Sex-Based Parent Attributions for Child Behaviour.

This was to investigate the relationship of children's behaviour during dental treatment to parental dental attitudes and perceptions in a definitive population of Greek children in Athens. 88 children aged 3-11 years and their parents, attending the Community Dental Centre for Children in Athens, participated. A questionnaire including demographic information, questions regarding parents' dental experience and anxiety (M-DAS test), as well as questions regarding expectant behaviour of each child and his/her dental anxiety level (parental version of the CFSS -Dental Subscale), was completed by the parents during the first examination appointment. During the two following operative sessions each child's behaviour was recorded and evaluated using the Frankl Scale. Collected data were statistically analyzed using a SPSS statistical program. No significant difference was found between a child's actual behaviour and gender, nationality, frequency of parent's dental visits, parental dental fear (M-DAS) and previous medical experience of the child (p>0.001). In contrast, age (p=0.005), previous child's dental fear (p=0.081), previous child's dental behaviour (p<0.0001), predicted by the parent behaviour (p<0.0001) and parental version of CFSS-DS (p<0.001), revealed statistically significant associations to child's behaviour during treatment. According to the present study in Greek children, children's behaviour during dental treatment is related to age, previous dental fear and experience and behaviour prediction by the parents. Parents' estimations regarding their children's fear and behaviour could be a useful predictor of child's level of cooperation during dental treatment.

The current study examined the relations between children's literacy interest and parent and child characteristics (i.e. parents' education level and child's gender), parental expectations of their child's school attainment and achievement and the child's positive and problem behaviours. Participants were 61 preschoolers from predominately low‐income families enrolled in local preschool programmes. Parents completed questionnaires reporting demographic characteristics, parents' expectations and their child's literacy interest. Preschool teachers reported on children's behaviours in the classroom using standard behaviour‐rating scales. Child gender was marginally related to child literacy interest, but parent education was not significantly correlated with interest. Parents' expectation of their child's school achievement was significantly correlated with child literacy interest, but parental expectations about attainment were not. Overall, teachers' reports of children's positive and problem behaviours were correlated with child literacy interest in the expected direction. Interpretation and implications of the findings and future directions for research are discussed.

The negative effect of adverse childhood experiences (ACEs) on physical and mental health has led to calls for routine screening for ACEs in primary care settings. We aimed to examine the association between maternal ACEs and children's behaviour problems (externalizing and internalizing) at age 5 in the context of other known predictors. We analyzed data from mother-and-child dyads participating in the All Our Families cohort in Calgary, Canada, between 2011 and 2017. Data were collected for factors related to the individual child (sex, age, temperament and behaviour), the mother (adverse childhood experiences, mental health, personality and parenting) and sociodemographic characteristics (family income, ethnicity and family structure) when the children were 3 and 5 years of age. We used logistic regression models to estimate crude and adjusted associations between maternal ACEs and children's externalizing (hyperactivity and aggression) and internalizing (anxiety, depression and somatization) behaviours. Data were available for 1688 mother-and-child dyads. In the crude models, the presence of 4 or more maternal ACEs was associated with children's externalizing and internalizing behaviours at age 5. However, these associations were attenuated with adjustment. Persistent maternal mental health symptoms were associated with both externalizing and internalizing behaviours at age 5 (adjusted odds ratio [OR] 4.20, 95% confidence interval [CI] 2.50-7.05, and adjusted OR 2.52, 95% CI 1.66-3.81, respectively). High levels of ineffective parenting behaviours were also associated with both externalizing and internalizing behaviours at age 5 (adjusted OR 6.27, 95% CI 4.30-9.14, and adjusted OR 1.43, 95% CI 1.03-1.99, respectively). The association between maternal ACEs and children's behaviour at age 5 was weakened in the presence of other maternal and family-level factors. Assessments of maternal mental health and parenting behaviours may be better targets for identifying children at risk of behavioural problems.

Preschool-aged children spend substantial amounts of time engaged in screen-based activities. As parents have considerable control over their child's health behaviours during the younger years, it is important to understand those influences that guide parents' decisions about their child's screen time behaviours. A prospective design with two waves of data collection, 1 week apart, was adopted. Parents (n = 207) completed a Theory of Planned Behaviour (TPB)-based questionnaire, with the addition of parental role construction (i.e., parents' expectations and beliefs of responsibility for their child's behaviour) and past behaviour. A number of underlying beliefs identified in a prior pilot study were also assessed. The model explained 77% (with past behaviour accounting for 5%) of the variance in intention and 50% (with past behaviour accounting for 3%) of the variance in parental decisions to limit child screen time. Attitude, subjective norms, perceived behavioural control, parental role construction, and past behaviour predicted intentions, and intentions and past behaviour predicted follow-up behaviour. Underlying screen time beliefs (e.g., increased parental distress, pressure from friends, inconvenience) were also identified as guiding parents' decisions. Results support the TPB and highlight the importance of beliefs for understanding parental decisions for children's screen time behaviours, as well as the addition of parental role construction. This formative research provides necessary depth of understanding of sedentary lifestyle behaviours in young children which can be adopted in future interventions to test the efficacy of the TPB mechanisms in changing parental behaviour for their child's health. What is already known on this subject? Identifying determinants of child screen time behaviour is vital to the health of young people. Social-cognitive and parental role constructions are key influences of parental decision-making. Little is known about the processes guiding parents' decisions to limit their child's screen time. What does this study add? Parental role construction and TPB social-cognitive factors influence parental decisions. The beliefs of parents for their child's behaviour were identified. A range of beliefs guide parents' decisions for their child's screen time viewing.

The presence of parents during the dental appointment can affect the child's behaviour and, consequently, the success of the treatment. This systematic review aimed to evaluate whether parents' presence in the operatory room influences children's behaviour, anxiety and fear during dental treatment. EMBASE, Cochrane Library, LILACS, PubMed, PsycINFO, Scopus, Web of Science, Google Scholar, OpenGrey and ProQuest Dissertations and Theses Databases were searched. Randomized and non-randomized clinical trials in which some measure assessing children's behaviour and/or anxiety and fear during dental treatment with the presence and absence of parents were included. Two reviewers assessed studies for selection, extracted data, evaluated bias (Joanna Briggs Institute) and graded the certainty of evidence (Grading of Recommendations, Assessment, Development and Evaluation). Random-effects meta-analyses using mean difference (MD) and narrative synthesis were performed. A total of 2846 papers were identified, and after a 2-phase selection, sixteen studies were included (five in meta-analyses). There was no difference in children's behaviour in the presence or absence of parents (P=.23, P=.40, P=.60 and P=.89, respectively). The presence or absence of parents did not influence children's anxiety (P=.94 and P=.97) or fear (DM: -0.08; CI:-0.34-0.19, P=.24). All included studies presented a high risk of bias, and the certainty of evidence was considered to be very low. It is concluded that parents' presence in the operation room does not influence children's (up to 12 years old) behaviour, anxiety and fear during dental treatment with very low certainty of evidence. Methodological limitations of included studies, however, suggest that better designed trials are needed to adequately understand this issue.

There has been increasing awareness of the need for research and theory to take into account the intersection of individual characteristics and environmental contexts when examining predictors of child outcomes. The present longitudinal, multi-informant study examined the cumulative and interacting contributions of child characteristics (language skills, inattention/hyperactivity, and aggression) and preschool and family contextual factors in predicting kindergarten social skills in 389 low-income preschool children. Child characteristics and classroom factors, but not family factors, predicted teacher-rated kindergarten social skills, while child characteristics alone predicted change in teacher-rated social skills from preschool to kindergarten. Child characteristics and family factors, but not classroom factors, predicted parent-rated kindergarten social skills. Family factors alone predicted change in parent-rated social skills from preschool to kindergarten. Individual child characteristics did not interact with family or classroom factors in predicting parent- or teacher-rated social skills, and support was therefore found for an incremental, rather than an interactive, predictive model of social skills. The findings underscore the importance of assessing outcomes in more than one context, and of considering the impact of both individual and environmental contextual factors on children’s developing social skills when designing targeted intervention programs to prepare children for kindergarten.

Recent research on child care is reviewed with respect to the effects of (a) licensing/regulation and (b) teacher education on the provision of high quality care for young children and developmental outcomes. A model is proposed indicating direct and indirect links between licensing and regulation, teacher education, the quality of child care and child development outcomes. Discussion focusses on critical differences in American and Canadian demographics and attitudes (i.e., cultural, social, linguistic, economic, political) and how this influences interpretation of research findings. Using the characteristics of the Canadian context as a guiding framework, recommendations are made for national standards for (a) licensing and regulation of child care and, (b) teacher education.Recent child care research is reviewed with respect to the effects of (a) licensing/regulation and (b) teacher education on the quality of care provided for young children and child development outcomes. A model is presented indicating direct and indirect links between licensing and regulation, teacher training, the quality of child care and child development outcomes. Much of the current child care research emanates from the United States, however, given differences in demographics and attitudes (i.e., cultural, social, linguistic, economic, political), Canadian-based research is advocated as the basis for child care policy. Finally, policy recommendations are advanced for national standards for (a) licensing and regulation of child care, and (b) teacher education.The child care literature has expanded greatly since the 1970's and is characterized by thematic waves (Clarke-Stewart, 1989; Pence, 1989; Scarr, Phillips, & McCartney, 1989). Early studies focussed on whether group child care compared to maternal care was detrimental to children's development. Subsequently, researchers examined how differences in quality of group care were related to differential child outcomes. More recently, investigators have considered how family variables, child care quality, and individual child characteristics (e.g., personality) interact to affect children's development. Recently, Silverstein (1991) argued that since the majority of mothers are now employed (see Hoffman, 1989 for a review), the focus of research should shift from the negative effects of maternal employment and day care to the effects of not providing high quality, affordable child care. By necessity, the present literature review is not exhaustive, but will highlight recent research patterns concerning children younger than age six who attend day care centers. Readers interested in the current literature on school-aged child care are directed to Seligson (1986), Vandell and Corasaniti (1988), Vandell and Ramanan (1991), and Jacobs, White, Baillargeon, and Betsalel-Presser (in press).A MODEL OF CHILD CAREIn the following sections, we argue that the licensing and regulation of child care and the training of teachers has a direct impact on the quality of care, which in turn facilitates child development outcomes. The Canadian context serves as a framework for the discussion of pertinent issues since specific cultural, economic, social, linguistic and political attitudes influence the translation of research findings into policy recommendations. We propose the following model (see Figure 1) as a guide for our arguments. First, licensing/regulation and teacher education factors are of equal and parallel importance and the solid arrow indicates that the former has a direct impact on the latter. The dotted arrow between the two variables indicates an indirect influence, that is, better qualified teachers are more likely advocates of stringent standards than poorly qualified teachers, because they understand the impact of the quality of the environment on children's behaviour and development. Second, as clearly documented, licensing/regulation and teacher education both have a direct impact on the quality of care. …

Children with intellectual disabilities have high rates of behaviour problems. This study explored parents' causal beliefs and attributions for general problematic child behaviour in children with different aetiologies of intellectual disabilities. Ten parents of children with intellectual disabilities participated in interviews about their child's problematic behaviour. Thematic analysis using NVivo revealed that parents viewed their child's problematic behaviour not only as caused by the child's intellectual disabilities but also by other causes unrelated to the intellectual disabilities, as well as by aspects of the social environmental context. Some causes were viewed as stable and uncontrollable and others as unstable and controllable. In addition, parents showed a strong sense of responsibility for child behaviour. Parents of children with intellectual disabilities do not solely interpret their child's problematic behaviour through the intellectual disabilities but incorporate the environment and causes and attributions that are not related to the intellectual disabilities, which may help to promote more effective parenting.

The study aimed to confirm previous findings showing links between household chaos and parenting in addition to examining whether household chaos was predictive of children's behaviour over and above parenting. In addition, we investigated whether household chaos acts as a moderator between parenting and children's behaviour. The sample consisted of 118 working- and middle-class two-parent English families with two children aged 4-8. Parents provided reports of the parent-child relationship, the level of chaos in their home and the children's problematic behaviour. The children also provided reports of parent-child relationships via a puppet interview. The results confirmed the links between household chaos and parenting, and indicated that household chaos is predictive of children's problem behaviour over and above parenting. In addition, in a minority of cases, household chaos played a moderating role between parenting and children's behaviour in that it exacerbated the effect of poorer quality parenting on children's behaviour. Household chaos is able to work in an additive way and predict children's problem behaviour over and above parenting, and is particularly potent when in combination with less positive/more negative parenting.

The gender roles attitude is behaviour towards allocated roles to males and females in a society or culture at a particular time. Teachers significantly influence shaping gender roles and attitudes in students and parents. The study is designed to investigate gender roles and attitudes among high school teachers. The study is focused on the positivist trend of quantitative research, and a cross-sectional survey was applied. The main objective is to examine gender roles and attitudes, both traditional and egalitarian, among teachers from Govt. higher secondary schools in Lahore, Pakistan. A multi-stage stratified random sampling procedure sampled a total of N=304 teachers. A gender roles attitude scale was adopted for data collection on traditional and equalitarian gender roles attitudes. Statistical independent t-tests and frequencies/percentages were applied to investigate the data and were systematically tabulated. The findings showed substantial variances in the attitudes of female and male teachers toward gender roles, as female teachers showed an egalitarian attitude toward gender roles. In contrast, male teachers showed a traditional gender roles attitude. The study recommended that awareness campaigns be organised at the school level, and the media should raise awareness about gender roles and attitudes among people.

Background: Understanding nursing students' attitudes toward gender roles is vital for reducing gender-based discrimination and ensuring equitable and high-quality healthcare delivery. Purpose: This study aimed to assess nursing students' gender role attitudes of nursing students in the South-eastern Anatolia region of Turkey. Methods: This crosssectional and descriptive study was conducted using a convenience sampling method with 3244 nursing students studying at universities in the South-eastern region of Turkey. Data was collected using the Demographic Information Form and the Gender Role Attitudes Scale. Results: It was observed that 61.0% of the nursing students obtained a score of &lt; 95 points on the Gender Role Attitudes Scale. Nursing students' attitudes toward gender roles were traditional. A significant relationship was determined (R=0.456, R2=0.205) between students' socio-demographic variables and their attitudes toward gender roles (F=65.137, p&lt;0.001). Gender role attitudes accounted for 20.5% of the variance in socio-demographic characteristics. Father's education level was the most significant predictor of influencing students' gender role attitudes (p&lt;0.001). Conclusion: Nursing students' gender roles should be considered to prevent gender-based discrimination in healthcare services and to create a more equitable environment in the professional field. Implications for Nursing: Nursing education programs need to be revised to increase awareness of gender equality and roles. Implementing courses or training programs that focus on the impact of gender roles on healthcare can help students gain a better understanding of these roles.

This is the first study to adopt a multilevel approach to assess the impact of the order of dental visits on child's behaviour. The aim was to investigate which factors directly interfere with child's behaviour regardless of the order of sequential dental visits. In this prospective longitudinal study, children aged 7-12years were invited to participate. Child behaviour was assessed using the Frankl Scale during four sequential dental visits. Chi-square test was used to analyse the effect of dental fear on children's non-cooperative behaviour according to the presence of dental fear. Multilevel mixed logistic regression model was used to assess the association between predictor variables and the outcome (child behaviour) during the sequential dental visits. Overall, 111 children participated in this study. Maternal dental anxiety, dental pain and complexity of the treatment were associated with the non-cooperative behaviour in children aged 7-12years. When stratified by dental fear, the complexity of the treatment remained associated with non-cooperative behaviour. The results provide evidence that, even with the familiarization of child with the dental environment, maternal dental anxiety, dental pain in the last month, and the complexity of dental treatment negatively affect the children's behaviour aged 7-12years.

In the article a theoretical and methodological analysis of the problem of thinking in psychological science is given, the age and individual psychological characteristics of preschool children is presented. The accumulated theoretical and practical experience is considered in the following sequence: the classification of children mental development, age ontogenesis of thinking characteristics, individual psychological characteristics of children who have certain possibilities of interaction with different types of thinking. The purpose of the article is to analyze the dynamics of thinking development in preschool age. Research methods - theoretical analysis of domestic and foreign scientific sources, which allowed to identify, summarize and organize the materials on the research problem.&nbsp; The results of the study of age characteristics of preschool children showed that at all stages of development of thinking the key importance is given to its ontogenesis. Many researchers have dealt with the development of children's thinking, but currently the only periodization of the age of mental development of the child does not exist. The most famous classifications of speech ontogenesis are presented by J. Piage and P. Y. Galperin. The age ontogenesis of thinking of a child from the sensorimotor intelligence of a newborn to the stage of operational thinking of a preschooler is considered, which attracts special attention of psychologists, because it is during this period that children must acquire the skills to operate visual images, to represent objects in different spatial positions, to form an internal plan of action of thinking. It is shown that children's intelligence from early childhood to senior preschool age operates on the basis of the principle of consistency and, if necessary, at the same time included in all types and levels of thinking: visual-effective, visual-figurative, visual-schematic and verbal-logical. The phenomenon of "syncretism" is considered the dynamics of thinking development in preschool age is systematized and presented, individual psychological features of children such as curiosity, activity, criticality in the context of thinking are analyzed. Conclusions: the expediency of studying the relationship between the development of visual-effective and visual-imaginative thinking with an impressive (internal) and expressive (external) speech of a child of preschool age. &nbsp

Parental strategies for influencing the diet of their children – A qualitative study from disadvantaged areas

The aim of this study was to investigate whether there is an association between temperament characteristics of preschool children, dental anxiety, and their dental behaviour. A total of 100 children, aged 3-5yr, who were attending their initial dental visit accompanied by a parent, were included in this cross-sectional study. Dental anxiety of children was measured using the Facial Image Scale. The behaviour of children during the initial oral examination and oral prophylaxis was assessed using Frankl's behaviour rating scale. Temperament was assessed using Emotionality, Activity, Shyness Temperament Survey for Children (parental ratings). Statistically significant weak linear positive correlations were seen between the following: the percentage duration of definitely negative behaviour and shyness scores (rs =0.28); anxiety level and emotionality scores (rs =0.28); and anxiety level and shyness scores (rs =0.26). Multinomial logistic regression analysis revealed that children with higher anxiety had higher odds of showing definitely negative behaviour, which decreased with increasing age of the child. Emotionality and shyness temperaments may be weakly associated with dental anxiety, and shyness may be weakly associated with the dental behaviour of the preschool child. Definitely negative dental behaviour is associated with dental anxiety and age of the child.