The document summarizes a study that evaluated the impact of implementing the CARE framework on the social and emotional development of children aged 3-7. The study found that after using CARE for 5 weeks:
1) Parents perceived increases in children's positive interactions with parents and peers, as well as improved emotion regulation.
2) Emergent themes from interviews with parents were positive behavior modification and interplay between social and emotional development.
3) Based on the findings, an intervention program called "Brigada Pamilya" was created to further develop children's socio-emotional skills through family-focused activities.
Colleagues Responses
Colleagues responses
Assignment 4 8080 Part 2
. Interact with 3 colleagues and respond to them by sharing additional insights, comparing experiences, and posing questions that further promote dialogue. (Post to each colleague in 150 words.)
Colleague 1 response:
Posted by DeQuanda Cummings
Optimizing Brain Development
The first few years of a child’s life are critical for healthy brain development. Brain development begins during the prenatal period and continues through early childhood. Although the brain continues to develop into adulthood, the first eight years builds the foundation for learning and success (CDC, 2021). Brain development depends on many factors such as, prenatal care, experiences, and exposures to toxins and infections. “Nurturing and responsive care for the child’s body and mind is the key to supporting healthy brain development” (CDC, 2021). Positive and negative experiences help shape a child’s brain.
How the brain grows is highly affected by the child’/ s experiences with people and the world. Children depend on interactions with parents and their caregivers to be responsive to their needs. Children thrive in environments where they can explore and play in a safe environment. Their needs ought to be met and not neglected. They do not need to be exposed to stress. As a parent and/or caregiver to support healthy brain development you can constantly talk to the child, read to your child, meet their needs, and offer them a safe place to explore and play. Speaking and reading to children increase their language and communication skills. “Nurturing a child by understanding their needs and responding sensitively helps to protect children’s brains from stress” (CDC, 2021). Exposure to stress can negatively affect brain development. When children are at risk, it can cause them a delay in accomplishing developmental milestones. They will distrust people if their needs are not constantly being met.
This topic is important to me because in the school that I work at we have a high population of students who needs are not being met. When they get into the classroom, before I can teach them anything I have to meet their needs whether it be feeding them or giving them extra attention. I have even gone as far to buy clothes and shoes for students. This affected the students’ learning. They were usually the ones that were below grade level in the classroom. When having conversations with the parents, they want better for their children but did have the resources or just did not know.
I will need support from pediatricians, early childhood educators, and counselors to help inform parents and caregivers about the importance of brain development and optimizing brain development.
Reference
CDC. (2021, February 22). Early Brain Development and Health. Centers for Disease Control and Prevention. https://www.cdc.gov/ncbddd/childdeve ...
A Study to Determine the Emotional and Behavioural Development among Children...ijtsrd
Quantitative approach, descriptive exploratory design was chosen for this study. The study was conducted in selected schools of chennai, 30 school children were selected using non probability purposive sampling technique. A rating scale and check list was used to assess the behavioral and emotional development of children of working mothers. The study findings reveals that, 3 10 had good emotional development 26 86.6 had moderate emotional development 1 3.3 had poor emotional development and 5 16.6 had good behavioural development 14 46.6 had moderate behavioural development 11 36.6 had poor behavioural development and there is a positive correlation between Emotional and behavioural development among children of employed mothers at 0.01 level of significance and there is a significant association between the emotional and behavioural development with children Age, Sex, Education of mother, Family income, Religion, Mothers occupation, Child hobbies and Educational system at 5 level of significance respectively. Mrs P. Umalakshmi "A Study to Determine the Emotional and Behavioural Development among Children of Employed Mother at Selected Setting, Chennai" Published in International Journal of Trend in Scientific Research and Development (ijtsrd), ISSN: 2456-6470, Volume-8 | Issue-1 , February 2024, URL: https://www.ijtsrd.com/papers/ijtsrd63420.pdf Paper Url: https://www.ijtsrd.com/medicine/other/63420/a-study-to-determine-the-emotional-and-behavioural-development-among-children-of-employed-mother-at-selected-setting-chennai/mrs-p-umalakshmi
Running Head LIFE SPAN PARENTING PROJECT1LIFE SPAN PARENTING.docxwlynn1
Running Head: LIFE SPAN PARENTING PROJECT 1
LIFE SPAN PARENTING PROJECT 2
Student's name: Emmanuel Domenech
Professor's name: Dr. Suzi Hundemer
Class: BEHS 343
Topic: Chapter 2: Theoretical Perspectives on Parenting (trait theory) Chapter 3: Approaches to parenting research(Group counseling and psychotherapy with children and adolescents)
Institution: University of Maryland University College
Date: June 9, 2019
Life Span Parenting Project
Children ought to be evaluated when it comes to their entire environment with the inclusion of whatever negative or positive parental influences that could exist, this is according to Group counseling and psychotherapy with children and adolescents. I have learned that one of the most refreshing impacts concerning parents is because mainly we work with their kids who are reaching the adolescent stage in regions of their personal/social, academic success, career development, and realm. Their work comprises of working in intervention and prevention (Denno et al., 2015). Counselors help students like who undergo rough times, for instance, in adolescent and help them in enlightening their skills of resilience to be equipped better in case of hitting tough times in the future.
The adolescent stage is characterized by uneven and dramatic integration of changes that are developmental into the day to day lives of young persons. Simultaneously, teenagers experience growing independence from their families, mood swings, and at times, rapidly increasing sexuality. The tasks of talking to them usually start within the units of the family. Often, as guardians, we tend to view our teens as fragile thus visit our pediatricians or doctors since we see them as people whom to seek advice from regarding both behavioral and physiologic issues (Shechtman, 2017). The ongoing relationship with the pediatrician and the family gives for enough prospects to offer support and guidance that is anticipated as our kids get into and move through the stage of adolescence.
Determinants of Parenting
As we all know, the parent-child relationship has a massive influence on most aspects of the development of a child. When behaviors, parenting skills, and optimal capabilities have a positive effect on the school achievement or self-esteem of a child, there is positive behavior and development on the kids.
Fig: Family-Based Therapy
Some other treatment programs that can be used to work in families include family therapy, family-centered therapy, or family-based therapy. These programs change from one to the other. These are effective when it comes to family counseling and help in coming to terms with the stage or any disorder that could arise in the process.
As far as I am concerned, therapy is vital when looking at parenting approaches. This is because when an individual is a child, through adolescent to when they mature to being adults, they require guideline on being better per.
Effect of Parenting Style on Child Behavior: A Qualitative AnalysisMuhammad Arslan
Parting styles and its impact of child behavior is core phenomena of behavioral science that needs specific
attention from researcher and practitioner around the globe. The purpose of present qualitative study is to explore
the new trend of parenting style emerging in the society and their impact on child behaviors by using
unstructured interviews trough homogeneous sampling of parents located in Islamabad and native areas. The
data gathered from unstructured interviews was transcribed and processed through thematic analysis using NVivo
10 software. The findings of study reveal the notion that ultimately behavior of child depends upon
parenting style and many factors contribute in shaping parenting style that may be external environment, support,
love, affection and opportunities. Effective communication is the ultimately outcome that is effective among
majority of parents and that can be used by parents in accessing their child behavior and adjusting their parenting
strategies
Promoting the well being of children in out of home care:BASPCAN
Involving children and parents in care planning and review.
Jonathan Dickens, Georgia Philip and Julie Young
Centre for Research on Children and Families
University of East Anglia
Colleagues Responses
Colleagues responses
Assignment 4 8080 Part 2
. Interact with 3 colleagues and respond to them by sharing additional insights, comparing experiences, and posing questions that further promote dialogue. (Post to each colleague in 150 words.)
Colleague 1 response:
Posted by DeQuanda Cummings
Optimizing Brain Development
The first few years of a child’s life are critical for healthy brain development. Brain development begins during the prenatal period and continues through early childhood. Although the brain continues to develop into adulthood, the first eight years builds the foundation for learning and success (CDC, 2021). Brain development depends on many factors such as, prenatal care, experiences, and exposures to toxins and infections. “Nurturing and responsive care for the child’s body and mind is the key to supporting healthy brain development” (CDC, 2021). Positive and negative experiences help shape a child’s brain.
How the brain grows is highly affected by the child’/ s experiences with people and the world. Children depend on interactions with parents and their caregivers to be responsive to their needs. Children thrive in environments where they can explore and play in a safe environment. Their needs ought to be met and not neglected. They do not need to be exposed to stress. As a parent and/or caregiver to support healthy brain development you can constantly talk to the child, read to your child, meet their needs, and offer them a safe place to explore and play. Speaking and reading to children increase their language and communication skills. “Nurturing a child by understanding their needs and responding sensitively helps to protect children’s brains from stress” (CDC, 2021). Exposure to stress can negatively affect brain development. When children are at risk, it can cause them a delay in accomplishing developmental milestones. They will distrust people if their needs are not constantly being met.
This topic is important to me because in the school that I work at we have a high population of students who needs are not being met. When they get into the classroom, before I can teach them anything I have to meet their needs whether it be feeding them or giving them extra attention. I have even gone as far to buy clothes and shoes for students. This affected the students’ learning. They were usually the ones that were below grade level in the classroom. When having conversations with the parents, they want better for their children but did have the resources or just did not know.
I will need support from pediatricians, early childhood educators, and counselors to help inform parents and caregivers about the importance of brain development and optimizing brain development.
Reference
CDC. (2021, February 22). Early Brain Development and Health. Centers for Disease Control and Prevention. https://www.cdc.gov/ncbddd/childdeve ...
A Study to Determine the Emotional and Behavioural Development among Children...ijtsrd
Quantitative approach, descriptive exploratory design was chosen for this study. The study was conducted in selected schools of chennai, 30 school children were selected using non probability purposive sampling technique. A rating scale and check list was used to assess the behavioral and emotional development of children of working mothers. The study findings reveals that, 3 10 had good emotional development 26 86.6 had moderate emotional development 1 3.3 had poor emotional development and 5 16.6 had good behavioural development 14 46.6 had moderate behavioural development 11 36.6 had poor behavioural development and there is a positive correlation between Emotional and behavioural development among children of employed mothers at 0.01 level of significance and there is a significant association between the emotional and behavioural development with children Age, Sex, Education of mother, Family income, Religion, Mothers occupation, Child hobbies and Educational system at 5 level of significance respectively. Mrs P. Umalakshmi "A Study to Determine the Emotional and Behavioural Development among Children of Employed Mother at Selected Setting, Chennai" Published in International Journal of Trend in Scientific Research and Development (ijtsrd), ISSN: 2456-6470, Volume-8 | Issue-1 , February 2024, URL: https://www.ijtsrd.com/papers/ijtsrd63420.pdf Paper Url: https://www.ijtsrd.com/medicine/other/63420/a-study-to-determine-the-emotional-and-behavioural-development-among-children-of-employed-mother-at-selected-setting-chennai/mrs-p-umalakshmi
Running Head LIFE SPAN PARENTING PROJECT1LIFE SPAN PARENTING.docxwlynn1
Running Head: LIFE SPAN PARENTING PROJECT 1
LIFE SPAN PARENTING PROJECT 2
Student's name: Emmanuel Domenech
Professor's name: Dr. Suzi Hundemer
Class: BEHS 343
Topic: Chapter 2: Theoretical Perspectives on Parenting (trait theory) Chapter 3: Approaches to parenting research(Group counseling and psychotherapy with children and adolescents)
Institution: University of Maryland University College
Date: June 9, 2019
Life Span Parenting Project
Children ought to be evaluated when it comes to their entire environment with the inclusion of whatever negative or positive parental influences that could exist, this is according to Group counseling and psychotherapy with children and adolescents. I have learned that one of the most refreshing impacts concerning parents is because mainly we work with their kids who are reaching the adolescent stage in regions of their personal/social, academic success, career development, and realm. Their work comprises of working in intervention and prevention (Denno et al., 2015). Counselors help students like who undergo rough times, for instance, in adolescent and help them in enlightening their skills of resilience to be equipped better in case of hitting tough times in the future.
The adolescent stage is characterized by uneven and dramatic integration of changes that are developmental into the day to day lives of young persons. Simultaneously, teenagers experience growing independence from their families, mood swings, and at times, rapidly increasing sexuality. The tasks of talking to them usually start within the units of the family. Often, as guardians, we tend to view our teens as fragile thus visit our pediatricians or doctors since we see them as people whom to seek advice from regarding both behavioral and physiologic issues (Shechtman, 2017). The ongoing relationship with the pediatrician and the family gives for enough prospects to offer support and guidance that is anticipated as our kids get into and move through the stage of adolescence.
Determinants of Parenting
As we all know, the parent-child relationship has a massive influence on most aspects of the development of a child. When behaviors, parenting skills, and optimal capabilities have a positive effect on the school achievement or self-esteem of a child, there is positive behavior and development on the kids.
Fig: Family-Based Therapy
Some other treatment programs that can be used to work in families include family therapy, family-centered therapy, or family-based therapy. These programs change from one to the other. These are effective when it comes to family counseling and help in coming to terms with the stage or any disorder that could arise in the process.
As far as I am concerned, therapy is vital when looking at parenting approaches. This is because when an individual is a child, through adolescent to when they mature to being adults, they require guideline on being better per.
Effect of Parenting Style on Child Behavior: A Qualitative AnalysisMuhammad Arslan
Parting styles and its impact of child behavior is core phenomena of behavioral science that needs specific
attention from researcher and practitioner around the globe. The purpose of present qualitative study is to explore
the new trend of parenting style emerging in the society and their impact on child behaviors by using
unstructured interviews trough homogeneous sampling of parents located in Islamabad and native areas. The
data gathered from unstructured interviews was transcribed and processed through thematic analysis using NVivo
10 software. The findings of study reveal the notion that ultimately behavior of child depends upon
parenting style and many factors contribute in shaping parenting style that may be external environment, support,
love, affection and opportunities. Effective communication is the ultimately outcome that is effective among
majority of parents and that can be used by parents in accessing their child behavior and adjusting their parenting
strategies
Promoting the well being of children in out of home care:BASPCAN
Involving children and parents in care planning and review.
Jonathan Dickens, Georgia Philip and Julie Young
Centre for Research on Children and Families
University of East Anglia
Impacts of Mentor’s Strategic Communication on Adjustment Problems among Adol...Arun Varghese
ABSTRACT Introduction: Adolescence is the period of rapid changes in physical and mental state. Rapid storm of physiological changes brigs a great deal of stress and adjustment difficulties. It represents one of the critical transitions in the life span with a wide range of adjustment and mental health problems. The present study is aimed to assess the impact of Mentor’s Strategic Communication on adjustment problems among adolescents. Methodology: A quasi experimental non-equivalent control group design was chosen to assess the impact of Mentor’s Strategic Communication by using Self developed Adjustment Inventory among 60 adolescents (30 each experimental and control group) with mild and moderate adjustment problems at selected schools, Kerala. The Samples were selected based on simple random sampling. Appropriate descriptive & inferential statistics was applied to compute the results. Results: Finding reveals that out of 30 students, 70% reported moderate adjustment problems while 30% were in mild adjustment issues in experimental group. There was a significant difference for adjustment problems among experimental and control group after Mentor’s strategic communication (p<0.001). Further, number of siblings (p<0.032) and education status of father (p<0.008) found significant association to adjustment problems among schools going adolescents. Conclusion: The results of the study revealed that majority of adolescents face adjustment problems and Mentor’s strategic communication had significant impact on improvement in adjustment problems. A planned and timely infusion of mentorship strategy may help them to deal with their day to day adjustment problems and help them to focus in studies in a better way. Keywords: Adolescence, Adjustment problems, coping, stress, behavioural problems
1.1 Why a Family-Centered ApproachTraditionally, schools through.docxpaynetawnya
1.1 Why a Family-Centered Approach
Traditionally, schools throughout the world have been institutions in which teachers, social workers, and educational specialists are considered the sole source of knowledge, information, and expertise, and parents are expected to support and implement the advice of these experts. Until recently, in contrast with schools, early childhood care and education programs followed a parent-oriented approach in which parents assumed a more active role. Families got together to care for each other's children; sometimes the older women in a community cared for the young children, and mothers rotated care in mother's-day-out programs. One example of high-quality family-oriented child care in the United States can be found in the Kaiser Shipyards during WWII, where mothers worked in factories building ships. These programs provided family medical care and even meals for mothers to take home after their shift in the factory (Hurwitz, 1998). However, over the years, many early childhood programs became more like schools, expecting parents to listen passively to their advice and to help implement their programs (Keyser, 2006).
The development of a family-centered early care and education approach can be traced to the federal early childhood program Head Start. Formed in 1965 as part of President Lyndon B. Johnson's War on Poverty, Head Start was developed as a comprehensive program for low-income families with preschool-age children, with a focus on parent involvement and community collaboration (U.S. Department of Health and Human Services [HHS], 2012). The architects of Head Start recognized the need to work in an equal partnership with families of low-income children (Greenberg, 1969). To this end, the program was designed with very specific roles and responsibilities for parents. Program Performance Standards outline overall standards to be met in each component area. These are critical quality indicators used to ensure the program meets the unique needs of the communities and families the program serves. Component areas that must meet these performance standards include specific requirements for parent activities, such as opportunities for parents to follow a career path to become teachers in the local program. Additionally, all local Head Start programs have a governing body, known as a policy council, which must include parents. This body has direct responsibilities in a variety of areas, including approval of hiring and firing of all staff, budget and program component approval, and overall program evaluation (HHS, 2012).
The design of local Head Start programs led more and more early childhood programs to consider a shared approach to power and control. Other early childhood models (such as Waldorf, Montessori, Reggio Emilia, and local community-based programs) practice different degrees of the family-centered approach, depending on their unique philosophy, history, and ownership. With a family-centered approach ...
Exploration of Child Rearing Practices among Parents of Preschool Aged Childr...IIJSRJournal
The term parenting is used to explain how a child’s behavior and development are influenced by parents and its significance on child development, and it has been recognized as early as since 17th century. Developing tools to assess parenting style is a challenge due the influence by socio-economic and cultural factors. Developed instruments taking these facts into consideration would help researchers to assess parenting style. This study aimed to explore the child-rearing practices among Sinhala-speaking parents of preschool-aged children to develop a tool to measure parenting style in Sri Lanka. A qualitative study design was used and guides for focus group discussions and in-depth interviews were developed after a literature survey and further refined with expert opinion in order to cover a broader area of parenting from a local perspective. Two focus group discussions with 6 and 8 purposively selected parents were done; lasted 90-120 minutes. In-depth interviews were conducted with a purposive sample of 10 parents from diverse socio-economic backgrounds, each lasted 45-60 minutes. All the interviews were audio-recorded with permission, transcribed and analyzed by two researchers. After elimination of duplications, 143 codes, 25 subthemes and 5 themes were identified by the thematic analysis. Themes identified were, intentional actions for disciplining children, parental perception in social development of children, parental regulation of activities, parental involvement in pre-school-aged child’s education, and parental relationship and responsive care. Results of this study would be useful to develop parenting style assessing questionnaire as well as educationists to develop parenting educational programs in Sri Lanka.
Personality Development: Assessing the Effects of Single Parent Families on S...inventionjournals
Family structures are an important contributor to the physiological and behavioral development of students. It is hypothesized that personality development of students living with single parent is influenced by the type of family structure, parent with whom the child lives with and the amount of time spent by parents with their children. To investigate such influence, this study employed a cross-sectional co-relational research design. A snow ball sampling technique was used to identify respondents for sample. The study used a sample 60 students whereby 50% were from single parent homes and 50% from intact homes. Data was collected by use of questionnaire designed to identify factors that contribute to personality development of students. Personality development was measured using the Big Five dimensions of personality trait parameters namely openness, conscientiousness, extraversion, agreeableness, neuroticism. The analysis was presented using frequencies, percentages, t-test, independent test and one way ANOVA tests. Statistical Package for Social Sciences was used to aid in generating a summary of results which were represented in tabular form. The findings of the study showed that there was very little influence of family structure on the personality development of the students. The absence of a parent or the interaction and involvement of parents with their children doesn’t have an immense effect on the personality development of the children, thus the amount of time spent by parents with their children doesn’t influence the personality development of students. The results also revealed that the major causes of the existence of single parent families are death and divorce.
Lack of Parental Supervision and Psychosocial Development of Children of Scho...ijtsrd
This study sought to investigate lack of parental supervision and psychosocial development of children of school going age in Buea sub division of the South West Region. A mixed research method was used. Data collected from the administration of questionnaires with pupils and the interview data from interview sessions with parents were analysed using both quantitative and qualitative data analytical techniques respectively. In relation to questionnaire data, we adopted the quantitative technique of data analysis consisting of both descriptive and inferential statistics. This consisted mainly to the closed ended questions which consist of both single response and Likert scale sets of questions. The open ended questions were analysed using thematic analysis. After receiving questionnaires from the field, the data was entered and analysed using the Statistical Package for Social Sciences SPSS Standard version, Release 21.0 IBM Inc. 2012 and data validation and cleaning were carried out. Descriptive results revealed that parents offer assistance to their children with regards to their assignments but do not exercise full supervision with regards to whether their children need private teaching at home there is high level of parental supervision over children works also there is parental supervision with respect to discussion of issues concerning the future of children parents and guardians create time to supervise their children to determine if they have done their assignments before going to bed as well as offer attention to children. Findings reveled that in cases of increase in lack of Parental supervision, there is an increase in social withdrawal amongst children r=0.461, p 0.01 , increase in anger levels amongst children of school going age r=0.263, p 0.01 , decrease in anxiousness in children r= 0.164, p 0.01 , but an increase in self esteem levels in children of school going age r=0.363, p 0.01 , and an increase in depression amongst children r=0.399, p 0.01 , and an overall increase in psychosocial development in r=0.345, p 0.01 of children of school going age in Buea Sub Division. Lack of parental supervisor determines 15.9 variation R2= 0.159 F=66.088 P 0.01 in pupil’s level of depression, 21.2 variation R2= 0.212 F=94.094 P 0.01 in children’s level of social withdrawal, 6.7 variation R2= 0.067 F=26.029 P 0.01 in level of anger amongst children, 2.7 variation R2= 0.027 F=9.613 P 0.01 in pupil’s level of anxiousness, 13.2 variation R2= 0.132 F=53.070 P 0.01 in pupil’s level of self esteem and 11.9 variation R2= 0.119 F=47.184 P 0.01 in overall psychosocial development of children of school going. This confirms the hypothesis results that t=6.869, P 0.01 lack of parental supervision has a significant effect on the psychosocial development of children of school going age in Buea Sub Division. Njikang Christina Senge Tanyi | Therese Mugah Shalloh Tchombe | Patrick Fonyuy Shey "Lack of Parental Supervision and Psychosocial Development of Childre
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A group presentation that involves research articles which analyze how parenting styles and attachment types can affect a child's development. Within the CFLE matrix, this slideshow falls under the substance areas of internal dynamics of families and human growth and development. It falls under the competency area of assessment and evaluation skills.
A Course-Based Qualitative Inquiry into the Potential Impact of the Bachelor ...inventionjournals
This course-based qualitative study aims to explore what 4th-year Child and Youth Care students and recent graduates of the Bachelor of Child and Youth Care program at MacEwan University think about their likely parenting styles as a direct result of their Child and Youth Care educational experience. A thematic analysis of the data revealed four major themes: (1) the desire to be an authoritative parent, (2) courses, (3) themes and concepts that were meaningful, and (4) a better understanding of theories relevant to parenting and the need for self-reflection
PARENTING STYLES AND AUTONOMY SUPPORT AMIDST PANDEMIC ON PUPIL'S WELL-BEING A...RayRudolfPastrana1
The study determined the influence of parenting styles and autonomy support on the Science learning performance of pupils in elementary schools in Pandi, Bulacan during the First Quarter of the School Year 2022-2023
Impacts of Mentor’s Strategic Communication on Adjustment Problems among Adol...Arun Varghese
ABSTRACT Introduction: Adolescence is the period of rapid changes in physical and mental state. Rapid storm of physiological changes brigs a great deal of stress and adjustment difficulties. It represents one of the critical transitions in the life span with a wide range of adjustment and mental health problems. The present study is aimed to assess the impact of Mentor’s Strategic Communication on adjustment problems among adolescents. Methodology: A quasi experimental non-equivalent control group design was chosen to assess the impact of Mentor’s Strategic Communication by using Self developed Adjustment Inventory among 60 adolescents (30 each experimental and control group) with mild and moderate adjustment problems at selected schools, Kerala. The Samples were selected based on simple random sampling. Appropriate descriptive & inferential statistics was applied to compute the results. Results: Finding reveals that out of 30 students, 70% reported moderate adjustment problems while 30% were in mild adjustment issues in experimental group. There was a significant difference for adjustment problems among experimental and control group after Mentor’s strategic communication (p<0.001). Further, number of siblings (p<0.032) and education status of father (p<0.008) found significant association to adjustment problems among schools going adolescents. Conclusion: The results of the study revealed that majority of adolescents face adjustment problems and Mentor’s strategic communication had significant impact on improvement in adjustment problems. A planned and timely infusion of mentorship strategy may help them to deal with their day to day adjustment problems and help them to focus in studies in a better way. Keywords: Adolescence, Adjustment problems, coping, stress, behavioural problems
1.1 Why a Family-Centered ApproachTraditionally, schools through.docxpaynetawnya
1.1 Why a Family-Centered Approach
Traditionally, schools throughout the world have been institutions in which teachers, social workers, and educational specialists are considered the sole source of knowledge, information, and expertise, and parents are expected to support and implement the advice of these experts. Until recently, in contrast with schools, early childhood care and education programs followed a parent-oriented approach in which parents assumed a more active role. Families got together to care for each other's children; sometimes the older women in a community cared for the young children, and mothers rotated care in mother's-day-out programs. One example of high-quality family-oriented child care in the United States can be found in the Kaiser Shipyards during WWII, where mothers worked in factories building ships. These programs provided family medical care and even meals for mothers to take home after their shift in the factory (Hurwitz, 1998). However, over the years, many early childhood programs became more like schools, expecting parents to listen passively to their advice and to help implement their programs (Keyser, 2006).
The development of a family-centered early care and education approach can be traced to the federal early childhood program Head Start. Formed in 1965 as part of President Lyndon B. Johnson's War on Poverty, Head Start was developed as a comprehensive program for low-income families with preschool-age children, with a focus on parent involvement and community collaboration (U.S. Department of Health and Human Services [HHS], 2012). The architects of Head Start recognized the need to work in an equal partnership with families of low-income children (Greenberg, 1969). To this end, the program was designed with very specific roles and responsibilities for parents. Program Performance Standards outline overall standards to be met in each component area. These are critical quality indicators used to ensure the program meets the unique needs of the communities and families the program serves. Component areas that must meet these performance standards include specific requirements for parent activities, such as opportunities for parents to follow a career path to become teachers in the local program. Additionally, all local Head Start programs have a governing body, known as a policy council, which must include parents. This body has direct responsibilities in a variety of areas, including approval of hiring and firing of all staff, budget and program component approval, and overall program evaluation (HHS, 2012).
The design of local Head Start programs led more and more early childhood programs to consider a shared approach to power and control. Other early childhood models (such as Waldorf, Montessori, Reggio Emilia, and local community-based programs) practice different degrees of the family-centered approach, depending on their unique philosophy, history, and ownership. With a family-centered approach ...
Exploration of Child Rearing Practices among Parents of Preschool Aged Childr...IIJSRJournal
The term parenting is used to explain how a child’s behavior and development are influenced by parents and its significance on child development, and it has been recognized as early as since 17th century. Developing tools to assess parenting style is a challenge due the influence by socio-economic and cultural factors. Developed instruments taking these facts into consideration would help researchers to assess parenting style. This study aimed to explore the child-rearing practices among Sinhala-speaking parents of preschool-aged children to develop a tool to measure parenting style in Sri Lanka. A qualitative study design was used and guides for focus group discussions and in-depth interviews were developed after a literature survey and further refined with expert opinion in order to cover a broader area of parenting from a local perspective. Two focus group discussions with 6 and 8 purposively selected parents were done; lasted 90-120 minutes. In-depth interviews were conducted with a purposive sample of 10 parents from diverse socio-economic backgrounds, each lasted 45-60 minutes. All the interviews were audio-recorded with permission, transcribed and analyzed by two researchers. After elimination of duplications, 143 codes, 25 subthemes and 5 themes were identified by the thematic analysis. Themes identified were, intentional actions for disciplining children, parental perception in social development of children, parental regulation of activities, parental involvement in pre-school-aged child’s education, and parental relationship and responsive care. Results of this study would be useful to develop parenting style assessing questionnaire as well as educationists to develop parenting educational programs in Sri Lanka.
Personality Development: Assessing the Effects of Single Parent Families on S...inventionjournals
Family structures are an important contributor to the physiological and behavioral development of students. It is hypothesized that personality development of students living with single parent is influenced by the type of family structure, parent with whom the child lives with and the amount of time spent by parents with their children. To investigate such influence, this study employed a cross-sectional co-relational research design. A snow ball sampling technique was used to identify respondents for sample. The study used a sample 60 students whereby 50% were from single parent homes and 50% from intact homes. Data was collected by use of questionnaire designed to identify factors that contribute to personality development of students. Personality development was measured using the Big Five dimensions of personality trait parameters namely openness, conscientiousness, extraversion, agreeableness, neuroticism. The analysis was presented using frequencies, percentages, t-test, independent test and one way ANOVA tests. Statistical Package for Social Sciences was used to aid in generating a summary of results which were represented in tabular form. The findings of the study showed that there was very little influence of family structure on the personality development of the students. The absence of a parent or the interaction and involvement of parents with their children doesn’t have an immense effect on the personality development of the children, thus the amount of time spent by parents with their children doesn’t influence the personality development of students. The results also revealed that the major causes of the existence of single parent families are death and divorce.
Lack of Parental Supervision and Psychosocial Development of Children of Scho...ijtsrd
This study sought to investigate lack of parental supervision and psychosocial development of children of school going age in Buea sub division of the South West Region. A mixed research method was used. Data collected from the administration of questionnaires with pupils and the interview data from interview sessions with parents were analysed using both quantitative and qualitative data analytical techniques respectively. In relation to questionnaire data, we adopted the quantitative technique of data analysis consisting of both descriptive and inferential statistics. This consisted mainly to the closed ended questions which consist of both single response and Likert scale sets of questions. The open ended questions were analysed using thematic analysis. After receiving questionnaires from the field, the data was entered and analysed using the Statistical Package for Social Sciences SPSS Standard version, Release 21.0 IBM Inc. 2012 and data validation and cleaning were carried out. Descriptive results revealed that parents offer assistance to their children with regards to their assignments but do not exercise full supervision with regards to whether their children need private teaching at home there is high level of parental supervision over children works also there is parental supervision with respect to discussion of issues concerning the future of children parents and guardians create time to supervise their children to determine if they have done their assignments before going to bed as well as offer attention to children. Findings reveled that in cases of increase in lack of Parental supervision, there is an increase in social withdrawal amongst children r=0.461, p 0.01 , increase in anger levels amongst children of school going age r=0.263, p 0.01 , decrease in anxiousness in children r= 0.164, p 0.01 , but an increase in self esteem levels in children of school going age r=0.363, p 0.01 , and an increase in depression amongst children r=0.399, p 0.01 , and an overall increase in psychosocial development in r=0.345, p 0.01 of children of school going age in Buea Sub Division. Lack of parental supervisor determines 15.9 variation R2= 0.159 F=66.088 P 0.01 in pupil’s level of depression, 21.2 variation R2= 0.212 F=94.094 P 0.01 in children’s level of social withdrawal, 6.7 variation R2= 0.067 F=26.029 P 0.01 in level of anger amongst children, 2.7 variation R2= 0.027 F=9.613 P 0.01 in pupil’s level of anxiousness, 13.2 variation R2= 0.132 F=53.070 P 0.01 in pupil’s level of self esteem and 11.9 variation R2= 0.119 F=47.184 P 0.01 in overall psychosocial development of children of school going. This confirms the hypothesis results that t=6.869, P 0.01 lack of parental supervision has a significant effect on the psychosocial development of children of school going age in Buea Sub Division. Njikang Christina Senge Tanyi | Therese Mugah Shalloh Tchombe | Patrick Fonyuy Shey "Lack of Parental Supervision and Psychosocial Development of Childre
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1. *Corresponding Author: Bibera,Gen Zyd Robert, Email: genzydrobertbibera@gmail.com
RESEARCH ARTICLE
Available Online at
Care Framework Implementation and Evaluation in the Social and Emotional Skills of Children
1
Gen Zyd Robert Bibera*, 2
Shanice Ivanka Clemons, 3
Rachel Ann Magbanua, 4
Raymar Luke Monteros,
5
Raven Mae Santillan,
1*
Department of Humanities and Behavioral Sciences Cebu Institute of Technology-University
Received on: 06/02/2017, Revised on: 17/02/2017, Accepted on: 22/02/2017
ABSTRACT
Early childhood is a crucial period in developing children’s social and emotional skills. Consistentwith
this notion, the study aimed to identify the changes in the social and emotional skills of children after the
implementation of CARE. Contributing factors were also explored. Consistent Appreciation Recognition
and Empowerment (CARE) framework was the brainchild of psychologist Dr. Michelle A. Cellona,
CARE, a parenting approach, was conceptualized to aid parents in having a deeper understanding of
children’s experiences. Descriptive case study method was utilized which provided an in-depth
understanding of the participants’ experiences. Both structure and unstructured interviews were
employed. A 40-item researchers-made questionnaire was devised to assess the level of social and
emotional development of children.
There were a total of ten (10) research participants with children aged 3-7 years old. CARE was
implemented to these children, changes were observed over the course of five weeks. Yielded were five
contributors of social and emotional development. Findings reaped were increased positive interaction
with parents, increased connection with peers and emotion regulation. Positive behavior modification, an
emergent theme, surfaced which showed interplay of both social and emotional development.
Intervention program entitled Brigada Pamilya was formulated, composing series of activities focused on
developing socio-emotional areas.
www.ajms.in
Asian Journal of Mathematical Sciences 2017; 1(1):7-18
Keywords: social and emotional development, CARE framework, children.
INTRODUCTION
Home environment and parental involvement are considered to be two of the great contributors toward a
child’s development and learning. Therefore, the family is considered as the environment where children
can first learn, understand, and cope with the world. It is where they learn how relationships work
through directly observing the interaction of their parents, siblings, and the rest of the family members. It
is also in the family where they acquire their lifetime values and needed strengths. Children also learn to
respect people and regard them as figures worthy of emulation. Moreover, later in their lives, they would
remain well-adjusted and feel accepted by the society (Bhatia, 2012). One crucial area of development
that children need to enhance is their social and emotional development. Social-emotional development
as defined by Moore (1992) is said to be the ability of children to grasp the feelings of others, control and
manage their own feelings and behaviors, and cope with peers. One of the important facets of a child’s
social and emotional development is their communication skills. The acquisition of language
comprehension and expression is one key task in the development of early childhood (Mash burn et. al.,
2009). The need to communicate and convey their thoughts and ideas is also important to young children.
Through the fulfillment of these small yet simple interactions, they can feel that they are also important
and that their existence has a positive influence on others (Granholm, et.al, 2013).
However, certain problems may arise and negatively affect the development of children when their needs
in this area are not properly addressed. As Campbell (2006) asserted, social and emotional instability may