scholarly journals Relations between Chinese mothers' parenting practices and social withdrawal in early childhood

2006 ◽  
Vol 30 (3) ◽  
pp. 261-271 ◽  
Author(s):  
Larry J. Nelson ◽  
Craig H. Hart ◽  
Bo Wu ◽  
Chongming Yang ◽  
Susanne Olsen Roper ◽  
...  
Keyword(s):  
United States ◽  
Early Childhood ◽  
Parenting Practices ◽  
Social Withdrawal ◽  
Peer Rejection ◽  
Mainland China ◽  
Preschool Age ◽  
Self Report ◽  
Passive Behavior ◽  
Preschool Age Children

Researchers have identified specific parenting practices used by parents of preschoolers in mainland China (e.g., physical coercion, overprotection, shaming, directiveness, encouragement of modesty). Some of the intrusive practices have been linked to social withdrawal in western societies (e.g., United States, Canada). It seemed important to examine these associations in China because recent research suggests that young Chinese children who exhibit wariness in peer settings may be at risk for negative outcomes such as peer rejection. Therefore, the purpose of this study was to examine the relation between Chinese parenting practices and preschoolers' social withdrawal. Mothers of preschool-age children from mainland China ( N = 446) completed self-report parenting questionnaires. Teachers rated children's reticent, solitary-passive, solitary-active, and modest behaviors. Results showed that (a) maternal directiveness was positively associated with reticent behavior in girls and negatively associated with solitary-passive behavior in boys, (b) maternal overprotection, for girls, was positively related to both reticent behavior and solitary-passive behavior, and negatively related to modest behavior, (c) coercion was positively associated with solitary-active and reticent behavior in girls, and (d) shaming was positively related to all forms of withdrawn behaviors in boys and girls, as well as positively related to modest behavior in boys.

scholarly journals “If You Let Them, They Will Be on It 24 Hours a Day”: Qualitative Study Conducted in the United States Exploring Brazilian Immigrant Mothers’ Beliefs, Attitudes, and Practices Related to Screen Time Behaviors of Their Preschool-Age Children (Preprint)

2018 ◽  
Author(s):  
Ana Cristina Lindsay ◽  
Carlos André Moura Arruda ◽  
Márcia MT Machado ◽  
Mary L Greaney
Keyword(s):  
United States ◽  
Qualitative Study ◽  
Screen Time ◽  
Parenting Practices ◽  
The United States ◽  
Preschool Age ◽  
Health Concern ◽  
Immigrant Mothers ◽  
Attitudes And Practices ◽  
Preschool Age Children

BACKGROUND The increasing prevalence of excessive screen time (ST) among children is a growing public health concern, with evidence linking it to an increased risk of overweight and obesity among children. OBJECTIVE This study aimed to explore the beliefs, attitudes, and practices of Brazilian immigrant mothers living in the United States related to their preschool-age children’s ST behaviors. METHODS A qualitative study comprising 7 focus group discussions (FGDs) was conducted with Brazilian immigrant mothers living in the United States. All FGDs were audio-recorded and professionally transcribed verbatim. The Portuguese transcripts were analyzed using thematic analysis. RESULTS In total, 37 women participated in the FGDs. Analyses revealed that although most mothers expressed concerns for their preschool-age children’s ST, nearly all viewed ST as an acceptable part of their children’s daily lives. Furthermore, mothers perceived that ST has more benefits than disadvantages. The mothers’ positive beliefs about (eg, educational purposes and entertainment) and perceived functional benefits of ST (eg, ability to keep children occupied so tasks can be completed and facilitation of communication with family outside the United States) contributed to their acceptance of ST for their preschool-age children. Nevertheless, most mothers spoke of needing to balance their preschool-age children’s ST with other activities. Mothers reported using several parenting practices including monitoring time and content, setting limits and having rules, and prompting their children to participate in other activities to manage their preschool-age children’s ST. CONCLUSIONS This study provides new information on the beliefs, attitudes, and practices of Brazilian immigrant mothers living in the United States related to their preschool-age children’s ST. Study findings revealed several potentially modifiable maternal beliefs and parenting practices that may provide important targets for parenting- and family-based interventions aimed at limiting preschool-age children’s ST.

Similarities and differences in mothers’ parenting of preschoolers in China and the United States

2002 ◽  
Vol 26 (6) ◽  
pp. 481-491 ◽  
Author(s):  
Peixia Wu ◽  
Clyde C. Robinson ◽  
Chongming Yang ◽  
Craig H. Hart ◽  
Susanne F. Olsen ◽  
...  
Keyword(s):  
United States ◽  
North America ◽  
Parenting Practices ◽  
Chinese Culture ◽  
The United States ◽  
Preschool Age ◽  
Self Report ◽  
Democratic Participation ◽  
Maternal Involvement ◽  
Chinese Mothers

This investigation was designed to extend the work of Chao (1994) by examining parenting constructs emphasised in the Chinese culture in conjunction with parenting constructs derived and emphasised in North America. Mothers of preschool-age children from mainland China ( N = 284) and the United States ( N = 237) completed two self-report parenting questionnaires. One assessed dimensions of parenting practices emphasised in China (encouragement of modesty, protection, directiveness, shaming/love withdrawal, and maternal involvement). The second measured specific stylistic dimensions within Baumrind’s global conceptualisations of authoritative (warmth/acceptance, reasoning/induction, democratic participation) and authoritarian (physical coercion, verbal hostility, nonreasoning/punitive) parenting. Mostly invariant factor structures were obtained across cultures for both measures. Results showed that the five parenting constructs emphasised in China were mostly nonoverlapping and independent in both cultures. In addition, the parenting constructs emphasised in China were relatively independent from the constructs emphasised in North America. As anticipated, Chinese mothers scored higher than US mothers on all parenting constructs emphasised in China except maternal involvement. For parenting constructs emphasised in North America, Chinese mothers scored lower than US mothers on warmth/acceptance and democratic participation, but scored higher on physical coercion.

scholarly journals Diet Quality among Preschool-Age Children of Latino Migrant and Seasonal Farmworkers in the United States

2015 ◽  
Vol 18 (3) ◽  
pp. 505-512 ◽  
Author(s):  
Sara A. Quandt ◽  
Grisel Trejo ◽  
Cynthia K. Suerken ◽  
Camila A. Pulgar ◽  
Edward H. Ip ◽  
...  
Keyword(s):  
United States ◽  
Diet Quality ◽  
The United States ◽  
Preschool Age ◽  
Migrant And Seasonal Farmworkers ◽  
Preschool Age Children ◽  
Seasonal Farmworkers

Assessment and Implications of Social Avoidance in Chinese Early Adolescents

2016 ◽  
Vol 38 (4) ◽  
pp. 554-573 ◽  
Author(s):  
Biao Sang ◽  
Xuechen Ding ◽  
Robert J. Coplan ◽  
Junsheng Liu ◽  
Tingting Pan ◽  
...  
Keyword(s):  
Cultural Context ◽  
Emotion Dysregulation ◽  
Social Withdrawal ◽  
Mainland China ◽  
Early Adolescents ◽  
Reliability And Validity ◽  
Self Report ◽  
Social Avoidance ◽  
Republic Of China ◽  
Peer Nominations

The goals of the present study were to (a) develop and validate a new self-report measure of social avoidance for use among early adolescents in mainland China and (b) explore the links between subtypes of social withdrawal (i.e., shyness, unsociability, and social avoidance) and indices of socio-emotional difficulties in this cultural context. Participants were 663 early adolescents (350 boys, 313 girls) attending elementary schools ([Formula: see text] = 10.25 years) and middle schools ([Formula: see text] = 12.53 years) in Shanghai, People’s Republic of China. Measures of social withdrawal subtypes and adjustment were collected using multi-source assessments, including self-reports, peer nominations, and teacher ratings. The results provided evidence in support of the reliability and validity of the new scale of self-reported social avoidance. Shyness, unsociability, and social avoidance were also all uniquely associated with emotion dysregulation and self-reported internalizing problems. However, only social avoidance was uniquely associated with teacher-rated emotion symptoms and peer problems (as rated by both peers and teachers). Results are discussed in terms of the reasons why social avoidance may have particularly negative implications for early adolescents in China.

The Professional Preparation of Teachers and Early Childhood Educators: Changes in the Wind

1990 ◽  
Vol 13 (2) ◽  
pp. 14-19
Author(s):  
Donald J. Stedman
Keyword(s):  
Early Childhood ◽  
Child Development ◽  
Special Needs ◽  
Educational Intervention ◽  
Skill Development ◽  
Clinical Skill ◽  
Professional Preparation ◽  
Preschool Age ◽  
Intervention Programs ◽  
Preschool Age Children

The recent advances in research in child development and early educational intervention programs signal a clear need for significant reform of the methods now used to prepare teachers of preschool age children with special needs. The changes need to vary in kind and amount. Reforms need to address both content and clinical skill development. And, competent personnel must be produced in greater numbers.

scholarly journals Development and Validation of the Greek version of the Early Childhood Oral Health Impact Scale (ECOHIS)

2020 ◽  
Vol 14 (1) ◽  
pp. 88-96
Author(s):  
Konstantina Taoufik ◽  
Kimon Divaris ◽  
Katerina Kavvadia ◽  
Haroula Koletsi-Kounari ◽  
Argy Polychronopoulou
Keyword(s):  
Early Childhood ◽  
Oral Health ◽  
Health Impact ◽  
Preschool Age ◽  
Greek Language ◽  
Impact Scale ◽  
Preschool Age Children ◽  
Health Related Qol ◽  
Health Related ◽  
Test Retest Reliability

Background: The oral health of preschool-age children can affect their quality of life (QoL) as well their families. The Early Childhood Oral Health Impact Scale (ECOHIS) is a reliable instrument that has been used to assess the impact of oral health problems and their treatment on the QoL of preschool-age children and their families’. Objective: To report the development, evaluation and psychometric properties of the Greek version of ECOHIS (Gr-ECOHIS). Methods: Participants of this cross-sectional study were 176 mothers and their young (aged 25-71 months) children, patients of a private pediatric dental practice. During a structured interview, they completed a questionnaire, including a translated, Greek language version of the ECOHIS. Data on children’s oral health were obtained via clinical examinations. The psychometric properties of Gr-ECOHIS evaluated were reliability (internal and test-retest) and construct (convergent and discriminant) validity. Test-retest reliability was determined in an independent sample of 20 mother-child dyads, who completed the Gr-ECOHIS twice within a two-week interval. Results: The scale showed excellent internal consistency (Cronbach’s alpha=0.85) and test-retest reliability (Intraclass Correlation Coefficient= 0.97). Gr-ECOHIS showed a strong correlation with dental caries (Spearman’s rho=0.62, p<0.0005) and dental treatment needs. Gr-ECOHIS was also positively associated with dental knowledge, health literacy and parental oral health-related QoL. Conclusion The Gr-ECOHIS is a psychometrically reliable and valid Greek language QoL instrument, which demonstrated significant associations with clinical and parent-reported measures of early childhood oral health. As such, it can be used to measure oral health-related QoL among preschool-age children in clinical and public health settings.

scholarly journals Developmental Changes in Movement Related Brain Activity in Early Childhood

2019 ◽  
Author(s):  
Blake Johnson ◽  
Cecilia Jobst ◽  
Rita Al-Loos ◽  
Wei He ◽  
Douglas Cheyne
Keyword(s):  
Early Childhood ◽  
Motor Development ◽  
Brain Activity ◽  
Age Groups ◽  
Preschool Age ◽  
Control Group ◽  
School Aged Children ◽  
Cortical Motor ◽  
Preschool Age Children ◽  
Readiness Field

In a previous MEG study of movement-related brain activity in preschool age children, we reported that pre-movement fields and sensorimotor cortex oscillations differed from those typically observed in adults, suggesting that maturation of cortical motor networks is still incomplete by late preschool age (Cheyne et al., 2014). Here we describe the same measurements in an older group of school-aged children (6 to 8 years old) and an adult control group, in addition to repeated recordings in seven children from the original study approximately two years later. Differences were observed both longitudinally within children and between age groups. Pre-movement (readiness) fields were still not present in the oldest children, however both frequency and magnitude of movement-related mu (8-12Hz) and beta (15-30Hz) oscillations demonstrated linear increases with age. In contrast, movement-evoked gamma synchronization demonstrated a step-like transition from low (30-50 Hz) to high (70-90 Hz) narrow-band oscillations, and this occurred at different ages in different children. These data provide novel evidence of linear and non-linear changes in motor cortex oscillations and delayed development of the readiness field throughout early childhood. Individual children showed large differences in maturation of movement-related brain activity, possibly reflecting differing rates of motor development.

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