Parental Teaching of Reading and Spelling Across the Transition From Kindergarten to Grade 1

We investigated the longitudinal links between parental teaching of reading and spelling and children’s word reading and spelling skills. Data of 244 Lithuanian parent–child dyads were analyzed, who were followed across three time points: end of kindergarten (T1; Mage = 6.88; 116 girls), beginning of Grade 1 (T2), and end of Grade 1 (T3). The children’s word reading and spelling skills were tested, and the parents answered questionnaires on the frequency with which they taught their children reading and spelling. Overall, the results showed that the parents were responsive to their children’s skill levels across the domains of reading and spelling and across time (i.e., the transition from kindergarten to Grade 1 and across Grade 1). However, differences between the domains of reading and spelling were also observed. In particular, in the domain of reading and across the transition from kindergarten to Grade 1, the parents responded to their children’s skill levels by increasing the time spent teaching children with poor word reading skills, and decreasing the teaching time for the children with good word reading skills. In contrast, as spelling skills may require more time to develop, parents maintained similar frequencies of teaching spelling across the transition to Grade 1 for all children, and only parents of good spellers taught less spelling at the end of Grade 1 than parents of children with poor and average word spelling skills.

Parent–Child Disagreements About Safety During Preadolescence

Objectives Much research has examined how parents manage safety issues for young children, however, little is known about how they do so in the preadolescent years when children’s demand for autonomy increases. The current study focused on youth in this transition stage (10–13 years) and examined parent–child disagreements about safety, including how parents learn of these, react to these, and resolve these (Aim 1), if the parent–child relationship or sex of the child impacts these processes (Aim 2), and the nature and reasons why children intentionally keep safety-relevant secrets from their parents (Aim 3). Methods A short-term longitudinal design was applied. Parents initially completed questionnaires and, with their child, retrospectively recalled safety disagreements. Over the next month, parents tracked safety disagreements and children tracked secrets they withheld from parents. Results The findings revealed significant gender differences: Daughters were more likely than sons to spontaneously disclose safety issues to their parents, and parents were more likely to discuss the issue and provide teaching to daughters than sons. Relationship quality emerged as an important factor, particularly for boys: A positive parent–child relationship predicted increased parental teaching in response to a safety-relevant issue for boys only. Children kept secrets from their parents about safety-relevant information in order to maintain their autonomy and independence. Conclusion Parent–child disagreements about safety are influenced by the positive nature of the parent–child relationship and differ for sons and daughters.

Linking Family Financial Socialization With Its Proximal and Distal Outcomes: Which Socialization Dimensions Matter Most for Emerging Adults’ Financial Identity, Financial Behaviors, and Financial Anxiety?

Financial behaviors are grounded in family financial socialization, and its effects continue well into people’s life course. However, only a handful of studies have addressed dimensionality of family financial socialization practices. Even fewer studies have investigated how different dimensions of financial socialization are linked to financial identity and distal outcomes such as financial behaviors and anxiety. To address this gap, a cross-sectional study was conducted with 481 emerging adults (57.8% women; M age = 20.27, SD age = 1.39). The results suggest that family financial socialization practices are multidimensional and that they have different effects on the outcomes. Specifically, direct parental teaching on money management and openness about family finances are related to favorable outcomes (i.e., higher spending self-control, less impulsive buying, and lower financial anxiety), while experiencing financial distress within a family is related to less favorable outcomes. The results also suggest that financial identity may play an essential role in this process.

Implementasi Program Gerakan Orangtua Mengajar Untuk Meningkatkan Motivasi Belajar Siswa

This study aims to describe the movement of parents teaching in schools in order to improve the motivation of learners by involving parents in school programs. This program is implemented one of the goals is to reduce the number of school dropouts that occur in coastal areas. This research uses qualitative naturalistic approach. Data collection is done through observation, interview, and documentation. The subjects of this study include principals, teachers, employees, parents of learners and learners. the validity of data is done by triangulation, prolongation of research and observation persistence. The results showed that the implementation of parental teaching movement that has been implemented in SD Negeri 10 Pangkalanbaru very effective implemented. The program that has been implemented is the carier day program. The program is implemented to foster the spirit and motivation and do not experience dropping out and have aspirations to continue their education to a higher level. The parents' tasks of the students in this parenting teaching program is that they are asked to describe and tell the profession all this time they do. The profession will also be associated with the subjects that are learned by the students in the school

Teaching Children in the Instruction of Amenemope and Deuteronomy

The Instruction of Amenemope and the book of Deuteronomy share a common conviction about the nature and intent of parental teaching. This commonality is marked by basic lexical analogues, as well as three conceptual analogues from the broader contexts of the two compositions. Consequently, this study provides further evidence for the claim that Deuteronomy evinces wisdom influence.

“Teaching is so WEIRD”

Direct active teaching by parents is largely absent in children's lives until the rise of WEIRD (Western, educated, industrialized rich, democratic) society. However, as mothers become schooled and missionized – like Kline's Fijian subjects – they adopt “modern” parenting practices, including teaching. There is great variability, even within WEIRD society, of parental teaching, suggesting that teaching itself must be culturally transmitted.