Parental attitudes about acquiring a dental home for preschool children: a new concept in the Arab state of Qatar

Negative correlations are reported between concurrent measures of maternal authoritarian ideology and cognitive performance of 22 3-yr.-old middle-class children. Results support the hypothesis that nonauthoritarian parents promote earlier development of internalized verbal mediation.

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Oral Hygiene Habits, Dental Home, and Toothbrushing among Immigrant and Native Low Socioeconomic Class Populations

Journal of Clinical Pediatric Dentistry ◽

10.17796/jcpd.37.4.l75322k97l2q31g0 ◽

2013 ◽

Vol 37 (4) ◽

pp. 341-344

Author(s):

E Davidovich ◽

E Kooby ◽

J Shapira ◽

D Ram

Keyword(s):

Preschool Children ◽

Oral Hygiene ◽

Native Population ◽

Once Daily ◽

Low Socioeconomic ◽

Nursery Schools ◽

Information Bias ◽

Dental Home ◽

Parental Responses ◽

Oral Hygiene Habits

About 45,000 people immigrated to Israel from Ethiopia over the last 30 years. The purpose of this study was to compare oral hygiene habits in preschool children from low socioeconomic neighborhoods offspring of immigrants from Ethiopia to offspring of native Israelis. Method: Parents of children attending 21 nursery schools were asked to respond anonymously to 7 questions about their children's visits to a dentist and toothbrushing habits. Results: Parents of 719 children (382 Ethiopian and 337 native Israeli) responded. Of children aged 49-82 months, 15% offspring of Ethiopian and 25% of native Israelis were reported to have visited a dentist; and 45% and 65%, respectively, to brush their teeth at least once daily. More than 90% of children of both populations were reported to have toothbrushes. Of children aged 18-48 months, 28% of Ethiopian and 65% of native Israelis were reported to brush their teeth at least once daily. Conclusion: After more than 20 years residence in a new country, the dental home of an immigrant population was significantly different from that of the native population, of the same low socioeconomic neighborhoods. Discrepancies in parental responses highlight the importance of addressing information bias.

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Family structure and upbringing as factors of intellectual development of preschool children

Social Psychology and Society ◽

10.17759/sps.2016070302 ◽

2016 ◽

Vol 7 (3) ◽

pp. 18-32 ◽

Cited By ~ 2

Author(s):

L.A. Golovey ◽

S.S. Savenysheva ◽

E.E. Engelgardt

Keyword(s):

Preschool Children ◽

Family Structure ◽

Intellectual Development ◽

Negative Impact ◽

Parental Attitudes ◽

School Age Children ◽

Critical Periods ◽

Parent Child Relationship ◽

The Family

The paper is devoted to investigation of the influence of the family structure and family attitudes, child-parent relationship, styles of family upbringing on the intellectual develop- ment of pre-school-age children. Attention is paid to the analysis of the influence of parents and children gender. The sample included 150 children, 150 mothers and 75 fathers, all the families live in St. Petersburg. Results of the study reveal a significantly greater influence of the child's parent-child relationship and family atmosphere on the intellectual develop- ment in comparison with its structure. Negative impact of attitudes on the severity, harsh- ness, acceleration the development of the child on the intellectual development is revealed. Influence of parents’ gender on intellectual development of children manifests in the lead- ing role of the father’s relationship in girls IQ results, and mother’s parental attitudes in boys IQ results. The authors of the article reveal the importance of the adequacy of the system of regulation and control, severity of requirements for the development of girls; lack of parental custody and adequacy to meet the needs — for the development of boys. The authors outline the significant role of preschool children perception, especially girls, of the emotional atmosphere in the family in their intellectual development. This work was supported by the Russian Foundation for Humanities (project №13-06-008480 «Family as a resource for mental development of children in stable and critical periods of ontogeny»)

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Psychological Correction of Parental Attitudes to Mentally-retarded Children

Психолого-педагогический поиск ◽

10.37724/rsu.2021.57.1.018 ◽

2021 ◽

pp. 192-199

Author(s):

В.В. Кисова

Keyword(s):

Mental Retardation ◽

Preschool Children ◽

Parental Attitudes ◽

Team Work ◽

Training Methods ◽

Psychological Training ◽

Emotional Aspects ◽

Physical Limitations ◽

Mentally Retarded Children ◽

Orientation Training

В статье рассмотрена проблема психологической коррекции эмоционального компонента родительского отношения к дошкольникам с задержкой психического развития (ЗПР). В ней обоснована актуальность направления психологической работы по гармонизации эмоционального отношения родителей к детям с ограниченными возможностями здоровья. Изложены результаты экспериментального исследования указанного феномена, которые позволили автору выделить основные виды эмоционального родительского отношения к дошкольникам с ЗПР (амбивалентный и условное принятие) и наиболее характерные психологические типы личности родителей (авторитарный и психосоматичный). Представлены задачи и принципы групповой работы с родителями, основные и вспомогательные методические приемы тренинговой работы, а также описана Программа психологического тренинга по развитию у родителей дошкольников с задержкой психического развития безусловного эмоционального принятия своих детей. Рассмотрены три блока программы: ориентировочный, обучающий и развивающий, стратегия психокоррекционной работы в каждом блоке, наиболее эффективные для работы методические приемы психокоррекции. Приведены результаты тренинговой работы с родителями дошкольников с задержкой психического развития, заключающиеся в изменении личностных особенностей, в частности эмоционального отношения у родителей различных психологических типов: авторитарного, психосоматичного и невротичного. The article treats the issue of psychological correction of emotional aspects of parental attitudes to preschool children with mental retardation. The article underlines the importance and relevance of psychological correction aimed at harmonizing parental attitudes to children with physical limitations. The analysis of experimentally obtained results enables the author to single out a number of parental attitudes to preschool children with mental retardation (emotionally ambivalent attitude and conventional acceptance) and a number of parental personality types (authoritative and psychosomatic). The article presents tasks and principles of team work with parents, major and minor training methods. It describes the Psychological Training program aimed at helping parents unconditionally accept their preschool children with mental retardation. The article treats three units of the program: orientation, training and development, it deals with strategies of psychological correction which can be used to solve tasks presented by each unit, it describes efficient methods of psychological correction. The article described the results of training sessions aimed at assisting authoritarian, psychosomatic and neurotic parents of preschool children with mental retardation.

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THE ROLE OF PRESCHOOL EDUCATION IN CHILDREN'S LIVES

BULLETIN Series of Pedagogical Sciences ◽

10.51889/2021-3.1728-5496.23 ◽

2021 ◽

Vol 71 (3) ◽

pp. 233-240

Author(s):

K.M. Meterbayeva ◽

◽

G. Adilbekkisi ◽

A.B. Elkeyeva ◽

◽

...

Keyword(s):

Preschool Children ◽

Preschool Child ◽

Parental Attitudes ◽

Preschool Education ◽

Psychological Safety ◽

Educational Environment ◽

Psychological Support ◽

The Family ◽

Humanistic Approach

The article is devoted to modern problems of education of preschool children. The authors describe the educational environment, its psychological safety and parental attitudes, which play an important role in the development of preschool children. Stages and features of development of preschool children, signs of psychological crises in children are analyzed. Special attention is paid to the orientation of the child's upbringing in the family and defines such important conditions for the psychological safety of preschoolers as friendship, trust, attention and respect, psychological support, concern for the safety of each member of the team and a humanistic approach to the upbringing of the child's personality. Based on the above, recommendations for the education of a modern preschool child are formulated.

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