified differences in parenting between anxious and control parents, the conclusions were variable. Two observed increased amounts of controlling behaviour, 5 a decrease in sensitivity, 1 witnessed exageration of behaviours, and 5 a decrease in granting of autonomy or increased protectiveness.ConclusionThe most supported differences in anxious parenting are less granting of autonomy, and lower levels of sensitivity. Whilst in isolation they cannot explain how anxiety is transmitted, and appear to be reciprocally related to child anxiety and temperament, they give grounds for further research. In particular this review identifies the need to study the above behavioral components in longitudinal studies, to observe causal effects between parent behavior and child anxiety.

Transmission of Risk Factors across Three Generations

1999 ◽  
Vol 85 (1) ◽  
pp. 227-241 ◽  
Author(s):  
Judith S. Brook ◽  
Martin Whiteman ◽  
David W. Brook
Keyword(s):  
Risk Factors ◽  
Intergenerational Transmission ◽  
Indirect Effect ◽  
Prevention Programs ◽  
Child Rearing ◽  
Three Generations ◽  
Smoking Behaviors ◽  
Multigenerational Study

The present study examined the association between the parent-grandmother relationship, the parenting of toddlers, and toddlers' anger. Parent-grandmother relations were assessed when the parents were adolescents. Parent-toddler relations were examined when the toddlers were two years of age The sample consists of 185 2-yr.-old toddlers, one of the parents of each toddler, and the corresponding grandmother of each toddler. The findings support our hypothesis that there would be an indirect effect of the grandmothers' personalities and child-rearing practices on their grandchildren through the influence of the grandmothers on the parents. The influence of both the grandmothers' and the parents' smoking behaviors on the toddlers' anger was mediated by their child-rearing practices. The significance of the findings from a multigenerational study are discussed with reference to incorporating them into prevention programs. The findings are consistent with the notion of the intergenerational transmission of risk factors—from grandparents to parents to toddlers.

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