Penggunaan Gadget pada Anak: Hubungan Pengawasan dan Interaksi Orang Tua terhadap Perkembangan Bicara dan Bahasa Anak

Lack of supervision on gadgets can affect children's speech and language development, especially without interaction with parents. This study aimed to analyze the relationship between parental supervision and interaction with gadgets in children aged 4-5 years with the risk of speech and language development delays. The method used in this research is observational analytic. In analyzing the data, this study uses non-parametric statistical test Chi Square. The results of this study found that most respondents with speech and language development results are at risk of being late, rarely get supervision from their parents when using gadgets, namely, 23 respondents (79.31%), and most of the respondents' parents also said they did not interact when their children were using gadgets. gadgets as many as 23 respondents (79.31%). So that we get the results that there is a relationship between supervision (p value 0.001 < 0.05) and interaction (p value 0.000 < 0.05) of parents and children when using gadgets with children's speech and language development. Supervision and parental interaction on the use of gadgets in children are very important, considering the age of 4-5 years is included in the golden age where this period is a very sensitive developmental period because it will affect the future development of children. The findings in this study are expected to provide implications for parents to be able to increase supervision and interact with the use of gadgets in children.

Father–Child Interactions in Preschool Children with ASD: A Systematic Review

Studies on parental interaction in the context of ASD has mainly focused on mothers, even if fathers and their children seem to form close and supportive relationships that may have unique effects on child development. Given the impact of ASD symptoms on a child’s ability to interact with significant others, recent findings strengthen the importance of including caregivers during treatment to guarantee a better adaptation to the child’s impairments. Despite this, fathers are scarcely involved, and interventions seem to not be tailored to their interactive characteristics and needs. For this reason, a systematic review was conducted to investigate fathers and children with ASD behaviors during interaction. This review found 12 observational studies that identified social, cognitive, and affective interactive modalities in father–child dyads through three psychology-focused journal databases: PubMed, PsycINFO and Scopus. The significant variation in both sample size and in the measures used to assess dyadic outcomes limits the ability of this work to make robust recommendations for intervention. Despite this, the results revealed characteristic behaviors of this dyad that consequently allow specific targets to be worked on during intervention. In fact, from fathers’ individual strengths and weaknesses, it is possible to implement interventions that are complementary with maternal characteristics from the perspective of personalized and optimized treatment.

The impact of COVID-19 on early childhood reading practices

COVID-19 has changed the daily lives of families, impacted on work, social interactions, and mental health. Since spring 2020, parents have been working from home and children have been home from daycare and school. Parents are experiencing stress in an attempt to satisfy the demands of work, family, and COVID-19 concerns. Due to the fact that children have been home from daycare and school, parents have the sole responsibility of caring for and teaching their children until schools are able to fully and effectively meet the needs of educating students in an adapted format. Research provides a wealth of information documenting the advantages of parents reading to their children. Children benefit from read-alouds with parental interaction, and these benefits include an increase in oral language skills, reading comprehension, vocabulary, and an increase in motivation to read. The purpose of this study is to answer two questions: (1) Since parents were home more often with their children, were parents spending more quality time reading to their two-to four-year-old children? This can be defined as reading developmentally appropriate books to their children with their undivided attention; and (2) Since parents were home more often with their two-to four-year-old children, were parents reading more to their young children? Parents of pre-kindergarten students were surveyed to determine the answers to these questions.

Parental Interactions Associated with Adolescent Health Risk Behavior: Premarital Sexual and Aggressive Behavior

Introduction: Interactions within the family will determine the behavior of adolescents. Lack of interaction in adolescents is a risk factor for adolescent behaving deviant, among others, unmerried sexual and aggressive behaviors. The purpose of this study was to analyze the relationship between parental interaction and the premarital sexual and aggressive behavior among adolescents.Methods: A cross-sectional approach was taken. The sample consisted of 744 adolescents from junior high school and senior high school in Java Island aged 13 - 19 years old who had completed a Google form. The independent variable was parent interaction while the dependent variable was premarital sexual and aggressive behaviors. The PACHIQ-R questionnaire was used for measuring parent interaction. While the dependent variable was using checklist questionnaire. The data was analyzed using Spearman Rank correlation with a level of significance α=0.05.Results: The results show that there is a correlation between the parent interactions and premarital sexual (p=0.007; r=0.100) and aggressive behavior among adolescents (p=<0.001;r=0.156). Parental interaction has an association on the adolescent’s behavior, especially in terms of premarital sexual and aggressive behavior.Conclusion:Nurses need to provide education not only to parents, but also for adolescents to prevent premarital sexual and aggressive behaviors among adolescents in any media that available.

The Role of Education of Russian Parents in Developing Intuitive Theories of Parenting

Previous research in English-speaking countries has shown that parental education predicts significantly parental attitudes and theories about parenting which, in turn, guide parental interaction with their child and might impact the child’ s mental development. However, to the best of our knowledge, there has been no research aimed at studying the role of parental education in shaping the views of Russian parents on their children’ s education and development. The current study aimed to analyze the role of Russian parents’ education in their intuitive theories of parenting, by controlling for the region where the families live, and taking into account the age and sex of their child. Intuitive theories of parenting were studied using the Early Parental Attitudes Questionnaire (EPAQ). The sample consisted of 995 parents who have children aged 1 to 7 and live in Moscow, the Republic of Sakha (Yakutia) and Republic North Ossetia in Russian Federation. Two profiles of intuitive theories of parenting were identified. Differences and similarities in intuitive theories of parenting between regions, when controlling for parents' level of education were also identified. The results characterize modern parenthood in three geographically distant Russian regions and can be useful in understanding the profile of a modern parent, as well as for developing educational programmes aimed at self-development and increasing parental competence in Russian parents.

TOP1α, UPF1, and TTG2 regulate seed size in a parental dosage–dependent manner

Cues of maternal and paternal origins interact to control seed development, and the underlying molecular mechanisms are still far from clear. Here, we show that TOPOISOMERASE Iα (TOP1α), UP-FRAMESHIFT SUPPRESSOR 1 (UPF1), and TRANSPARENT TESTA GLABRA2 (TTG2) gametophytically, biparentally regulate seed size in Arabidopsis. TOP1α and UPF1 are mainly expressed in antipodal cells, and loss of their function leads to ectopic TTG2 expression in these female gametophytic cells. We further demonstrate that TOP1α and UPF1 directly repress TTG2 expression through affecting its chromatin status and determine its relative expression in antipodal cells versus sperm cells, which controls seed size in a dosage-dependent and parent-of-origin-dependent manner. The molecular interplay among these three genes explains their biparental gametophytic effect during diploidy and interploidy reciprocal crosses. Taken together, our findings reveal a molecular framework of parental interaction for seed size control.

The Association between Parental Involvement Behavior and Self-Esteem among Adolescents Living in Poverty: Results from the K-CHILD Study

It is not yet known why some adolescents living in poverty show high self-esteem, while others do not. Parental involvement may be an important determinant to promote self-esteem among adolescents living in poverty. The aim of this study is to explore better parenting involvement behavior to promote self-esteem among adolescents living in poverty. Participants included fifth-, eighth-, and 11th-grade students living in Koichi prefecture, Japan. The participants were part of the Kochi Child Health Impact of Living Difficulty (K-CHILD) study, in 2016 (n = 10,784). Participants completed a questionnaire with questions about socioeconomic status and 14 parental involvement behaviors, including 9 specific kinds of parental interactions with their child (e.g., talking about school life), and 5 elements related to parental care for their child’s physical health (e.g., access to health care). The numbers of parental involvement behaviors, parental interactions with their child, and parental care for their child’s physical health were treated as continuous and quartile, to see the association. Overall, the study showed that the larger the number of parental involvement behaviors, the higher the self-esteem score of their off-spring (p < 0.01) among both adolescents living in poverty and not living in poverty, in which interaction between poverty and parental involvement behaviors was not significant. Both parental interaction with their child and parental care for their child’s physical health were associated with higher self-esteem, in which parental interaction with their child had a larger effect than parental care for their child’s physical health. To empower adolescents in poverty, caregivers need to provide both parental interaction with the child and parental care for the child’s physical health.

Effect of parental attributes on the locus of control of secondary school students

This study explores how parental attributes including parental education, occupation and the type of parental interaction affect different types of LoC of secondary school students. A total of 520 students were selected as participants of the study. Brown Locus of Control Scale (BLOCS) was the instrument of the study. ANOVA and t-test were used to explore the differences in LoC of students with different parental attributes. Results showed that internality was significantly more in students who moderately share their feelings with mothers. Other externality was significantly more in students whose fathers were businessmen than in students whose fathers were employees or laborers, and in students who completely or moderately share their feelings with their mothers than those who do not share their feelings with their mothers. External social LoC of students with less mother education (elementary and graduation) was significantly higher than the students with higher (postgraduation) mother education.