Parent Child Interaction

Background:  Children who are deaf and hard-of-hearing (DHH) often experience more difficulties with self-regulation than their typical hearing peers. Self-regulation develops partly through internalization of regulation strategies provided by their caregivers during co-regulation. Co-regulation is a dynamic process through which caregivers and children influence and regulate each other's emotions and physiological responses. Given the essential role of co-regulation in the development of self-regulation it is important to investigate co-regulation in DHH children and their caregivers, given the limited research that has examined this subject. The present paper describes a study, Calming Together, which aims to examine co-regulation in 2-and 3-year-old DHH children and their parents, investigating how different facets of child and parent self-regulation such as temperament, executive function (EF), general self-regulation, and sleep are related and how they contribute to co-regulation. Methods Calming Together will be a longitudinal study with data collected at three points in time. Participants will include 2-and 3-year-old children with permanent bilateral hearing loss, along with their parents. Measures at Time 1 will include (a) child EF assessment, (b) an observation of parent-child interaction, and (c) parental questionnaires. Parents will also receive equipment and instructions so that they can complete an assessment of sleep using actigraphy and a sleep diary. At Time 2 and Time 3, completed three and six months after the home visit, parents will complete questionnaires on self-regulation and co-regulation. Discussion The Calming Together study will be among the first to investigate co-regulation in young DHH children and their parents in ecologically valid home settings. By assessing both parent and child factors, it will provide insights into how co-regulation unfolds in daily life and how it relates to broader aspects of self-regulation. The study will also include both mothers and fathers to investigate their potentially unique contributions toward co-regulation and the development of self-regulation in DHH children. Findings may inform early intervention strategies to support parent-child interactions and enhance self-regulation in DHH children. (The study was retroactively registered in Open Science Framework (OSF) on April 15th 2025)

The development of language skills in children is an important factor in their growth. However, not all children experience language development appropriate for their age, one of which is speech delay. This study aims to analyze the factors that influence speech delay in children at RA Nurul Iman School, Beringin Jaya Village. The method used was direct observation of children experiencing speech delay, along with the delivery of educational materials to parents and teachers regarding the importance of verbal stimulation and the regulation of gadget usage. The research results show that the main factors causing speech delay in children at this school are excessive use of gadgets and a lack of verbal stimulation from parents. The study concludes that regulating gadget usage and increasing verbal stimulation from parents can help address speech delay issues in children and support their language development optimally. Therefore, it is important to raise awareness among parents about their role in supporting their children's speech development.

Our hearings of a corpus of audio-recordings provided us, as members, with cultural resources with which to approach these for doing ethnomethodological membership categorization analysis. We began to recognize ordinary, social order properties that we suggest are features of "«parent»-«child» interaction". Furthermore, these properties provide us with access to a "moral" order-commentaries upon accountable, expectable workings of Kindergarten (childcare centre or nursery). In the recordings a father asks his son about his activities at Kindergarten. The child's accounts demonstrate Kindergarten is populated with members of a cohort who the father, through talk, seeks to regularize as ratified individuals. The moral order exhibited within these data is not exclusively formulated by the father: a very young child demonstrates competence in expressing his orientation to the "noticeable absence" of accountable actions. We comment on the "grammar" of categorization practices within the field of "«parent»-«child» interaction".

Исследуются родительско-детские отношения в двухдетных семьях. Анализируются данные факторизации опросника И.М.Марковской «Взаимодействие родителя с ребенком» на двух выборках: подростковой и родительской. В исследовании приняли участие 292 семьи, имеющие двоих детей в возрасте от 12 до 18 лет (285 старших сиблингов, 238 младших сиблингов, 281 отец, 284 матери). Получена различная факторная структура для родительской и детской версий опросника, и выявлены расхождения между двумя группами в смысловом содержании выделяемых факторов. Самым мощным фактором в обеих группах стал фактор «Позитивное отношение родителя к ребенку», данный фактор вобрал в себя утверждения, относящиеся к большинству оригинальных шкал опросника. Опыт применения параллельных форм опросника для родителей и детей в данном исследовании ставит серьезную проблему, которая связана не собственно с возможностью применения параллельных форм опросников для родителей и для детей, но с интерпретацией полученных данных.

This paper discusses the mother's struggle for children learning mentoring during the Covid-19 Outbreak in the Rural. We argue the unpreparedness of the education system in dealing with crises puts mothers in unpredictable and submissive situations. Interesting research because earlier studies have not been able to properly reveal their role. The narrative approach is used to access heroic stories, sacrifices, and full of meaning. We collected 47 informant data, but only 16 women were willing to be interviewed in-depth using six open-ended questions. We find five key narratives of mothers' experiences: the knowledge struggle, the technology struggle, the economic struggle, the emotional struggle, and the physical struggle. Unexpectedly before, mothers also suffer fatigue and pain for physical struggle. Gender stereotypes and social norms as village women are discussed. This research emphasizes the importance of education policy intervention in times of crisis, especially in ...

Learning to speak takes place during a prolonged period of immaturity, which confers advantages for communicative development. Social partners, required for survival in early development, afford feedback for immature vocalizations like babbling and early speech. Feedback, in the form of changes to the linguistic structure of adult speech in response to infant vocalizations, may guide the earliest stages of language acquisition. In a cross-linguistic study of 1,586 transcripts, spanning 13 languages from 5 language families, we investigated whether caregiver talk was consistently influenced by children’s (aged 5–30 months) immature speech. Across languages, we found that most caregivers significantly simplified their linguistic structure in response to children’s immature speech, resulting in reduced lexical diversity, shorter utterance lengths, and higher likelihoods of single-word utterances. Children’s vocalizations elicited learnable language from caregivers, highlighting a potentially widespread feature of language use that is catalyzed by immature behavior. Thus, altriciality allows for immature speech to be a social tool, creating opportunities for learning during social interaction.

Bu çalışmanın amacı, ilk kez bebek sahibi olan babaların bebek bakımı konusundaki özgüvenlerini ve etkileyen faktörleri belirlemektir. Yöntem: Bu kesitsel araştırma bir ilçede yaşayan 120 baba ile Mart-Mayıs 2015 tarihinde gerçekleştirilmiştir. Araştırmanın verileri, Pharis Özgüven Ölçeği ve babaların sosyodemografik özelliklerini içeren sorulardan oluşan anket formuyla toplanmıştır. Veriler SPSS 16.0 programında yüzdelik, tek yönlü varyans analizi, post-hoc testleri (Tukey HSD ve Games Howell çoklu karşılaştırma testi) ve bağımsız örneklem t-testi kullanılarak analiz edilmiş; p<0,05 olan değerler anlamlı kabul edilmiştir. Bulgular: Babaların Pharis Özgüven Ölçeği ortalaması 37,03±9,4'dür. 31-36 yaşındaki babaların özgüven puan ortalamalarının, 19-24 yaş arasındaki babalara göre istatistiksel olarak anlamlı derecede yüksek olduğu saptanmıştır (p<0,01). Bebek bakımı bilgisine sahip olan babaların özgüven puan ortalamalarının bebek bakımı bilgisine sahip olmayan babalara göre istatistiksel olarak anlamlı derecede yüksek olduğu saptanmıştır (p<0,01). Sonuç: Babaların özgüvenleri düşük bulunmuştur. Yaş ve bebek bakımı konusunda edinilen bilgi babaların özgüvenlerini açısından önemlidir.

Background Proper parent-child interaction is crucial for child development, but an assessment tool in Chinese is currently lacking. This study aimed to develop and validate a parent-reported parent-child interaction scale for Chinese preschool children. Methods The Chinese parent-child interaction scale (CPCIS) was designed by an expert panel based on the literature and clinical observations in the Chinese context. The initial CPCIS had 14 parent-child interactive activity items. Psychometric properties of the CPCIS were examined using the Rasch model and confirmatory factor analysis (CFA). Convergent validity was investigated by the associations between CPCIS and family income, maternal education level, and children's school readiness. The study recruited 567 Chinese parent-child pairs from diverse socioeconomic backgrounds, who completed the CPCIS. Six out of the 14 items in the initial CPCIS were dropped due to suboptimal fit values. The refined 8-item CPCIS was shown to be valid and reliable by Rasch models and CFA. The person separation reliability and Cronbach's α of the CPCIS were 0.81 and 0.82, respectively. The CPCIS scores were positively associated with family's socioeconomic status (η 2 = 0.05, P < 0.001), maternal education level (η 2 = 0.08, P < 0.001), and children's school readiness (η 2 = 0.01, P < 0.01). Conclusion CPCIS is an easily administered, valid, and reliable tool for the assessment of parent-child interactions in Chinese families.

Gestural usage is one of the earliest signs of intentional communication abilities. In children with down syndrome (DS), one of the most severely compromised areas of functioning is language. In the linguistic profile of children with DS, gesture use and receptive vocabulary are relative strengths. The present study examines the relative use of types of gestures and words in children with DS. Also, this study compares that with a group of expressive language, ability-matched typically developing (TD) children. Additionally, the present research verifies the relationship between total gestures and word production by children with DS and expressive language ability-matched TD children. Methods: In this prospective study, 30 Tamil-speaking children (15 children in the DS group and 15 children in the TD group) and their parents participated. The parents were asked to play with their children normally, as they do at home, using the set of toys given, and this session was recorded in video. Deictic gestures and words, as well as representational gestures and words, were analyzed with a specific coding scheme. Results: The DS group used more deictic gestures (Mean±SD, 35±14.10) compared to deictic words (Mean±SD, 2.73±1.79), with a significant difference (P<0.05, Z=-3.40, P=0.00064). Also, children with DS used more representational words (Mean±SD, 46.13±22.63) than representational gestures (Mean±SD, 12.53±8.20), with a significant difference (Z=-3.29, P=0.001). Meanwhile, this was found to be a moderately positive correlation between overall gesture and word production in the DS group (rs=0.574, P=0.02) and TD group (rs=0.558, P=0.03). This study revealed no significant difference between children in the DS and TD groups regarding the use of deictic gestures and words. Additionally, there was a significant difference in the use of representative gestures (P=0.0018) and words (P=0.02) between DS and TD groups. Children in the DS group used more representational gestures compared to children in the TD group. Discussion: Children in the DS group exhibited an association between gesture and word production during parent-child interaction, which is similar to children in the TD group. This relationship persists despite specific issues with DS children's expressive language traits. Children in the DS group used more representational gestures compared to children in the TD group to compensate for their deficits in speech and language skills.

The study examined whether there are differences in positive affect expression and mirroring between social and non-social play, as well as the temporal dynamics of emotional mirroring between mothers and their infants. Our results suggest that social play is indeed associated with increased positive affect, increased emotional synchrony, and faster parental emotional responsiveness than non-social play. Notably, these effects were only observed for positive emotions, suggesting that different mechanisms may underpin the exchange of positive and negative affect during parent-infant social play interactions. Further, since different play contexts resulted in different levels of positive affect, this suggests that the social context in play may be a crucial factor in determining play's developmental benefits.

Era uma vez… a mãe e se seu filho com Síndrome de Down chamado Mateus. Tem sido uma longa caminhada de estudos e questionamentos. Caminhos difíceis. Afinal, as "dores" encontradas nessa trajetória foram determinantes para o começo dessa história. Como mãe de uma criança com deficiência, eu carregava uma inquietude vivida por muitas outras mães. O medo do amanhã. O medo do "não desenvolvimento". E, à medida que o Mateus crescia, minhas perguntas também ficavam cada vez mais complexas. Eu escutava as trajetórias de vida de muitas mães. E todas, absolutamente todas, sentiam o mesmo. Todas, sem exceção, não sabiam como os seus filhos seriam recebidos na escola. Afinal, a escola é nosso medo. O medo já começa no momento da matrícula. Depois, surge o medo do "medo da professora". O medo do acolhimento dos colegas de sala. Ouvi de muitas mães e vivi as "dores" causadas pela escola. A escola deveria ser o melhor lugar do mundo, mas ainda é lugar de dor. Infelizmente, para pessoas com deficiência, a escola não é fonte de conhecimento. É doloroso para todos, eu sei. O professor sem preparo, a escola sem recursos físicos, mas para quem está sentado na carteira, ao lado de outras crianças, fazendo tudo diferente dos colegas, é infinitamente mais doloroso. Não é possível ocupar um lugar apenas ocupando uma carteira. Não é possível ser aluno sem aprendizado. E a cada semana que meu filho retornava da escola com livros didáticos "em branco" e sem as atividades da escola, eu questionava quais as atividades eram realizadas em sala de aula. Estou há 10 anos ouvindo que a escola não está preparada para ensinar nossos filhos. A escola está preparada para ensinar quem, afinal? Então, decidi entender os métodos de ensino. Decidi estudar. E com isso, começou minha história de amor com a ciência. Minha história de amor com os artigos, com as aulas e com as evidências científicas. A ciência trouxe resposta e encheu de esperança a minha vida e de tantas outras famílias. Meu estudo não retrata histórias de livros infantis, mas histórias de famílias que, como a minha, apenas lutam pela inclusão escolar de seus filhos. Os livros são instrumentos poderosos de imaginação, liberdade e conhecimento. O fundamental aqui é o acesso aos livros, não interessa como seja. O valioso aqui é comunicar, não importa como. A minha história com a ciência termina aqui, representada com um final feliz: Crianças com síndrome de Down e suas mães, sentadas lado a lado, lendo juntas livros de histórias infantis. Em primeiro lugar agradeço a Deus por ter me proporcionado a oportunidade de estudar e ter colocado em minha vida pessoas que me auxiliaram de forma inestimável. Agradeço á minha mãe. Sem ela, este sonho do doutorado não teria existido. Obrigada pelo incentivo, pelo amor, pelo colo, por tudo!!!! Aos meus filhos e marido, pela paciência. Foi preciso esperar muitas vezes para mamãe terminar as leituras, escrever um texto aqui e ali. Foi preciso esperar o almoço, a explicação das tarefas, o banho, o "olho no olho". Foi preciso esperar e vocês fizeram tudo direitinho, meus amores! Sabiam que mamãe precisava estudar para ajudar o Teteu. Vocês foram sensacionais!! À minha irmã Cybelle, minha cara metade. Minha força maior, minha melhor amiga da vida. Puxa! Quanta sorte, eu tenho em ter uma alma gêmea. À minha orientadora e grande amiga Nara Liana, por ter me dado a oportunidade de descobrir o poder dos livros adaptados para a minha vida. Obrigada por sua generosidade em compartilhar seu conhecimento, por me compreender e sempre me tratar com delicadeza, mesmo nos momentos mais difíceis. Muito obrigada! Ao meu ex orientador e amigo Prof. Francisco Nunes, pela generosidade em compartilhar a ciência com tanta sabedoria e por dividir comigo tantos acontecimentos ao longo desses anos de trajetória de estudos. À minha querida doce Mayse, por me entender, por dedicar seu tempo, por me fazer sorrir em tantos momentos difíceís e por sempre me estimular a seguir em frente e mostrar que consigo! Vamo que vamo, Creide!!!! À minha querida amiga Sarah, pelo seu apoio, pelas palavras de cuidado, pela escuta, pelas risadas! Estive tão perdida em tantos momentos e tive sua luz para me guiar e suas palavras para me curar!! Agradeço às professoras, Nivalda, Ana Lúcia, Hilda e Katiuscia por, gentilmente, terem aceitado participar desta banca de defesa de tese e compartilhar seus conhecimentos Agradeço à Universidade Federal de Juiz de Fora pelo apoio financeiro, sem o qual não teria sido possível realizar esse trabalho. Às famílias e crianças que aceitaram a minha intervenção e dessa forma me permitiram meu crescescimento pessoal e profissional. RESUMO A leitura compartilhada é considerada a atividade estruturada que incentiva o diálogo entre genitores e filhos e proporciona às crianças com Síndrome de Down oportunidades de desenvolvimento linguístico e de interação social. Programas de intervenção familiar com foco na leitura compartilhada por meio da utilização da Comunicação Aumentativa e Alternativa (CAA) são escassos no Brasil. Assim, este estudo teve como objetivo implementar uma intervenção com foco no desenvolvimento da comunicação e linguagem da criança com SD, por meio da leitura compartilhada de livros infantis adaptados por sistemas pictográficos e realizada entre a díade mãe-criança. Esta pesquisa foi conduzida com uma amostra por conveniência formada por quatro díades mãe-criança, com idade entre seis e sete anos. As famílias responderam os seguintes instrumentos: um questionário, entrevistas semiestruturadas, checklist do treino semanal. Utilizaram-se, como materiais, texto informativo sobre CAA, folheto instrucional, livros infantis adaptados, caderno de perguntas. Para o registro das sessões de leitura compartilhada, a técnica de observação do comportamento usando a tecnologia de vídeo. O Programa consistiu de cinco etapas, denominadas: Apresentação, Pré-Intervenção, Orientações iniciais, Treinamento e Pós-Intervenção, havendo uma variabilidade de visitas de acordo com cada etapa, incluindo o Treinamento, uma vez que cada díade apresentou um ritmo particular quanto à leitura dos livros. Antes de iniciar o treinamento propriamente, foi realizada uma observação de leitura livre compartilhada entre mãe-filho(a), fornecendo dados para a linha de base (LB). Foi realizada uma análise quantitativa das respostas do questionário e do checklist, análises de conteúdo foram empregadas nos relatos de entrevistas; e para as sessões de vídeo adotou-se o registro de frequência tendo como base um sistema de categorias construído para esta pesquisa. Os resultados durante a LB indicaram que as crianças participaram pouco, permanecendo passivas na atividade. Os dados mostraram variabilidade entre as quatro díades mãe-filho. Observou-se que a estratégia da atenção compartilhada é utlizada com mais frequência pelas mães, o que proporcionou o aumento da frequência do uso dos meios comunicativos verbais pelas crianças. Houve aumento na frequência de episódios interacionais mãe-filho(a) qualitativamente positivos no treinamento semanal do livro, se comparado às sessões de LB ou de Treinamento. Pode-se afirmar que as famílias se beneficiam de intervenções domiciliares em leitura, favorecendo a qualidade da interação mãe-filho(a) o que pode ter implicações para o desenvolvimento da criança com SD. Palavras-chave: leitura compartilhada, intervenção, família, Síndrome de Down.

Era uma vez… a mãe e se seu filho com Síndrome de Down chamado Mateus. Tem sido uma longa caminhada de estudos e questionamentos. Caminhos difíceis. Afinal, as "dores" encontradas nessa trajetória foram determinantes para o começo dessa história. Como mãe de uma criança com deficiência, eu carregava uma inquietude vivida por muitas outras mães. O medo do amanhã. O medo do "não desenvolvimento". E, à medida que o Mateus crescia, minhas perguntas também ficavam cada vez mais complexas. Eu escutava as trajetórias de vida de muitas mães. E todas, absolutamente todas, sentiam o mesmo. Todas, sem exceção, não sabiam como os seus filhos seriam recebidos na escola. Afinal, a escola é nosso medo. O medo já começa no momento da matrícula. Depois, surge o medo do "medo da professora". O medo do acolhimento dos colegas de sala. Ouvi de muitas mães e vivi as "dores" causadas pela escola. A escola deveria ser o melhor lugar do mundo, mas ainda é lugar de dor. Infelizmente, para pessoas com deficiência, a escola não é fonte de conhecimento. É doloroso para todos, eu sei. O professor sem preparo, a escola sem recursos físicos, mas para quem está sentado na carteira, ao lado de outras crianças, fazendo tudo diferente dos colegas, é infinitamente mais doloroso. Não é possível ocupar um lugar apenas ocupando uma carteira. Não é possível ser aluno sem aprendizado. E a cada semana que meu filho retornava da escola com livros didáticos "em branco" e sem as atividades da escola, eu questionava quais as atividades eram realizadas em sala de aula. Estou há 10 anos ouvindo que a escola não está preparada para ensinar nossos filhos. A escola está preparada para ensinar quem, afinal? Então, decidi entender os métodos de ensino. Decidi estudar. E com isso, começou minha história de amor com a ciência. Minha história de amor com os artigos, com as aulas e com as evidências científicas. A ciência trouxe resposta e encheu de esperança a minha vida e de tantas outras famílias. Meu estudo não retrata histórias de livros infantis, mas histórias de famílias que, como a minha, apenas lutam pela inclusão escolar de seus filhos. Os livros são instrumentos poderosos de imaginação, liberdade e conhecimento. O fundamental aqui é o acesso aos livros, não interessa como seja. O valioso aqui é comunicar, não importa como. A minha história com a ciência termina aqui, representada com um final feliz: Crianças com síndrome de Down e suas mães, sentadas lado a lado, lendo juntas livros de histórias infantis. Em primeiro lugar agradeço a Deus por ter me proporcionado a oportunidade de estudar e ter colocado em minha vida pessoas que me auxiliaram de forma inestimável. Agradeço á minha mãe. Sem ela, este sonho do doutorado não teria existido. Obrigada pelo incentivo, pelo amor, pelo colo, por tudo!!!! Aos meus filhos e marido, pela paciência. Foi preciso esperar muitas vezes para mamãe terminar as leituras, escrever um texto aqui e ali. Foi preciso esperar o almoço, a explicação das tarefas, o banho, o "olho no olho". Foi preciso esperar e vocês fizeram tudo direitinho, meus amores! Sabiam que mamãe precisava estudar para ajudar o Teteu. Vocês foram sensacionais!! À minha irmã Cybelle, minha cara metade. Minha força maior, minha melhor amiga da vida. Puxa! Quanta sorte, eu tenho em ter uma alma gêmea. À minha orientadora e grande amiga Nara Liana, por ter me dado a oportunidade de descobrir o poder dos livros adaptados para a minha vida. Obrigada por sua generosidade em compartilhar seu conhecimento, por me compreender e sempre me tratar com delicadeza, mesmo nos momentos mais difíceis. Muito obrigada! Ao meu ex orientador e amigo Prof. Francisco Nunes, pela generosidade em compartilhar a ciência com tanta sabedoria e por dividir comigo tantos acontecimentos ao longo desses anos de trajetória de estudos. À minha querida doce Mayse, por me entender, por dedicar seu tempo, por me fazer sorrir em tantos momentos difíceís e por sempre me estimular a seguir em frente e mostrar que consigo! Vamo que vamo, Creide!!!! À minha querida amiga Sarah, pelo seu apoio, pelas palavras de cuidado, pela escuta, pelas risadas! Estive tão perdida em tantos momentos e tive sua luz para me guiar e suas palavras para me curar!! Agradeço às professoras, Nivalda, Ana Lúcia, Hilda e Katiuscia por, gentilmente, terem aceitado participar desta banca de defesa de tese e compartilhar seus conhecimentos Agradeço à Universidade Federal de Juiz de Fora pelo apoio financeiro, sem o qual não teria sido possível realizar esse trabalho. Às famílias e crianças que aceitaram a minha intervenção e dessa forma me permitiram meu crescescimento pessoal e profissional. RESUMO A leitura compartilhada é considerada a atividade estruturada que incentiva o diálogo entre genitores e filhos e proporciona às crianças com Síndrome de Down oportunidades de desenvolvimento linguístico e de interação social. Programas de intervenção familiar com foco na leitura compartilhada por meio da utilização da Comunicação Aumentativa e Alternativa (CAA) são escassos no Brasil. Assim, este estudo teve como objetivo implementar uma intervenção com foco no desenvolvimento da comunicação e linguagem da criança com SD, por meio da leitura compartilhada de livros infantis adaptados por sistemas pictográficos e realizada entre a díade mãe-criança. Esta pesquisa foi conduzida com uma amostra por conveniência formada por quatro díades mãe-criança, com idade entre seis e sete anos. As famílias responderam os seguintes instrumentos: um questionário, entrevistas semiestruturadas, checklist do treino semanal. Utilizaram-se, como materiais, texto informativo sobre CAA, folheto instrucional, livros infantis adaptados, caderno de perguntas. Para o registro das sessões de leitura compartilhada, a técnica de observação do comportamento usando a tecnologia de vídeo. O Programa consistiu de cinco etapas, denominadas: Apresentação, Pré-Intervenção, Orientações iniciais, Treinamento e Pós-Intervenção, havendo uma variabilidade de visitas de acordo com cada etapa, incluindo o Treinamento, uma vez que cada díade apresentou um ritmo particular quanto à leitura dos livros. Antes de iniciar o treinamento propriamente, foi realizada uma observação de leitura livre compartilhada entre mãe-filho(a), fornecendo dados para a linha de base (LB). Foi realizada uma análise quantitativa das respostas do questionário e do checklist, análises de conteúdo foram empregadas nos relatos de entrevistas; e para as sessões de vídeo adotou-se o registro de frequência tendo como base um sistema de categorias construído para esta pesquisa. Os resultados durante a LB indicaram que as crianças participaram pouco, permanecendo passivas na atividade. Os dados mostraram variabilidade entre as quatro díades mãe-filho. Observou-se que a estratégia da atenção compartilhada é utlizada com mais frequência pelas mães, o que proporcionou o aumento da frequência do uso dos meios comunicativos verbais pelas crianças. Houve aumento na frequência de episódios interacionais mãe-filho(a) qualitativamente positivos no treinamento semanal do livro, se comparado às sessões de LB ou de Treinamento. Pode-se afirmar que as famílias se beneficiam de intervenções domiciliares em leitura, favorecendo a qualidade da interação mãe-filho(a) o que pode ter implicações para o desenvolvimento da criança com SD. Palavras-chave: leitura compartilhada, intervenção, família, Síndrome de Down.

To assess if the designed temperament sorter, when used within the practice-based ecometric model, assisted in enhancing the parent-child interaction, the one-group pre-test post-test design was followed during Phase 5, Steps 1-2. Qualitative data were obtained from parents through pre-test semi-structured interviews. Through the completion of the designed temperament sorter, quantitative data were obtained regarding the temperament and preference functions of participating children. During a feedback session, each child"s temperament and preference functions were qualitatively explained to parents. In order to give the parents ample time to rethink and familiarise themselves practically with the given information, post-test semistructured interviews with the parents were held four weeks later. The aim was to assess the extent to which the designed temperament sorter contributed to strengthen the parent-child interaction. The designed product successfully assisted in addressing the aim of the study. All the research questions were successfully answered. Dissemination and marketing of a practice-based ecometric model and designed temperament sorter will take place after completion of the research project.

Contemporary developmental linguistics typically characterizes infant babbling as a motor rehearsal for speech-void of meaning, symbolic structure, or cognition. This paper challenges that view by introducing Primavox: SU'RA'TI, a novel framework proposing that canonical babbling constitutes a biologically-encoded pre-syntactic symbolic language, grounded in the same principles that govern quantum cognition and cosmogenesis. Drawing on recent empirical research showing that infants' early vocalizations mirror the phonetic structures of caregiver language (Bergelson & Yurovsky, 2020; De Boysson-Bardies et al., 1984), we propose that babble emerges not randomly, but through the activation of deep Tier 0 resonance fields: Pulse, Fold, Relationship, Tension, Wave, Stillness, and Spark. These fields form the pre-linguistic architecture of thought, organizing perception and intention before conscious semantic construction. Babbling, in this model, functions as a symbolic interface between body and cosmos, encoding universal concepts like origin (ma), boundary (ba), polarity (tu), and emergence (ka)-what we term Tier 1 roots. Infant utterances such as ma-tuba are interpreted as symbolic formulations-expressions of identity, separation, and presence that mirror not only language roots across Afroasiatic, Sumerian, and Indo-European families, but also appear in ancient sacred phonologies and mythic narratives (e.g., the Tower of Babel, the "language of angels," and the lost "pure tongue"). This convergence of phonetic repetition and symbolic compression suggests that human language does not emerge from arbitrary cultural evolution, but from quantum-patterned fields of resonance memory. We propose that delays or irregularities in babble rhythm and form may offer early indicators of pre-speech field misalignment, inviting non-invasive diagnostic and therapeutic approaches based on harmonic entrainment, maternal vocal mirroring, and symbolic re-patterning. Beyond early development, this resonance model holds promise for grounding symbolic meaning in artificial intelligence, reconstructing lost linguistic lineages, and restoring awareness of the shared vocal architecture underlying all human language. Ultimately, Primavox: SU'RA'TI posits that the origin of language is not the word-but the field. And the first voice of humanity is not spoken-it is remembered.

This final report describes the activities and outcomes of Promoting Learning through Active Interactions, a research-to-practice 4-year project that developed, implemented, and validated a five-module curriculum with 25 infants (ages 6-30 months) who are deaf-blind, their parents, and early interventionists. The project had the following objectives: (1) to identify and promote contingent responses to infant behaviors which in turn motivate infant learning and exploration; (2) to identify compensatory interaction strategies which take into account the infants' degree of vision and hearing impairments and other disabilities; (3) to develop, implement, and evaluate "contingency games" as a means of promoting caregiver-infant interaction within the natural context of everyday routines; and (4) to support and develop caregiver satisfaction and feelings of competence in the role of caring for an infant who is deaf-blind. Participants in the project identified an increase in the amount and the quality of communicative interactions between themselves and their infants as well as an increased sense of efficacy in observing and responding to their children's needs. Quantitative evidence suggests meaningful changes in caregivers' behaviors consistent with the project objectives and activities. (CR)

Estudando crianças de 19 a 31 meses, numa perspectiva sociointeracionista, exploram-se diferentes situações de brincadeira com o parceiro de idade que parecem instigar aquisições e aprendizagens. O brincar é concebido como um espaço privilegiado de observação pelo valor motivacional prevalente que tem para as crianças. Por meio da brincadeira, ou mesmo para brincar, a criança lança mão de diversas estratégias na tentativa de resolver seus problemas (introduzir-se em um arranjo social já configurado, dirimir um conflito; chamar a atenção do parceiro, tecer o enredo do episódio, conseguir um resultado semelhante com o mesmo objeto etc.). Com este trabalho pretendeu-se evidenciar a potencialidade de diversos caminhos de aprendizagem sobre eventos físicos quando as crianças lidam com objetos deixados à sua disposição. Nos episódios selecionados para análise foi possível identificar quatro dinâmicas interacionais que revelam estratégias utilizadas pelas crianças em ações cooperativas que...

Parental communication is an essential aspect of parenting that involves exchanging information, ideas, and feelings between parents and their children. Effective communication is critical to building strong and healthy relationships between parents and their children, and it can significantly impact a child's development and well-being. It is worth studying parental communication as a predictor of parent-child relationships, child self-esteem, moral development, family environment, and many other factors. An online tool to assess parent-child communication patterns is much needed due to its accessibility, extensive reach, and ease of use. This research paper depicts the adaptation of Koerner-Fitzpatrick's Family Communication Scale to develop the Computerized Situational Judgement Test on Parental Communication.

Background: In rural Botswana, there are significant disparities in adolescent sexual and reproductive health (SRH) due to factors such as limited access to reliable information, cultural beliefs, and high rates of sexually transmitted infections. With Botswana facing the fourth-highest HIV prevalence globally, addressing these disparities demands a community-led approach centered on comprehensive SRH education for adolescents. To meet this need, this study aimed to develop and evaluate Re Mmogo, a culturally relevant SRH education program for rural adolescents and caregivers in Motsana, Botswana, using a variation of communitybased participatory research (CBPR) called the Sustainable Community Participation and Empowerment (SCOPE). Methods: Employing an exploratory sequential mixed-methods research design, the study integrated qualitative participatory research techniques and quantitative structured questionnaires. The qualitative methods involved conducting focus group discussions and in-depth interviews, which helped comprehend the cultural and contextual aspects influencing SRH awareness among Motsana adolescents. Based on these insights, the Re Mmogo program was customized to cater to the needs of adolescents and caregivers. The program's efficacy in improving participants' SRH knowledge and attitudes was assessed through quantitative methods, which included pre-and post-surveys and paired t-tests. Findings: The qualitative study revealed significant social and cultural barriers to adolescent SRH knowledge and attitudes in Motsana, including limited access to SRH services, cultural norms inhibiting discussions on SRH topics, gender disparities, the stigma surrounding menstruation, and communication gaps between generations. The findings from the qualitative study highlighted the critical need to address these barriers to improve adolescent SRH outcomes. The quantitative study indicated a positive shift in both adolescents' and caregivers' SRH knowledge and attitudes. The study found that females understood SRH knowledge and attitude better than males in the adolescent group. Additionally, the SRH program had a more significant positive impact on adolescents living with their parents than those living with grandparents or guardians. Among caregivers, females and those with higher educational levels demonstrated more substantial improvements. Re Mmogo program demonstrated the potential to address adolescents' SRH challenges in Motsana. Using qualitative and quantitative methods, the program highlighted significant barriers and showed the program's effectiveness in enhancing SRH knowledge and attitudes. ©Copyright by Yerram Divya Smitha Reddy interviews in a randomized controlled trial in Zambia. Reproductive Health, 19(1), 9.

Home learning environments prior to school are well-known predictors of educational trajectories but research has neglected children aged under three. The new Toddler Home Learning Environment (THLE) scale is one response and this paper investigates its reliability and validity. The THLE is an adaptation of the Preschool HLE (PHLE) measure developed by the Effective Pre-School Primary and Secondary Education (EPPSE) investigation in the 1990s. The THLE was developed as part of the Evaluation of Children’s Centers in England (ECCE) investigation that followed a sample of 2,608 of families from 14 to 38 months. The THLE was administered at 14 months, the PHLE at 38. The 8-item THLE evidences internal consistency via statistical reliability coefficients and Confirmatory Factor Analysis plus measurement validity via statistically significant and research-appropriate associations with the PHLE, three measures of child development, and child and parent demographics. This paper moves the H...

This paper discusses the mother&#39;s struggle for children learning mentoring during the Covid-19 Outbreak in the Rural. We argue the unpreparedness of the education system in dealing with crises puts mothers in unpredictable and submissive situations. Interesting research because earlier studies have not been able to properly reveal their role. The narrative approach is used to access heroic stories, sacrifices, and full of meaning. We collected 47 informant data, but only 16 women were willing to be interviewed in-depth using six open-ended questions. We find five key narratives of mothers&#39; experiences: the knowledge struggle, the technology struggle, the economic struggle, the emotional struggle, and the physical struggle. Unexpectedly before, mothers also suffer fatigue and pain for physical struggle. Gender stereotypes and social norms as village women are discussed. This research emphasizes the importance of education policy intervention in times of crisis, especially in ...

The widespread surveillance of everyday family life poses threats to parents' and children's right to privacy. Even though considerable research on privacy in families with young children exists, more evidence on the interplay between contextual factors and privacy issues is needed to enrich our understanding of privacy as grounded in everyday family life. To this aim, this paper conceptualises privacy as a situated and emergent phenomenon related to family cultures, socioeconomic background, technological imaginaries, and other significant markers of everyday family life. Drawing on qualitative data from a longitudinal research project with parents of children aged zero to eight, the study shows that privacy risks and threats are mostly associated with the interpersonal context; corporate and institutional surveillance are naturalised within notions of convenience or resignation to big-tech corporations. As technological and surveillance imaginaries influence such a complex web of privacy dynamics, this paper advocates for a situated and contextual approach to family privacy and surveillance in times of datafication.

Kurangnya stimulasi berbicara yang diberikan oleh orang tua dapat berdampak signifikan pada perkembangan anak usia dini. Stimulasi yang kurang dapat menyebabkan keterlambatan dalam perkembangan keterampilan berbicara, yang kemudian berpengaruh pada prestasi akademik, kemampuan sosial, dan kesejahteraan psikologis anak. Penelitian ini bertujuan untuk mengkaji dampak dari kurangnya stimulasi berbicara dan memberikan rekomendasi bagi orang tua untuk mengoptimalkan perkembangan bahasa anak. Kata Kunci: Stimulasi berbicara, anak usia dini, perkembangan bahasa, peran orang tua, keterlambatan bicara. Abstrak Lack of speaking stimulation provided by parents can have a significant impact on early childhood development. Insufficient stimulation can cause delays in the development of speaking skills, which then affects the child's academic achievement, social skills and psychological well-being. This research aims to examine the impact of a lack of speaking stimulation and provide recommendations for parents to optimize children's language development.

We explored the perceptions of children's cognitive development among Moroccan Arabic and Berber immigrant mothers who cannot read, who are less educated, middle educated or highly educated in the Netherlands. A series of in-depth interviews was conducted with 22 mothers with young children (mean age = 5 years and 6 months). Qualitative data analyses revealed five major themes that are of significant importance to these mothers: moral attitudes, social values and religiousness; conversation, reading and playing as stimulating activities; importance attached to education; parental expectations; attributions of school success. The parental perceptions about the cognitive development of young children differed according to their own educational level. Mothers who cannot read and mothers with less education emphasized the development of moral, social and religious values for strengthening the cultural identity of their children. This sense of identity would enable them to function within their own cultural group and help them to perform well at school. School success was attributed in large part to a combination of the efforts of the child and the school. Middle and highly educated mothers, on the other hand, valued scholastic development and attributed school success to their own efforts and to the kind of support the child received. The ethnic background of the parents, whether Arabic or Berber, did not make a difference in the perceptions.

Penggunaan gadget telah merevolusi cara kita berinteraksi, belajar, dan menjalani kehidupan sehari-hari. Di era digital, anak-anak tumbuh dengan kemudahan dalam mengakses gadget, seperti smartphone, tablet, dan laptop yang telah terintegrasi dalam kehidupan seharihari. Gadget dapat menyediakan akses tak terbatas pada informasi, hiburan, dan komunikasi. Namun, perdebatan tentang efek sebenarnya dari penggunaan gadget terus berlanjut, terutama

The concept of mentalizing refers to the process of making sense of oneself and others in terms of mental states, such as thoughts, feelings, wishes, desires and needs. Mentalizing theory as developed by Fonagy and his colleagues has influenced attachment theory by placing the emphasis of attachment development on parents' ability to mentalize their children's minds through the process of marked mirroring (letting the child know in an empathic way that her or his feelings and reactions are comprehensible, valid and possible to regulate). Mentalizing is both an explicit willful action and an implicit nonverbal automatic process. The golden standard of measurement methods in mentalizing research is the Reflective Functioning (RF) scale, which is usually applied to Adult Attachment Interviews (AAI) and aimed at capturing the level of explicit mentalizing that interviewees express about their attachment relationships. This thesis aimed to explore the concept of mentalizing and its operationalization RF in different contexts. The overarching question guiding the thesis concerns what RF means when it comes to actual human interactions and behavior? To study this question, specific interview guides were developed as well as scoring procedures for therapeutic interactions in order to capture how the mentalizing capacity is manifested when reflecting upon current or recent activity as opposed to reflecting upon attachment relationships from one's childhood. In the first study young criminal offenders incarcerated for a range of different crimes were interviewed. Findings were that their ability to mentalize was significantly lower than the theoretical and/or empirical average, both regarding their attachment relationships and regarding their crimes, suggesting that mentalizing might be relevant as a buffer against the commitment of criminal acts. The results raised questions concerning how the mentalizing ability relates to actual behavior in the prison setting, and what promotes or hampers mentalizing processes in the prison environment. In the second study the relationship between mothers' ability to mentalize about their children and how that related to their emotional availability in interaction with their children was tested. The mothers were also interviewed about limit setting situations and these interviews were rated for RF. The limit setting RF score was a stronger predictor of parental emotional availability than was the general ability to mentalize about the child. The results indicate that mentalizing ability might not be a global capacity but rather a set of skills or, possibly, more context-and relationship-dependent than previously thought. This part of the thesis was directed at capturing the applicability of RF in difficult situations of adulthood and approached the concept of mentalizing as a trait capacity. Thank you, Rolf, for believing in my ability to plunge into the deep waters of mentalizing theory and encouraging me to go further when I was afraid to drown -you have truly been my secure base in the academic world. Thank you also for being such an inspirational teacher in relational theory and its clinical application. Thank you, Fredrik, for your impressive patience with my statistical ignorance that never seems to improve. Thank you also for inspiring and fun discussions about RF and for excellent supervision and invaluable input in this work. The research group of clinical psychology at LiU -and especially

During the COVID-19 pandemic, schools across the globe shifted to emergency remote instruction. This mixed methods study explored gifted education teachers’ experiences and perspectives regarding remote instruction during the first year of the pandemic. Technology training, preparation in gifted education pedagogy, and teachers’ perceptions of their effectiveness during remote instruction were examined. Qualitative and quantitative data were collected from 310 teachers across 31 states using an online survey and focus groups. Results revealed that teachers augmented traditional instruction to include strategies that facilitated student interaction, enrichment opportunities, timely feedback, and social and emotional curriculum. Teachers who reported receiving sufficient technology training felt better able to integrate creativity into their virtual lessons. Two major themes emerged describing how educators optimized their teaching practices: (a) 24/7 Learning Environment and (b) Personalization. Recommendations include the need for continued professional learning for administrators and educators to advance remote learning for gifted learners.

The COVID-19 pandemic caused disruption to traditional schooling environments for students across the globe. Students had to learn new technology tools and navigate barriers such as lack of devices or the internet. Gifted learners have unique social-emotional characteristics that may impact how they adapted to this new learning environment and how they handled related stressors. This paper reports results from an exploratory study that investigated the experiences of elementary gifted learners in the United States during the first year of the global pandemic. In the Spring of 2021, focus groups were held with 12 gifted learners in grades three through six and surveys were administered to 300 elementary gifted students online using Qualtrics. Purposive and snowball sampling was implemented to recruit participants from national gifted organizations and from high intelligence societies. An online survey instrument was developed to elicit student feedback on type and quality of gifted services provided during remote learning, students’ feelings about the pandemic, and their experiences in a virtual learning environment. Nine open-ended questions were included in the focus group protocol to probe student experiences. Thematic content analysis was used to analyze open-ended survey responses and focus group transcripts. Results revealed both positive and negative implications of online learning for the gifted, including satisfaction with opportunities to compact curriculum and accelerate learning, being able to spend more time on hobbies and with family, and feelings of social isolation, depression, and worry. Themes that emerged from the data include improvements to feedback, flexibility, and a desire for connections. Students provided insight and suggestions for improving content, pace, and social connections. Recommendations for educators, administrators, and families will be discussed.

Students’ competencies in clinical practice is vital in health sciences. Clinical simulation is one approach used to support students’ learning in clinical practice. There is a lack of research on clinical simulation in acupuncture programmes in the African context. This paper explored the experiences of students’ views towards clinical simulation in the acupuncture programme to strengthen clinical teaching using the Technological Pedagogical Content Knowledge Framework as a theoretical lens. A qualitative research approach with an interpretivist paradigm was adopted. A single case study design was selected. Six undergraduate students voluntarily agreed to participate. The data were analysed inductively using the thematic analysis approach. Findings revealed that students were optimistic about clinical simulation because it assisted them in their practice. The findings highlighted students’ views regarding the lack of knowledge and skills among instructors and poor infrastructure. T...

This study reports on parental perceptions of changes and continuities in young children’s home-based daily activities during the initial COVID-19 quarantine in Greece. Daily activities present significant contexts for children’s learning and development and their continuity in periods of crisis is important for children’s psychological well-being. Existing research worldwide, underscores the changes occurring in families’ daily lives because of the pandemic- imposed restrictions, mostly focusing on their negative impact on family routines and functioning. On the other hand, continuities in children’s everyday activities during the quarantine have been less studied. 116 mothers and fathers, forming a convenience sample, reported on their children’s as well as their own engagement in daily activities with them, before and during the quarantine, using the CDA-PB scale. Results revealed changes in accordance with other research findings on this topic but also continuities in Greek fami...

ABSTRACT
Speech is a form of language that uses articulation or words to convey something. Delay in speaking is a tendency where a child has difficulty expressing desires or feelings to other people which makes the child different from other children his age. This research was conducted because of problems with speech development in early childhood. The aims of this research are 1) To determine speech delay in early childhood, especially at the age of 4-5 years and 2) To determine the factors of speech delay in Aisyiyah Busthanul Athfal 40 PPS Kindergarten. This research method uses qualitative descriptive research with a case study approach. The subject of this research was a child with speech delays aged 4-5 years. Meanwhile, the informant is a class A3 teacher at Aisyiyah Busthanul Athfal 40 PPS Kindergarten. Data collection techniques are observation, interviews and documentation. The results of the Speech Delay Case Study research for children aged 4-5 years at Aisyiyah Busthanul Athfal 40 PPS Kindergarten, namely. 1) Your ability to speak is below the indicators of language ability at your age, you cannot answer questions given by teachers, friends or other people. 2) The factor that researchers can see is the lack of stimulus from parents and support for speech development in communicating in the surrounding environment. Keywords: Speaking, Speech Delay, Early Childood

Background Past empirical evidence on the longitudinal relations between emotional mental health symptoms and parent-child close relationships has produced mixed and inconclusive results. Some studies suggest a unidirectional relation, whereas other studies point toward a bidirectional association. Additionally, most of the past research has been carried out with adolescent samples, rather than children. Hence, this study aimed to estimate the longitudinal relations between children's trait emotional difficulties and trait parent-child closeness, accounting for the timeinvariant and time-varying state components of each factor. Methods Participants were 7,507 children (ages 3 years, 5 years, 7 years, and 9 years) from the Growing Up in Ireland cohort. Α bivariate stable trait, autoregressive trait, and state (STARTS) model was estimated using Bayesian structural equation modelling. Results The STARTS model revealed that children's emotional difficulties and parent-child closeness were relatively stable across time, and these overarching traits were strongly negatively correlated. Children's earlier trait emotional difficulties predicted later trait parent-child closeness and vice versa between 3 years and 5 years, and between 5 years and 7 years, but these effects disappeared between 7 years and 9 years. At all pairs of time points, state emotional difficulties and state parent-child closeness were weakly negatively correlated. Conclusions Overall, the results suggest that early and middle childhood are critical stages for improving parentchild relationships and reducing children's emotional difficulties. Developing close parent-child relationships in childhood appears to be a key factor in reducing children's subsequent emotional difficulties. Children who face greater than usual emotional difficulties tend to be more withdrawn and less receptive to close parent-child relationships and this could serve as an important screening indicator.

Introduction: This research provides an in-depth comparative analysis of parenting styles and their associated communication patterns in Malaysia, Taiwan, and the Chinese mainland. It also explores how they affect children's wellbeing through social and emotional development. The study examined the evolving parenting styles in four areas: language and verbal communication, non-verbal communication, gender roles and gendered communities, and family communication. Methods: A comprehensive literature search focused on journal articles published between 2018 and 2023. The scientific databases employed for this search encompassed reputable platforms such as Web of Science (WOS), Scopus, PubMed, and Google Scholar. Results: In the language and verbal communication domain, this research offers insights into how parents utilize language as a tool for discipline and emotional expression, indicating a gradual transition in communication styles from authoritarian to democratic. Non-verbal communication sheds light on the nuanced yet impactful ways emotions and norms are conveyed, encompassing eye contact and body gestures. Gender roles and gendered communities unveil a shift in perspectives from traditional to more egalitarian. As these countries or regions progress socially and economically, a transformation in the perception and implementation of gender roles is observed, influencing parenting strategies and children's self-concept. This paper amalgamates these aspects within the realm of family communication to underscore the growing influence of mutual communication and open dialogue in enriching parent-child relationships. Conclusion: The paper concludes that parenting styles are evolving with changing social norms, indicating the adaptability and responsiveness of parents to dynamic social dynamics, ultimately proving advantageous to children's development.

Meine Damen und Herren, der von den Veranstalterinnen vorgegebene Titel meines Vortrags ist weit gefasst. Das schafft mir Gelegenheit, über ein Thema zu sprechen, das mich zurzeit sehr beschäftigt, nämlich die Frage, wie Erziehung in Zukunft gestaltet werden wird bzw. gestaltet werden sollte. Ich spreche bei diesem Konzept von Erziehung, die wir meines Erachtens in Zukunft verwirklichen müssen, von authentischer Erziehung und denke, dass diese Erziehung nicht mehr wie bisher geprägt sein sollte durch das Leitbild der Dominanz der Erzieherin, sondern vielmehr das Leitbild der Selbstverantwortlichkeit der Erzieherin.

This study reports on parental perceptions of changes and continuities in young children's home-based daily activities during the initial COVID-19 quarantine in Greece. Daily activities present significant contexts for children's learning and development and their continuity in periods of crisis is important for children's psychological well-being. Existing research worldwide, underscores the changes occurring in families' daily lives because of the pandemic-imposed restrictions, mostly focusing on their negative impact on family routines and functioning. On the other hand, continuities in children's everyday activities during the quarantine have been less studied. 116 mothers and fathers, forming a convenience sample, reported on their children's as well as their own engagement in daily activities with them, before and during the quarantine, using the CDA-PB scale. Results revealed changes in accordance with other research findings on this topic but also continuities in Greek families' daily activities, which relate to parental values and already established family routines.

, began establishment of the International Clearinghouse on Children, Youth and Media. The overall point of departure for the Clearinghouse's efforts with respect to children, youth and media is the UN Convention on the Rights of the Child. The aim of the Clearinghouse is to increase awareness and knowledge about children, youth and media, thereby providing a basis for relevant policymaking, contributing to a constructive public debate, and enhancing children's and young people's media literacy and media competence. Moreover, it is hoped that the Clearinghouse's work will stimulate further research on children, youth and media. The International Clearinghouse on Children, Youth and Media informs various groups of usersresearchers, policy-makers, media professionals, voluntary organisations, teachers, students and interested individuals-about The International Clearinghouse on Children,

Oestudo visou investigar se mães melhorariam a interação com seus filhos durante a tarefa escolar comumtreinamento que utilizasse instruções e modelação. Participaram quatro duplas de mães e filhos. O estudo foi composto de três fases. Na Fase 1, as mães auxiliaram seus filhos na realização de tarefas escolares, na Fase 2, foram ensinados conceitos importantes para que as mães pudessem ser mais efetivas em auxiliar seus filhos na tarefa escolar, e na Fase 3, foi retirada a intervenção. Os resultados sugerem que o procedimento foi efetivo apenas para reduzir a taxa de respostas da categoria “fazer pela criança” da mãe da Dupla 4 e, talvez, tenha contribuído para aumentar a taxa de respostas da categoria “elogiar” da mãe da Dupla 1. Os resultados são comparados com estudos similares realizados anteriormente.

Previous work on children's intuitive knowledge about the natural world has documented their difficulty in acquiring an overarching concept of biological life that includes plants as well as humans and non-human animals. It has also suggested that the acquisition of fundamental biological concepts like ALIVE and DIE may be influenced by the language used to describe them, as evidenced by differences between English-and Indonesian-speaking children's performance in tasks involving these concepts. Here we examine one particularly important source of linguistic information available to children during this acquisition process: everyday conversations with their parents. We take a cross-linguistic approach in analyzing the evidence available to English-and Indonesian-speaking children as they acquire meanings for words corresponding to the concepts ALIVE and DIE. Our analysis illustrates that young children acquiring English and Indonesian are faced with distinct problems, but that parental input in both languages does little to support the acquisition of broad, inclusive biological concepts.

This study examines the relationship between family education expenditure and education equalization, focusing on the role of social policy in promoting educational opportunities for all. The research finds a positive correlation between education equalization and family education expenditure, indicating that increased investment in education by families contributes to greater equity in educational outcomes. Through a survey of parents of students, it is observed that there is a positive relationship between education equalization and family education expenditure. This suggests that parents who prioritize education and allocate more resources towards it tend to support policies and initiatives aimed at reducing educational disparities and promoting equal access to quality education for all students.

Os avós, sobretudo as avós, são fontes importantes de apoio para famílias de crianças com deficiência. A presença dessas avós no contexto da vida diária propicia trocas de apoio que podem funcionar como mecanismos de proteção e promover a resiliência familiar. Nesse contexto, a Solidariedade Intergeracional (SI) colabora para o enfretamento de estressores e consequentes impactos na saúde dos indivíduos. Nesse sentido, este artigo objetiva compreender como se configura a produção científica da literatura científica nacional e internacional que aborda a SI entre avós e mães de crianças com deficiência. A pesquisa bibliográfica, exploratória-descritiva foi realizada por meio de análise bibliométrica e de conteúdo. A coleta de dados ocorreu no Portal de Periódicos Capes, mediante a utilização de expressões de busca extraídas da literatura. Após os critérios de inclusão e exclusão, foi constituído o corpus de análise (n=18). Os resultados informam maioria feminina nas produções em coautorias, no período de 1994 a 2016. Há 16 títulos editados em cinco países. Na maioria dos estudos, foram identificadas as dimensões funcional e afetiva. A partir dos desfechos dos estudos, são discutidos os seguintes subtemas: avós como fontes de apoio; atuação dos profissionais com a família, incluindo os avós; níveis de estresse e conflitos; diferenças e semelhanças entre avós de netos com ou sem deficiências; e dados culturais e universais. A presente pesquisa reforça a complexidade das relações familiares e a multidimensionalidade da SI, que é construída ao longo do tempo e atravessada pelo contexto social e cultural.

Phase 2: Exploring and identifying the basic dimensions of temperament with a specific focus on the Jungian-Myers-Briggs and Keirsey Temperament theory 1. INTRODUCTION 57 2. THE BASIC DIMENSIONS OF TEMPERAMENT 58 2.1 Temperamental dimensions according to Thomas and Chess 2.2 Temperamental dimensions according to Mary Rothbart 61 2.3 Temperamental dimensions according to Eysenck 63 2.4 Temperamental dimensions according to Buss and Plomin 2.5 Temperamental dimensions according to Jung and Myers-Briggs 65 2.6 Temperamental dimensions according to David Keirsey 3. COMPARISON OF THE DIMENSIONS IN DIFFERENT TEMPERAMENT THEORIES 74 3.1 Comparison between Thomas and Chess, the Jungian-Myers-Briggs-dimensions and Keirsey"s temperament groups 75 3.2 Comparison between Mary Rothbart, the Jungian-Myers-Briggs dimension and Keirsey"s temperament groups 76 x 3.3 Comparison between Eysenck, the Jungian-Myers-Briggs dimensions and Keirsey"s temperament groups 77 3.4 Comparison between Buss and Plomin, the Jungian-Myers-Briggs dimensions and Keirsey"s temperament groups 77 4. DISCUSSION OF COMPARISONS 78 5. SUMMARY 78 CHAPTER FOUR Phase 2: Temperament and parenting. How temperament shapes the parentchild interaction 80 1. INTRODUCTION 80 2. IMPORTANCE OF PARENTING: MIND THE PYGMALION EFFECT 3. DIFFERENT PARENTING STYLES: MODELS OF BAUMRIND AND GREENSPAN 86 3.1 The two-factor model of Diana Baumrind (1967) 3.1.1 Authoritarian parenting style 89 3.1.2 Permissive parenting style 3.1.3 Authoritative parenting style 89 3.1.4 Unengaged parenting style 3.2 The three-factor model of Stephan Greenspan 91 3.3 Critical discussion of the two parenting models by Baumrind and Greenspan 93 3.4 The conscious parenting style 94

Background: The relationship between parental input and child language development has had a complex history. It has become clear that indirect parent training for the parents of children with delayed language development is an important feature of interventions offered by speech and language therapists in the anglophone countries. Yet we know less about how this type of approach is realised in other countries. Methods: In this paper we report the results of a survey of practice undertaken as part of the work of COST Action IS1406, a European Union (EU) funded research network. The focus of this paper is specifically on parent-related questions and responses referring to children under the age of twelve. The survey was devised by members of the Action and circulated electronically during the summer of 2017. In all, 4024 practitioners responded from 60 countries, the majority of whom came from EU member countries. Findings: Respondents to the survey indicated that indirect therapy is commonly carried out via the parent in the early years and via teachers later. A range of professional groups, in addition to speech and language therapists, is likely to adopt this approach; including teachers, pedagogues and psychologists. A variety of interventions is reported, some of which have a reasonable evidence-base underpinning them. It is interesting to see the widespread involvement of fathers and other family members in interventions. Finally, the fact that practitioner characteristics (age, experience, location of practice etc.) are not related to the use of indirect techniques points to the universal recognition of the value of these approaches. Conclusions: Despite the very different traditions in the practice of intervention across countries, there is clearly a widespread recognition of the importance of indirect approaches to intervention and specifically those focusing on parents. The mixture of family members being involved in interventions is a very promising indication of the role sharing commonly associated with the contemporary family. Yet the number of specific intervention approaches identified is relatively small given the number of respondents. There is a need for a better understanding of what exactly practitioners are doing when they involve parents in intervention or carry out parent-child

What are children being taught about sex? What are they learning from peers, television, movies, magazines, computer games, pop music, popular culture? Most parents are rightly alarmed by the increasingly controversial nature of the information being fed to children and how age-appropriate it actually is. This publication makes it easy for parents to understand and broach the sensitive topic of sex education. Originally forming chapter thirteen of Parent-Child Relations: A Guide to Raising Children, it charts a way forward, helping parents to educate their children in a manner they feel appropriate and which maintains a sense of the sacred. The authors use a holistic approach to include what morality requires of humanity in this regard, and also focus on the issues of healthy relationships, responsibility, emotional wellbeing, and good physical health. The publication is intended to give parents practical advice, using clear and precise information, to address some of the most common issues parents are likely to encounter and questions they are likely to face.

Two factors have been associated with the quality of sibling relationships: the sex of the children and their family circumstances. Yet the data on each issue are complex. This study examines the sex constellations of sibling pairs in two groups, one of which had experienced a major family disruption (parental separation), with the aim of assessing both influences more fully. Two 1‐hour home observations were conducted on 20 preschool sibling dyads of separated parents and 24 pairs in which the parents were married. In both groups the sex configuration of the sibling pairs was important‐same‐sex pairs seemed to show closer patterns of interaction, and sister‐sister dyads were particularly prosocial. These results suggests that previous research showing that older sisters or same‐sex pairs interact more are both partly correct. In addition, preschoolers from separated families interacted more. The results suggest that negative life experiences might promote greater closeness between ...