scholarly journals Caregiver Strengths, Attitudes, and Concerns About Reading and Child Development in the Dominican Republic

2020 ◽  
Vol 7 ◽  
pp. 2333794X2094266
Author(s):  
Irène Mathieu ◽  
Kate Wallis ◽  
Ingrid Japa ◽  
Ramona Cordero ◽  
Adriana Deverlis ◽  
...  
Keyword(s):  
Child Development ◽  
Young Children ◽  
Dominican Republic ◽  
Low Income ◽  
Parenting Practices ◽  
Formal Education ◽  
Parental Attitudes ◽  
Positive Parenting ◽  
Deficiency Anemia ◽  
Beliefs And Practices

Background. Parents’ beliefs about and engagement in reading aloud to young children and other positive parenting practices have been associated with early childhood development (ECD) and later achievement. Aim. This exploratory study sought to assess parental attitudes and self-reported practices regarding ECD in a rural, low-income community in the Dominican Republic with many risk factors for ECD delays, including high rates of poverty, iron-deficiency anemia, and malnutrition. Methods. We used the Parent Reading Belief Inventory and open-ended questions to evaluate parental beliefs regarding reading, self-efficacy in promoting child development, current positive parenting practices, and parents’ concerns about the development of their 0- to 5-year-old children in Consuelo, Dominican Republic. We explored associations between demographic factors and strength of positive parenting beliefs and practices. Results. Overall participants had positive attitudes toward reading and their own importance in promoting their children’s development. Participants with at least some high school education had significantly higher Parent Reading Belief Inventory scores ( P = .03) than those with less formal education. Participants reported frequently singing, talking, and playing with their children, but less frequently reading with them. Few participants had access to reading materials for young children. Parental interest in programs to support ECD was high. Parents raised concerns about their children’s behavior, personal and educational attainment, and early literacy. Conclusion. Children whose parents have less formal education may benefit most from interventions to promote beliefs and practices likely to improve ECD. In this community, there is high interest in learning more about ECD.

Nobody’s Perfect: Making sense of a parenting skills workshop through ethnographic research in a low-income neighbourhood in Santiago de Chile

2021 ◽  
pp. 026101832098398
Author(s):  
Marjorie Murray ◽  
Daniela Tapia
Keyword(s):  
Child Development ◽  
Young Children ◽  
Low Income ◽  
Ethnographic Research ◽  
Parenting Skills ◽  
Daily Lives ◽  
Making Sense ◽  
Santiago De Chile ◽  
One Year ◽  
Everyday Problems

Nadie es Perfecto (Nobody’s Perfect, or NEP) is a parenting skills workshop aimed at ‘sharing experiences and receiving guidance on everyday problems to strengthen child development’. This article explores this workshop in terms of its relationship with the daily lives of participants, based on one year of fieldwork focused on families with young children in a low-income neighbourhood in Santiago. While caregivers frame their parenting efforts as aiming to ‘hacer lo mejor posible’ (do their best) under difficult circumstances, our study found that facilitators take an anachronistic and homogenizing view of participants. Embracing a universalistic perspective of child development, they discourage participation and debate, focusing instead on providing concrete advice that limits the potential of the workshops. This article argues that by ignoring the different living situations of families in this socioeconomic context, NEP reproduces a prejudiced view of poor subjects that sees them as deficient and incapable of change.

scholarly journals “Crying Doesn’t Work”: Emotion and Parental Involvement of Working Class Mothers Raising Children with Developmental Disabilities

2015 ◽  
Vol 35 (1) ◽  
Author(s):  
Amy Christine Sousa
Keyword(s):  
Developmental Disabilities ◽  
Child Development ◽  
Parental Involvement ◽  
Low Income ◽  
Parenting Practices ◽  
Critical Factor ◽  
Educational Systems ◽  
Raising Children ◽  
Low Income Mothers ◽  
Children With Developmental Disabilities

<span>This article presents three critical case studies that explore the relationship between income and parental involvement in the education of children with developmental disabilities. Interviewed as part of a larger study on mothering children with developmental disabilities, Joy, Jackie, and Maya&nbsp;</span><span>are low income mothers of children with severe developmental disabilities living in New Hampshire. These women describe carefully planned parenting practices designed to foster child development, which yield both engagement with and strategic disengagement from formal bureaucracies. This is a decided departure from previous theorization on low income mothers' approaches to child development. Grounded analysis of these interview cases suggests that emotion management may be a critical factor in both structuring parental involvement with educational systems as well as enacting class differences within the special education system.</span>

scholarly journals Parenting Practices and Associations with Development Delays among Young Children in Dominican Republic

2017 ◽  
Vol 83 (3-4) ◽  
pp. 568 ◽  
Author(s):  
Omolara Thomas Uwemedimo ◽  
Afrin Howlader ◽  
Giselina Pierret
Keyword(s):  
Young Children ◽  
Dominican Republic ◽  
Parenting Practices ◽  
Development Delays

scholarly journals Maternal representations of their children in relation to feeding beliefs and practices among low-income mothers of young children

Appetite ◽  
2015 ◽  
Vol 95 ◽  
pp. 176-181 ◽  
Author(s):  
Christy Y.Y. Leung ◽  
Alison L. Miller ◽  
Julie C. Lumeng ◽  
Niko A. Kaciroti ◽  
Katherine L. Rosenblum
Keyword(s):  
Young Children ◽  
Low Income ◽  
Beliefs And Practices ◽  
Maternal Representations ◽  
Low Income Mothers

scholarly journals Maternal Intimate Partner Violence Exposure and Autonomic Reactivity: Associations With Positive Parenting

2020 ◽  
pp. 088626052092251
Author(s):  
Abigail Palmer Molina ◽  
Elizabeth A. Skowron ◽  
Daniel A. Hackman
Keyword(s):  
Intimate Partner Violence ◽  
Young Children ◽  
Low Income ◽  
Partner Violence ◽  
Theoretical Models ◽  
Intimate Partner ◽  
Positive Parenting ◽  
Autonomic Reactivity ◽  
Sinus Arrhythmia ◽  
At Risk Children

Intimate partner violence (IPV) can negatively impact parenting, posing a threat both to the wellbeing of mothers and their young children. Parenting may also be influenced by emotion regulation (ER), which can support parents’ ability to navigate relational challenges or buffer against the influence of adverse experiences on parenting. Changes in maternal respiratory sinus arrhythmia (RSA) during parent–child interactions have been conceptualized as a psychophysiological index of ER. Competing theoretical models posit that RSA response may mediate or moderate the relation between IPV and parenting or may be independently associated with parenting, however, there is little prior evidence concerning these hypothesized associations. This study examined these associations in a sample of 125 low-income maltreating and comparison mothers and their 3- to 5-year-old children. Dyads completed a moderately challenging laboratory task, and positive parenting and maternal RSA were measured during the task. Maternal verbal IPV exposure, but not physical IPV, was associated with less positive parenting, while greater maternal RSA activation over the task was associated with more positive parenting. Maternal RSA activation did not mediate or moderate the relationship between IPV exposure and parenting, and this association did not differ by whether or not the mother had perpetrated child maltreatment. Consequently, verbal IPV exposure and greater RSA activation independently predicted positive parenting. Results suggest that interventions for IPV-exposed mothers of young children may benefit from ensuring psychological safety and improving maternal ER to promote positive parenting for at-risk children.

scholarly journals Validation of the Malawi Developmental Assessment Tool for Children in the Dominican Republic

2018 ◽  
Author(s):  
Laura V. Sanchez-Vincitore ◽  
Paul Schaettle ◽  
Arachu Castro
Keyword(s):  
Child Development ◽  
Dominican Republic ◽  
Internal Consistency ◽  
Low Income ◽  
Interrater Reliability ◽  
Assessment Tool ◽  
Fine Motor ◽  
Developmental Assessment ◽  
Validation Process ◽  
Gross Motor

Background: This study initiated the validation process of a translated and adapted version of the Malawi Developmental Assessment Tool (MDAT) for children in the Dominican Republic (DR). Like Malawi before the development of the MDAT, the DR did not have early childhood development (ECD) tools explicitly designed for low-resource areas that are also valid assessments of child development. We chose MDAT because it underwent a rigorous validation process and retained measurements of test items that were culturally adaptable from the Denver Developmental Screening Test II. We aimed to test the internal consistency and inter-rater reliability of the psychometric properties of the MDAT in children under the age of two years living in low-income neighborhoods in Santo Domingo in 2017. Methods and Findings: Forty-two children from 2 to 24 months of age (mean = 11.26, SD = 6.37, boys = 22, girls = 20) and their corresponding caregiver participated in the study. We conducted a cross-sectional, pre-experimental study. The primary outcome measure was an index of ECD, as assessed by the Dominican adaptation of the MDAT. The tool evaluates children in four domains: social, fine motor, language, and gross motor. To determine internal consistency, we obtained Cronbach's alpha for each sub-scale. The results ranged from 0.89 to 0.94, indicating good consistency. Second, to test the interrater reliability, we conducted a Kendall's Taub test of independence for both the general scale and each sub-scale. Significant Cronbach's alpha scores ranged from .923 to .966, indicating appropriate interrater reliability. Third, we correlated the age variable with each subscale to determine if the development scale followed a progression of abilities that are expected to increase with maturation. The age variable correlated positively with all the subscales (social r=.887, p < .001; fine motor r = .799, p < .001; language r = .834, p < .001; gross motor r = .805, p < .001), indicating that the older the child, the better scores in the development measurements, as expected. There were no adverse events. This study, however, has multiple limitations. We did not gather information about socioeconomic position, which is an important variable when assessing child development; however, all participants lived in a low-income neighborhood. Given that this is the first ECD tool specific to the Dominican Republic, norm-referenced scores for the Dominican population do not yet exist. This study sample size is insufficient to make inferences about the national population. Conclusions: This study represents the first attempt to obtain a valid tool to screen for development milestones in children living in poverty in the DR. More research is needed to refine the instrument. The availability of the tool will enable impact evaluations of ECD intervention programs and the development of evidence-based public policies in the DR.

BUILDING AN ENTREPRENEURIAL MINDSET IN YOUNG CHILDREN IN SINGAPORE

1994 ◽  
Vol 02 (01) ◽  
pp. 617-628 ◽  
Author(s):  
PAMELA SHARPE
Keyword(s):  
Young Children ◽  
Parenting Practices ◽  
Parental Attitudes ◽  
Family Influences ◽  
Developmental Levels ◽  
Entrepreneurial Behaviour ◽  
Thinking Processes ◽  
Children’S Behaviour

This paper points to some qualitative differences in the developing child and the research which has indicated that entrepreneurial behaviour is socially acquired. It will be argued that the importance of parental and family influences on shaping children’s behaviour and thinking processes is crucial, given certain conditions including parental attitudes, support, control and reinforcement. Additionally, it will be evident that the success of such influences depends very much on the child as an individual, and the degree to which parenting practices match developmental levels.

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