scholarly journals Parents' science talk to their children in Mexican-descent families residing in the USA

2008 ◽  
Vol 32 (1) ◽  
pp. 1-12 ◽  
Author(s):  
Harriet R. Tenenbaum ◽  
Maureen A. Callanan
Keyword(s):  
Mexican Descent ◽  
Formal Schooling ◽  
Causal Explanations ◽  
Parents And Children ◽  
Scientific Principles ◽  
Children's Museum ◽  
The Usa ◽  
Science Talk ◽  
Parent Child ◽  
At Home

Everyday parent—child conversations may support children's scientific understanding. The types and frequency of parent—child science talk may vary with the cultural and schooling background of the participants, and yet most research in the USA focuses on highly schooled European-American families. This study investigated 40 Mexican-descent parents' science talk with their children (mean age = 5 years 7 months, range = 2 years 10 months to 8 years 6 months). Parents were divided between a higher schooling group who had completed secondary school, and a basic schooling group who had fewer than 12 years of formal schooling. Parents and children were videotaped engaging with science exhibits at a children's museum and at home. Conversations were coded in terms of parents' explanatory talk. In both contexts, Mexican-descent parents engaged children in explanatory science talk. At the museum, parents in the higher schooling group used more causal explanations, scientific principles explanations, and encouraging predictions types of explanations than did parents in the basic schooling group. By contrast, the only difference at home was that parents in the higher schooling group used more encouraging predictions talk than parents in the basic schooling group. Parents who had been to museums used more explanations than parents who had never visited a museum. The results suggest that while explanatory speech differed somewhat in two groups of Mexican-descent parents varying in formal schooling, all of these children from Mexican-descent families experienced some conversations that were relevant for their developing science literacy.

scholarly journals Do Parent–Child Dyads with Excessive Body Mass Differ from Dyads with Normal Body Mass in Perceptions of Obesogenic Environment?

Nutrients ◽  
2020 ◽  
Vol 12 (7) ◽  
pp. 2149
Author(s):  
Karolina Zarychta ◽  
Anna Banik ◽  
Ewa Kulis ◽  
Monika Boberska ◽  
Theda Radtke ◽  
...  
Keyword(s):  
Body Mass ◽  
Healthy Eating ◽  
Repeated Measures ◽  
Local Community ◽  
Healthy Food ◽  
Food Advertising ◽  
Normal Body ◽  
Parents And Children ◽  
Parent Child ◽  
At Home

Background: This study addressed differences between parent–child dyads with excessive body mass (overweight or obesity) and dyads with normal body mass in obesity determinants, derived from social-ecological models. It was hypothesized that parents and their 5–11 years-old children with excessive body mass would (1) report lower availability of healthy food at home, (2) perceive fewer school/local community healthy eating promotion programs, (3) report lower persuasive value of food advertising. Methods: Data were collected twice (T1, baseline; T2, 10-month follow-up), including n = 129 parent–child dyads with excessive body mass and n = 377 parent–child dyads with normal body mass. Self-reported data were collected from parents and children; with body weight and height assessed objectively. General linear models (including analysis of variance with repeated measures) were performed to test the hypotheses. Results: Compared to dyads with normal body mass, dyads of parents and children with excessive body mass perceived lower availability of healthy food at home and fewer healthy eating promotion programs at school/local community (T1 and T2). These effects remained significant after controlling for sociodemographic variables. No significant differences in persuasive value of food advertising were found. Conclusions: Perceptions of availability of healthy food at home and healthy nutrition promotion may be relatively low in parent–child dyads with excessive weight which, in turn, may constitute a risk factor for maintenance of obesity.

scholarly journals Musical Engagement and Parent-Child Attachment in Families with Young Children During the Covid-19 Pandemic

2020 ◽  
Author(s):  
Selena Steinberg ◽  
Talia Liu ◽  
Miriam D Lense
Keyword(s):  
Young Children ◽  
The United States ◽  
Parent Child Relationship ◽  
Online Questionnaire ◽  
Child Attachment ◽  
Parents And Children ◽  
Musical Engagement ◽  
The Usa ◽  
Common Parent ◽  
Parent Child

The onset of the Covid-19 pandemic has disrupted the lives of families in the United States and across the world, impacting parent mental health and stress, and in turn, the parent-child relationship. Music is a common parent-child activity and has been found to positively impact relationships, but little is known about music’s role in parent-child interactions during a pandemic. The current study utilized an online questionnaire to assess the use of music in the home of young children and their parents in the USA and Canada during Covid-19 and its relationship with parents’ affective attachment with their child. Musical activity was high for both parents and children. Parents reported using music for both emotion regulation and to socially connect with their children. Parent-child musical engagement was associated with parent-child attachment, controlling for relevant parent variables including parent distress, efficacy, education and parent-child engagement in non-musical activities. These results indicate that music may be an effective tool for building and maintaining parent-child relationships during a period of uncertainty and change.

scholarly journals Relations between parent-child interaction and children’s engagement and learning at a museum exhibit about circuits

2020 ◽  
Author(s):  
David Sobel ◽  
Susan Letourneau ◽  
Cristine Legare ◽  
Maureen Callanan
Keyword(s):  
Electric Circuit ◽  
Museum Exhibit ◽  
Children’S Learning ◽  
Child Interaction ◽  
Parents And Children ◽  
Children's Museum ◽  
Significant Disagreement ◽  
Parent Child Interaction ◽  
Parent Child ◽  
Children's Learning

Play is critical for children’s learning, but there is significant disagreement over whether and how parents should guide children’s play. In an observational study of parent-child interaction and children’s learning, parents and 4- to 7-year-old children in the U.S. (N = 111 dyads) played together at an interactive electric circuit exhibit in a children’s museum. We examined how parents and children set and accomplished goals while playing with the exhibit. Children then participated in a set of challenges that involved completing increasingly difficult circuits. Children whose parents set goals for their interactions showed less engagement with the challenge task (choosing to attempt fewer challenges), and children whose parents were more active in completing the circuits while families played with the exhibit subsequently completed fewer challenges on their own. We discuss these results in light of broader findings on the role of parent-child interaction in museum settings.

Parent–Child Construction of Personal Memories in Reminiscing Conversations: Implications for the Development and Treatment of Childhood Psychopathology

2018 ◽  
Author(s):  
Karen Salmon
Keyword(s):  
Autobiographical Memory ◽  
Conduct Problems ◽  
Childhood Psychopathology ◽  
Relevant Research ◽  
The Past ◽  
Parents And Children ◽  
Emotion Competence ◽  
Critical Skills ◽  
Clinical Populations ◽  
Parent Child

Strong theory and research implicates parent–child conversations about the past in the child’s development of critical skills, including autobiographical memory and understanding of emotion and minds. Yet very little research has focused on associations between reminiscing and the development of childhood psychopathology. This chapter considers what is known about reminiscing between parents and children where there is anxiety or conduct problems. These findings provide clues as to how children come to manifest difficulties in autobiographical memory and emotion competence. Thereafter, the text reviews studies that have attempted to alter the style and content of parent–child reminiscing in clinical populations. The full implications of parent–child reminiscing, as a rich context for children’s development, have yet to be realized in clinically relevant research.

Hegemonic Disarray—American Internationalisms and World Disorder

2018 ◽  
Author(s):  
Daniel Deudney
Keyword(s):  
Foreign Policy ◽  
Cold War ◽  
Middle East ◽  
International Order ◽  
The World ◽  
The Usa ◽  
The Cold War ◽  
At Home

The end of the Cold War left the USA as uncontested hegemon and shaper of the globalization and international order. Yet the international order has been unintentionally but repeatedly shaken by American interventionism and affronts to both allies and rivals. This is particularly the case in the Middle East as the wars in Afghanistan and Iraq as well as the nuclear negotiations with Iran show. Therefore, the once unquestioned authority and power of the USA have been challenged at home as well as abroad. By bringing disorder rather than order to the world, US behavior in these conflicts has also caused domestic exhaustion and division. This, in turn, has led to a more restrained and as of late isolationist foreign policy from the USA, leaving the role as shaper of the international order increasingly to others.

Food Allergy-Related Bullying Among Children and Adolescents

2021 ◽  
Author(s):  
Frances Cooke ◽  
Ashley Ramos ◽  
Linda Herbert
Keyword(s):  
Food Allergy ◽  
Social Inclusion ◽  
Assessment Method ◽  
Assessment Methods ◽  
Clinical Trial Registration ◽  
Single Item ◽  
Parents And Children ◽  
Bullying Experiences ◽  
Definition Of ◽  
Parent Child

Abstract Objective Food allergy (FA) management requires youth to avoid allergens and carry emergency medication which can impact participation in social activities. Previous research indicates that some youth experience FA-related bullying, but many studies are limited by single-item assessment methods and a narrow definition of bullying. This study describes FA-related bullying among a diverse cohort of youth with FA and evaluates parent–child disagreement and bullying assessment methods. Methods Youth ages 9–15 years (n = 121) diagnosed with an IgE-mediated FA and their primary caregivers were recruited from pediatric FA clinics to complete surveys about their FA-related bullying experiences. Descriptive statistics were conducted to assess overall FA-related bullying and McNemar tests were utilized to assess disagreement among parent–child report and between multi-item and single-item assessment methods. Results Seventeen percent and 31% of youth reported FA-related bullying on single-item and multi-item assessments, respectively. Twelve percent of parents reported their child had experienced FA-related bullying. Youth reported overt physical (51%), overt non-physical (66%), and relational FA-related bullying (20%). FA-related bullying was most common among classmates. Assessment method significantly affected the rates of FA-related bullying reported by youth, and parents and youth only agreed on FA-bullying experiences when assessed via the single-item measure. Conclusions A subset of a diverse sample of youth with FA reported FA-related bullying. Clinicians should use multi-item assessment methods and ask both parents and children about their experiences to fully capture the experiences of families managing FA. School policies that facilitate FA safety and social inclusion should be promoted. Clinical Trial Registration N/A.

Sign in / Sign up

Export Citation Format

Share Document