Verification of a structural model of the relationship between family resources, parent-child interaction, academic skills, and school readiness of preschoolers

2017 ◽  
Vol 22 (5) ◽  
pp. 1-19
Author(s):  
Mi-Hee Min
Keyword(s):  
School Readiness ◽  
Structural Model ◽  
Academic Skills ◽  
Family Resources ◽  
Child Interaction ◽  
Parent Child Interaction ◽  
The Relationship ◽  
Parent Child

An “Epistemology” of Teaching

1999 ◽  
Vol 64 (1) ◽  
pp. 1-14
Author(s):  
Doug Blomberg
Keyword(s):  
Great Opportunity ◽  
Child Interaction ◽  
Van Manen ◽  
Parent Child Interaction ◽  
Special Force ◽  
The Relationship ◽  
Parent Child

When parents see their children’s problems as opportunities to build the relationship instead of as a negative, burdensome irritation, it totally changes the nature of parent-child interaction.... When a child comes to them with a problem ... their paradigm is, “Here is a great opportunity for me to really help my child and to invest in our relationship.”... [S]trong bonds of love and trust are created as children sense the value parents give to their problems and to them as individuals (Covey 1989: 203). Many of us will know the scenario: sitting peacefully in a chair after a hard day’s work, reading a novel and listening to some music, when in comes a teenager with a tale to tell, perhaps a burden to share. Our relaxed restfulness is interrupted, a problem is presented: how do we respond? Parents such as Covey describes focus on building the bonds of trust: they choose to know the situation as ethically-qualified; they are responsive to the “pedagogical moment” (Van Manen 1991). While entering empathically into their child’s concerns, they continue to attend to the norms of faithfulness that obtain in such a situation with a special force.

scholarly journals Relations of Parent-Child Interaction to Chinese Young Children's Emotion Understanding

2018 ◽  
Vol 12 ◽  
Author(s):  
Heyi Zhang
Keyword(s):  
Recognition Task ◽  
Emotion Understanding ◽  
Dyadic Interaction ◽  
Expression Recognition ◽  
Child Interaction ◽  
Children's Emotion ◽  
Parent Child Interaction ◽  
The Relationship ◽  
Beijing China ◽  
Parent Child

The present study examined the relationship between parent-child interaction and children's emotion understanding ability. The participants were 56 three-year-old children and their mothers from Beijing, China. Mothers and children took part in three dyadic interaction tasks and were video recorded for coding of both mothers’ and children's behaviours. Each child completed three individually administered tests of emotion understanding, including the facial expression recognition task, emotion perspective-taking task, and emotion reason understanding task. Results demonstrated that both mothers’ and children's interaction behaviours were related to children's emotion understanding. Gender differences were found in the relationships between interaction behaviours and children's emotion understanding. Girls’ emotion understanding was associated with children's positive behaviours. In contrast, boys’ emotion understanding was not associated with children's positive behaviours, but related to mothers’ negative behaviours.

scholarly journals The relationship between parenting stress and parent–child interaction with health outcomes in the youngest patients with type 1 diabetes (0–7 years)

2015 ◽  
Vol 175 (3) ◽  
pp. 329-338 ◽  
Author(s):  
Anke M. Nieuwesteeg ◽  
Esther E. Hartman ◽  
Henk-Jan Aanstoot ◽  
Hedwig J. A. van Bakel ◽  
Wilco H. M. Emons ◽  
...  
Keyword(s):  
Type 1 Diabetes ◽  
Health Outcomes ◽  
Parenting Stress ◽  
Child Interaction ◽  
Parent Child Interaction ◽  
The Relationship ◽  
Parent Child
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