Group Members: Janna Chua, Maria Carmela Arcilla, Mark Trinos, Enrico La Vina, JB Lava<br />August 10, 2011<br />Psy101: Draft Project Proposal<br />Intro: <br /> Children imitate the behavior of their parents. if the parent is kind, then chances are his/her children will be kind as well. For example, if a parent is seen eating vegetables, his child will more likely eat vegetables. This shows that parents can have a positive effect on the development of the children.<br />The relevance of this issue is that parents/role models can help influence kids to do good things. By showing them that their actions matter, we hope to convince the parents to be in their best behavior when their child is nearby. <br /> <br />Integrated Summary:<br /> Our message is that we’d like parents/role models to be more conscious of their behavior. It’s not enough to tell the children to be good; they must lead by example. If they do good things, then maybe their children will imitate them.<br /> The main psychological concept that we are dealing with here is the social learning theory. Social learning theory states that people learn from one another. They learn by observing the actions of others. <br />The children can learn both good and bad behavior. Children, for example, can act more violent if they see an adult being violent. (Bandura) Aside from that, children may “play smoke” and associate cigarretes with dinner if they see their parents smoke. (Leeuw)<br />The children can also learn good behavior. Studies show that children are more likely to eat fruit if their parents spent time with them in child-feeding programs. If they ate fruits, then their children would most likely imitate them. (Gribble LS) Studies have also shown that shared-reading is a prediction of reading comprehension amongst children. The children had a higher chance of becoming readers themselves. (Senechal) (Rasinski) Parents who were affectionate towards their children were more likely to have children who were behaved well. (Russell) <br /> Video Description:<br />The scene starts off with a rugged and dirty adult holding a bottle and a tray of cigarettes on the side and with his wife physically battered on the floor. The camera will begin to zoom into the person and release 3-4 seconds of black and white flashbacks of the parents smoking and violence. The music behind this scene will be ACDC “Highway to Hell.”<br />After getting close enough to his face, the screen blacks out. And he notices his child on the floor observing him. He then realizes, he might be sending his child to same fate his parents sent him, and then brings about the positive half of the video.<br />The second half of the video will be composed of two screens; one from the direct POV of the child in the infancy stages and another from a 3rd Person’s perspective of the child as an adult. The music behind the video will be an upbeat piano progression similar to that of the Regina Spektor’s “Us.”<br />The first scene will start off with the child observing the mother eating fruits. To highlight the act of imitation in the scene, a key action by the mother will be focused upon. This same act will be reflected in the 3rd Person take. In the 3rd person take, the older version of the infant will be seen performing the same positive act, with the same.<br />This same concept will be applied to scenes wherein the mother is reading and when she’s showing proper affection to child.<br />The video ends with same guy sitting on his chair and observing the child again. (Scene in normal colors) The screen blacks out and ends with the narrator saying. “What Future Will You Bring?”<br />Abstracts:<br />
J Am Diet Assoc. 2003 Jan;103(1):100-3.
A curriculum based on social learning theory emphasizing fruit exposure and positive parent child-feeding strategies: a pilot study.<br />Gribble LS, Falciglia G, Davis AM, Couch SC.<br />Source<br />Department of Nutritional Sciences, College of Allied Health Sciences, University of Cincinnati, OH 45267, USA.<br />Abstract<br />This study examined the effectiveness of a nutrition intervention program to enhance children's knowledge, preference, and intake of whole fruit and to decrease parents' use of controlling child-feeding behaviors. Subjects were fifth- and sixth-grade students (children aged 10-12 years) from Cincinnati, Ohio. Nine parent-child pairs completed the study. Seventeen parent-child pairs who expressed interest but were unable to attend more than one session served as controls. Based on the Social Learning Theory, the curriculum combined child-focused interactive lessons and skill-building activities with parent-focused lessons on child-feeding strategies to increase the fruit intake of children. Change in children's knowledge, preference, and intake of fruit and parents' use of controlling child-feeding strategies were measured in a pretest/posttest manner using validated questionnaires. There was a significant increase in knowledge scores and fruit intake by children in the experimental vs the control group. Fruit preference scores were similar between groups. Additionally, there was a significant decrease in use of controlling child-feeding strategies by parents in the intervention vs the control group.<br /> <br />Literacy Development and Enhancement Across Orthographies and Cultures <br />Literacy Studies, 2010, Volume 2, 2, 111-122, DOI: 10.1007/978-1-4419-0834-6_8 <br />2.)Reading Books to Young Children: What It Does and Does Not Do <br />Monique Sénéchal<br />The present chapter is an overview of six studies that share a common theme: the contribution of shared reading to child outcomes. The first three studies are experimental in nature and show that the number of times as well as the manner in which adults read to children will affect children’s acquisition of comprehension and spoken vocabulary. The fourth study is an intervention with children who have poor vocabulary skills. The findings revealed that care givers can enhance children’s spoken vocabulary by reading books to them in an interactive manner, and that simply reading in their customary fashion may not promote vocabulary acquisition. The last two studies are correlated. They provide converging evidence that shared reading predicts children’s vocabulary, and that, children’s vocabulary is a robust predictor of reading comprehension. These studies also show the limits of shared reading because parent reports of shared reading did not predict children’s early literacy skills or word reading at the end of grade 1. <br /> Authors:<br />Rebecca N H de Leeuw1<br />Source:<br />Tobacco Control; Jun2010, Vol. 19 Issue 3, p201-205, 5p<br />Document Type:<br />Article<br />Subject Terms:<br />*PARENT & adult child*CIGARETTE smokers*ADOLESCENT smoking*CURIOSITY in children*PARENT participation in health education*PARENTS*PARENTAL influencesSUBSTANCE use<br />3.)<br />Abstract:<br />OBJECTIVE: To investigate whether parental smoking was associated with smoking-related play behaviour in young children. DESIGN: Children were asked to pretend that they were grown-ups having dinner. They were invited to act out this situation in a play corner with a toy kitchen and a child-sized dining area, including a package of fake cigarettes on the table. SETTING: Children were tested individually at their school during regular school hours. PARTICIPANTS: The sample consisted of 100 children between 4 and 8 years of age (mean=5.28, SD=0.94) of which 57% were boys. The majority of the children were born in The Netherlands (99%). MEASUREMENTS: The main outcome measure was whether or not a child pretended to be smoking a cigarette. Child and parent reports were used to assess parental smoking. FINDINGS: Findings revealed that 37% of the children had at least one ‘puff’ during their play. Children were more likely to pretend to smoke if they reported having smoking parents (OR=3.16, p=0.02; 95% CI=1.22 to 8.18). Analyses for the model with parent reports on parental smoking did not yield any direct association. Children's explicit attitudes were unrelated to their smoking-related play behaviour. CONCLUSIONS: These findings indicate that young children, who reported having parents who smoke, already associate having dinner with a (after-dinner) cigarette. [ABSTRACT FROM AUTHOR]<br />Author:<br />Rasinski, Timothy1Fredericks, Anthony D.2<br />Source:<br />Reading Teacher; Oct89, Vol. 43 Issue 1, p84-85, 2p<br />Document Type:<br />Article<br />Subject Terms:<br />*PARENT participation in children's reading*LITERACY*ELEMENTARY education*LEARNING<br />Abstract:<br />Discusses the role of parents in their children's reading education. Capability of parents to influence their children's academic performance; Potential for parents to help their children in learning to read; Ways in which parents can work with their children in reading.<br />Author Affiliations:<br />1Kent State University2York College<br />ISSN:<br />00340561<br />Accession Number:<br />11931134<br />Database: <br />Academic Source Complete<br /> <br />http://www.jstor.org/sici?sici=0034-0561%281989%2943%3a1%3C84%3aReading+Teacher%3E2.0.TX%3b2-2&origin=EBSCO&<br /> <br />4.) Positive Parenting and Boys' and Girls' Misbehaviour during a Home Observation<br />Alan Russell<br />1. Flinders University, Adelaide, Australia<br />Graeme Russell<br />1. Macquarie University, Australia<br />Abstract<br />The study examined the relations between mother-child and father-child interaction and child misbehaviour during a naturalistic family observation in the home. The families were middle class and nonclinic, and the target child was an eldest boy or girl aged 6-7 years. The main focus was on positive parenting in the forms of warmth/affection and positive involvement with the child. These two forms of positive parenting were negatively correlated with child misbehaviour. Parental warmth/affection was most strongly associated with daughters' misbehaviour, and positive involvement with sons' misbehaviour. The links between parenting behaviours and child misbehaviour rates were similar for mothers and fathers. It was argued that co-operative child behaviour may be associated with positive emotional states arising from positive parenting behaviour. The characteristics of the sample were considered important when assessing the prominence of positive parenting behaviours. <br />