Estilos Educativos Parentales Percibidos en Adolescentes, Practicantes de Actividad Física, Federados y Competidores (Perception of parents’ education style in adolescents, physical activity practitioners, federation members, and players)

El objetivo de este trabajo de investigación fue conocer las diferencias en los estilos educativos parentales percibidos en: jóvenes practicantes de actividad física y no practicantes, jóvenes federados y no federados, competidores y no competidores. La muestra fue de 1800 alumnos escolarizados. Se administró un Cuestionario Sociodemográfico ad hoc y el Test Autoevaluativo Multifactorial de Adaptación Infantil (TAMAI), en el que se utilizó la sub-escala de educación adecuada del padre y de la madre. Los resultados mostraron diferencias significativas en la restricción materna (p<.05) a favor de los alumnos no practicantes de actividad física que percibieron mayores niveles. Por otro lado, no se encontró covariación entre los estilos educativos parentales, federados y no federados, practicantes de actividad física y no practicantes y competidores y no competidores, en función del género. Se concluyó que los adolescentes que no practicaban actividad física o deporte percibieron mayores niveles de restricción materna. Por lo tanto, la restricción materna se muestra como un factor que puede influir en la práctica de actividad físico-deportiva.Abstract. The goal of this research was to understand the differences in perceived parental educational styles between young physical activity practitioners and non-practicing, young federated and non-federated athletes, competitors and non-competitors. The sample consisted of 1,800 schoolchildren. An ad hoc Sociodemographic Questionnaire and the father and mother adequate education scales from the Multifactorial Self-Assessment Test of Childhood Adjustment (TAMAI) were used to measure the mentioned variable. Results showed significant differences in maternal restriction (p<.05), non-physical activity students perceiving higher levels than the rest of the sample. On the other hand, no covariation was found by gender among parental educational styles, federated and non-federated players, physical activity practitioners and non-practicing, and competitors and non-competitors. Non-physical activity adolescents perceived higher levels of maternal restriction. Therefore, maternal restriction could be an important factor in adolescent’s physical activity and sport practice.

Children with Externalizing Behavior Problems

Externalizing behavior problems characterized by behaviors such as aggression, destruction of property, and stealing are among the most common childhood adjustment problems and the most reliable predictor of adult mental health problems. This chapter briefly reviews the parenting and family factors that have been implicated in the etiology, maintenance, and exacerbation of these problems. A number of variants of the Triple P—Positive Parenting Program have been developed to address these factors, including individual face-to-face, group, and self-help interventions. These variants are described, and the evidence indicating their effectiveness in reducing externalizing behavior problems is reviewed. It is proposed that a multilevel system population approach in which all variants of Triple P are incorporated and delivered simultaneously by existing services has the potential to achieve a population-level decrease in rates of externalizing behavior problems.

Fungsi Kompetensi Kepribadian Pendidik Anak Usia Dini dalam Proses Penyesuaian Diri Siswa Baru

A competent teacher is a teacher who is committed to his job and his job as an educator, an effective class manager, a positive role model identifiable and imitated by his students, warm and enthusiastic about student ideas, constantly improving himself in teaching techniques, improving his skills in Social relations, and can adapt their skills in a specific context. Children or students learn optimally if the teacher can run his role as a model or model, who loves his profession as a teacher. This paper is a conceptual paper which is the result of a discussion between field observations of the researcher, early childhood educator experience, as well as previous theoretical and research studies focusing on the early childhood adjustment process in a new class or school. This paper is expected to present descriptive data about the educator's personality function that influences the process of adjustment of new students in early childhood education, so it is expected to contribute thoughts and practical benefits for early childhood education institutions in assisting the adaptation process of students in the new school year, Through the enhancement of the educational competence of its educators.