Children's Career Research Articles

Relationship Between Parent Career Behavior with Career Maturity among Syiah Kuala University Students

Career maturity is one of the developmental tasks that students must fulfill as early adults or late adolescents. Good career maturity will affect the selection of a student career life in the future. One of the factors that influence student career maturity is parent career behavior. Parent career behavior is a parent's behavior or parenting style related to a child's career. This research uses quantitative research methods with a correlation approach. The purpose of this study was to see a relationship between parent career behavior and career maturity in Syiah Kuala University students. Sampling using a nonprobability sampling technique of quota sampling type with a total of 332 research respondents. The results showed that there was a positive relationship between parent career behavior and career maturity in Syiah Kuala University students. The hypothesis test was carried out using the Spearman Correlation technique and obtained a significance value (p)=0.000 (p<0.05) and a correlation coefficient value (r)=0.428. In addition, the results of the study also showed that most respondents were in the category of career maturity and moderate parent career behavior.

The effectiveness of Tier 1 digital interventions for early reading: A meta‐analysis

AbstractReading is a fundamental skill to acquire during children's school career. The present meta‐analysis examined research on the effectiveness of digital technologies to foster early reading skills during Tier‐1 interventions (ie, high‐quality core reading instruction which is intended to promote learning for all children). Unlike previous meta‐analyses, this meta‐analysis investigated the effectiveness in a broad way, taking into account cognitive versus non‐cognitive learning outcomes, near versus far transfer outcomes and immediate versus delayed outcomes. Furthermore, different study characteristics were taken into account including participant characteristics, the targeted reading subskills, duration of intervention, type of technology and the level of integration. A total of 568 effect sizes from 72 studies encompassing 60,890 participants were analysed using a meta‐analytic three‐level model. A Hedges'g effect size of 0.37 was obtained, suggesting that using digital technologies generally have a positive, albeit small, effect compared to traditional teaching methods. Moderator analyses indicated that this effect was robust to cognitive and non‐cognitive outcomes, near and far transfer outcomes, and immediate and delayed outcomes, but differed by participants' age and study quality. Recommendations are formulated to push forward research on how digital interventions can be effectively implemented in the classroom. Practitioner notesWhat is already known about this topic Digital technologies can foster (early) reading skills. Meta‐analyses to date focus only on the effect of digital reading interventions in terms of cognitive outcomes. Unclear how different factors moderate the effectiveness of digital reading interventions (eg, type of technology, trained content, level of integration). What this paper adds Results corroborate previous findings indicating a positive but small effect compared to traditional teaching methods. This study provides some evidence that this effect was robust to cognitive and non‐cognitive outcomes, near and far transfer outcomes, and immediate and delayed outcomes. The effect differed by participants' age and study quality. Game elements, adaptivity and whether the intervention was well integrated made little difference to the effectiveness of the intervention. Implications for practice and/or policy The results confirm that digital reading interventions are effective in fostering cognitive, non‐cognitive and efficiency outcomes. Call for more intervention studies investigating how game characteristics and the level of integration of a digital tool moderate the effectiveness. There is a need for reports of pilot studies investigating the effectiveness of recent digital technologies such as AR and VR.

Mapping the neural mechanisms of creativity by convergent and divergent thinking in school-aged children: A functional near-infrared spectroscopy study

Creativity is essential to children's learning, career development and well-being. Divergent and convergent thinking are the central components of creativity, which is a compound high-order cognitive ability. However, most existing behavioral and neuroimaging studies have only tested the characteristics of a single component of creativity. The neurological mechanism of creativity from the construct of divergent and convergent thinking needs to be explored by a more comprehensive approach.In this functional near-infrared spectroscopy (fNIRS) study, we investigated neural activity in 69 school-aged children while they worked on creative tasks involving divergent and convergent thinking. Their divergent and convergent thinking abilities were evaluated using the Alternate Uses Task (AUT) and Remote Association Task (RAT), respectively.When working with a divergent thinking task, we found that neural activation was higher in the middle frontal gyrus (MFG) than when working with a convergent thinking task. In addition, a significant positive correlation was found between HbO activation in the MFG and performance on the divergent thinking task, while a significant positive correlation was found between HbO activation in the inferior parietal lobule (IPL) and performance on the convergent thinking task.These results suggest different neural mechanisms of the two main components of creativity. Divergent thinking may be modulated more by top-down executive control networks during the idea generation stage. In contrast, convergent thinking may be modulated more by integrating semantic information into coherent representations during the idea selection stage. Our study contributes toward the theoretical integration of the complex structure of creativity. We also provide neural evidence showing that divergent and convergent thinking may be modulated by idea generation and the selection process of creative thinking.

Lichen biomonitoring of seasonal outdoor air quality at schools in an industrial city in Thailand

Poor air quality in school environments causes adverse health effects in children and decreases their academic performance. The main objective of this study was to use lichens as a biomonitoring tool for assessing outdoor air quality at schools in the industrial area of Laem Chabang municipality in Thailand. Thalli of the lichen Parmotrema tinctorum were transplanted from an unpolluted area to nine schools in the industrial area and to a control site. The lichens were exposed for four periods in the dry, hot, early rainy, and late rainy seasons, for 90days each. The concentrations of 14 elements, including As, Cd, Co, Cr, Cu, Fe, Mn, Mo, Ni, Pb, Sb, Ti, V, and Zn, were determined using inductively coupled plasma‒mass spectrometry (ICP‒MS), and 8 physiological parameters were measured. The concentrations of all 14 investigated elements were clearly higher at the schools than at the control site. The contamination factors (CFs) suggested that 9 out of the 14 elements, including As, Cd, Co, Cr, Cu, Mo, Pb, Sb, and Ti, heavily contaminated the school environments, especially Pb, the concentration of which was 3 to 11 times higher than at the control site. The most polluted time was the hot season as evidenced by the investigated elements, and the least polluted time was the late rainy season. The pollution load indices (PLIs) demonstrated that schools in the inner and middle zones clearly had higher pollution loads than the schools in the outer zone during the rainy seasons, while the hot and dry seasons showed similar pollution levels in all zones. The vitality indices (VIs) showed that the lower lichen vitalities at most schools were observed during the dry season and at the schools in the inner and middle zones. Accordingly, the air performance indices (APIs) revealed that poorer air quality at most schools was found during the dry season and at the schools in the inner and middle zones. This study clearly showed that the transplanted lichen P. tinctorum was an effective bioindicator of air quality in school environments. The results illustrated that all studied schools were contaminated by air pollutants; therefore, improving air quality at the schools is crucial and should be an urgent issue for maintaining good health and may benefit children's academic achievements and careers in the long run.

Bimbingan dan Konseling Karir Di PAUD

This research was conducted as an effort to find out the implementation of guidance and counseling, especially in the field of early childhood career guidance and counseling in PAUD. This is based on the importance of implementing career guidance and counseling in early childhood education units, which are intended to direct children so they can achieve their career awareness. The subjects involved in this study were teachers and students of PAUD Al Ihya Tasikmalaya City. The things studied in this study are the implementation of career guidance at PAUD Al Ihya Tasikmalaya City. The focus of the study is described in a number of questions as follows: 1) how is the guidance and counseling process particularly related to careers for early childhood at PAUD Al Ihya Tasikmalaya City?, 2) in the implementation of career counseling guidance for early childhood at PAUD Al Ihya Tasikmalaya City, using what media?; in this study using a qualitative approach in research activities. Data and information collection techniques are carried out through observation, interviews and documentation. Based on the results of qualitative data analysis, it shows that the implementation of career guidance at PAUD Al Ihya Tasikmalaya City can be said to have been carried out, but it needs development so that it can measure the ability of knowledge about careers, in the use of media, the media used is appropriate and according to standards, so the aim is to grow Career awareness in early childhood runs optimally.

The Role of Pedagogy Assistance in Increasing Prospective Student Self-Efficacy in College Preparation

In the concept of lifelong education, there are certain principles that underlie various exercises, activities and engagements that can be considered as a contribution to values education, and these will form the basis for lifelong education programs and activities. Learning in lifelong education is recognized in different forms at each age stage and can contribute to their desire to enhance personal development and creativity as they age. This lifelong education is a contribution to opening up and increasing sophistication in broadening the understanding of certain values for all students, during their study period. Lifelong education seeks to explore ways and means by which students can be encouraged to develop and grow well as individual beings and social agents, throughout their lives. In the process of lifelong learning, parents as individuals can obtain information and knowledge informally during their lives as parents. Parents as two individuals who generally have biological and psychological attachments, and have material responsibility for children's education, have an important role in determining the steps of children's education. For this reason, the knowledge that parents have about education majors and career planning will greatly help children as prospective students in tertiary institutions to consider the best education they will take to achieve the careers that have been planned beforehand. There are several other considerations that support research related to methods of increasing parental knowledge about colleges and careers for children's career planning, namely a great opportunity for parents to continue learning so they can direct and plan their children's future careers appropriately and accordingly. This is closely related to the principle of lifelong education. This research will be conducted using a qualitative research approach. This approach is commonly used to view human behavior as having its own meaning and implications. Through this approach, the author wants to see how the influence of knowledge possessed by parents about college and career can help children plan their future career properly and precisely.

Technology Learning in Early Childhood Education, Case Study in Taiwan

The purpose of this research is aimed to find out how technology can have a significant positive impact on the children in Taiwan, which enhances their engagement and learning motivation. This study has principally used the TPACK theoretical framework to give the participants a self-evaluate how their perceptions of their teaching have fared, as well as how their comprehension and understanding connect to the teaching of technology. The present study utilizes questionnaires and interviews to the private schools’ teacher and principal in Taiwan Hsinchu. Since the COVID-19 pandemic, the majority of teachers and students have adapted to and are accustomed to engaging in technology activity, which means that young children are increasingly communicating and interacting through technology, which has now become the new normal. Nevertheless, the majority of kindergarten and primary school teachers, lack official and professional training in technological expertise, according to this case study in Taiwan, notwithstanding the fact that this might have a detrimental effect on children's development and future careers. Main findings were: 1) Technology learning can help the improve students’ self-learning ability and learning motivation, 2) Teacher’s technology knowledge can significantly effect on children’s’ learning outcome; 3) Taiwanese Teacher confronting huge challenge in teaching with technology. Identify what professional ICT training for teachers is necessary. This research has Kindergarten teachers must develop their personal character and cultural connotation in addition to their professional theoretical understanding. Therefore, the teacher's knowledge of information technology must be strengthened in order to provide students with accurate, reliable, and superior information on technology learning.

Young children's career aspirations: Gender differences, STEM ambitions, and expected skill use

AbstractThis study examines young children's career aspirations, gender differences in those aspirations, and children's perceptions of the amount of math and science used in careers. We asked 1634 students in first to third grades what job they wanted in the future and how much they thought they would use math or science in it. Career aspirations were sorted into 27 career categories, of which 12 showed significant gender differences. Notably, boys were more likely to indicate military, manual labor, and math/computer science careers, and girls were more likely to indicate stay at home parent, education, and animal care careers. Students aspiring to science, technology, engineering, and mathematics (STEM) careers thought they would use science, but not math, more than non‐STEM‐aspiring students did. School counseling interventions focused on specific STEM subfields, and education highlighting links between school subjects and careers requirements may benefit students and reduce gender inequality in STEM fields.

A meta-analysis of the relations between parental support and children's career self-efficacy in South Korea and the US

South Korean vocational psychologists have studied the impact of parental support on children's career self-efficacy using theories validated in the US. However, there is little research examining whether theories developed in the US can be applied to South Korean population. As the cultural context is a critical factor that can shape the associations between parental support and children's career self-efficacy, we address this limitation through meta-analytic review. We located 2615 effect sizes from 147 South Korean studies, and 388 effect sizes from 54 US studies. By synthesizing and comparing these results, we found general support for our hypotheses. The relations between parental support and career self-efficacy were significant in both nations, from elementary through post-secondary students. In particular, the relations were stronger in South Korea for high school and post-secondary participants. Next, specific parental support behavior of emotional support and communicational support were found to have particularly strong impacts for South Korean participants. Financial support also showed a strong impact on career self-efficacy for South Korean participants, contrasting with the US participants. Finally, the relations between parental support and career self-efficacy declined across grade levels in both nations. This decline began during post-secondary education for South Korean sample, whereas it began during high school for the US sample. These findings suggest that there are culturally specific details necessary for understanding parental support and career self-efficacy in South Korea.

The capital and the role of the cultural capital in family education and in the human resources development in the Mekong Delta

Family education is an important education and the first socialized environment, which is closely related to the existence and development of human beings. Families not only shoulder the task of personality education and cultural value transmission, but also play an important role in influencing the perception of their children's future education and careers, and developing human resources for the society. Although Vietnamese families in the Mekong Delta share a common cultural pattern, their perception and practices of education vary by social groups. In fact, families with higher cultural, social, and economic capital naturally have an advantage in family education. The article shows that the cultural capital plays an important role in the education of Vietnamese families in the Mekong Delta region, contributing to shape the human values that need to be realized in the process of socialization. Advantages of different types of capital, especially the cultural capital, make the difference in education among families. The power of the cultural capital in the family helps individuals to be oriented and motivated to develop their abilities according to the family’s goal. However, the research also shows individuals’ important role in final educational outcomes. The education results in the Mekong Delta, in addition to being influenced by different types of capital, also show individuals’ imprint and effort in perception and action.

Changing of Parental Communication Mode in Building Children Motivation Career

Change does not always have a negative impact on the living system, there are positive values ??that can always be learned from a change. In social communication, for example, individuals and groups have a stake in making choices about communication methods. This paper specifically describes how changes in parental communication modes in building children's career motivation. In this paper, the method used is a qualitative descriptive method where the technique is a literature study data collection technique, namely looking for relevant literature on online news pages on the internet. Content analysis is used by reading and interpreting data to describe how changes in parental communication modes with children affect children's career motivation. The findings in this paper show that changes in technology-based communication modes in building motivation provide space for children to represent their desires in the career field. In addition, parents in this case also provide positive feedback on children's choices, so as to create healthy relationships that can make children feel accepted and heard within the family and community

THE INFLUENCE OF PARENTS ON STUDENTS’ CHOICE OF CAREER IN THESE PRESENT OCCUPATIONAL CHALLENGES.

Decision-making in choosing a career is a very vital aspect of life, and it determines what the person will be in future. If taken wrongly, it has a great effect on someone’s life which is why one needs to be careful in making a decision that pertains to a career. This career choice-making has become a major problem for students; most of them find it difficult to make the right decision; maybe they are not well guided. There is a need for parents to assist or guide their children when they are still young to enable them to make good decisions on career choices. Parents’ roles in deciding on a career are of great importance to the students, so this aspect should not be overlooked by parents. The study looked at the roles and influence of parents on students’ decisions on a career. One hundred and forty final-year diploma students were taken from Delta state university, Abraka, as the sample. One research question and one hypothesis were stated for the study. The study revealed that parents’ roles influence their children's career choices.

Teacher- and parent-child relationships and children's adjustment behaviors in grade 1: The role of temperament.

This study aimed at investigating the reciprocal longitudinal associations between teacher- and parent-child relationships and children's adjustment behaviors during Grade 1, and the role of the child's temperament in this interplay. The longitudinal study followed Lithuanian children (229 in kindergarten [T0], 337 at the beginning of Grade 1 [T1], 341 at the end of Grade 1 [T2]), their parents, and their Grade 1 teachers (n = 24). The parents and teachers reported on the quality of their relationship with the children during Grade 1. In addition, parents reported on the children's temperament in kindergarten, and the teachers reported on the children's adjustment behaviors during Grade 1. The results showed evocative effects of children's adjustment behaviors at the beginning of Grade 1 on the relationship quality at the end of Grade 1. In particular, prosocial behavior positively predicted teacher-child closeness, and high externalizing problems positively predicted teacher-child and parent-child conflict. In addition, we identified two indirect paths from children's temperamental surgency to closeness with teachers via prosocial behavior and to conflicts with teachers via externalizing problems. The results of the present study suggest that children's characteristics, such as temperament and adjustment behaviors, predict particularly teachers' and, to some extent, parents' perceptions of their relationship quality with the child at the beginning of children's school career. (PsycInfo Database Record (c) 2022 APA, all rights reserved).

MULTILEVEL LATENT PROFILE ANALYSIS OF ESTONIAN SECONDARY SCHOOL STUDENTS' CAREER EXPECTATIONS WITH SCIENCE ACHIEVEMENT AND GENDER AS COVARIATES

Although much research has explored the personal, family, school, and social influences on adolescents' career expectations, little is known about the types of family-related career expectations of students and career expectation contexts in school. Using PISA 2018 test data, a multi-level latent profile analysis was conducted with indicators of parents' occupational status and children's career expectations. This research found that family-related career expectations of Estonian secondary school students can be divided into three types: enterprising, resilient, and disengaged. At the organizational level, contexts for career expectations in schools can be classified as enterprising, enterprising and resilient composite, and disengaged and resilient composite types. The research also found that science achievement and gender predicted latent profile memberships at the individual level. It is proposed that to value the science curriculum and its teaching is to invest in future human resources. It is suggested that families and schools should pay attention to stimulating male students' career aspirations. The career expectation types of secondary school students within and between schools are of great significance to the construction of national human resources, the development of schools, and the research of families. Keywords: career expectation types, multilevel latent profile analysis, PISA 2018 datasets, variations between schools, science achievement

Cooperation between Parents of "demoralized sons" and educational institutions. A symbolic interactionist perspective

The subject of the article is part of a study on the problem of the penitentiary crisis of families. The study of biographical experiences of mothers and fathers of prisoners allowed to trace the trajectory of parenthood in relation to crime and demoralization of the (adult)child. Parents reconstructed the stages of escalating difficulties, described their experiences of time in prison isolation, and most importantly, presented the process of "reaching" the moment of incarceration of their adult sons. One of the elements of these reconstructions is a specific (self)diagnosis made by the parents, concerning the sources of criminal behavior and the dynamics of the accumulation of educational problems resulting in imprisonment. Respondents revealed a variety of remedial strategies aimed at stopping their children's criminal careers. In this paper I focused on one selected area of these interactions, i.e. ways of creating and organizing cooperation between parents and educational institutions. In the main part of the study, I discussed three key directions of activities revealed by parents. The characteristics of these areas allow us to answer the question - what are the characteristics of the interaction between parents and teachers in the situation of the threat of demoralization of a teenager, and what preventive and remedial measures against problematic students are taken by schools from the perspective of parents? I have framed the presented observations within the theoretical and methodological framework of the Symbolic Interactionism perspective.

Psychometric properties of the Childhood Career Development Scale among Iranian elementary school students

Psychometric properties of the Childhood Career Development Scale among Iranian elementary school students

All about … Tackling gender stereotypes

Gender stereotypes are harming our children's health, happiness and career prospects – so what can be done to challenge them? Annette Rawstrone reports

Critical perspectives on childhood career development learning: expanding horizons

Critical perspectives on childhood career development learning: expanding horizons

Challenges for parents of color in children's STEM career aspiration

A wide range of resources have been utilized to promote interest and motivation of students of color in Science, Technology, Engineering, and Math (STEM) professions. Parents have a critical role in supporting their children's career interest and development; however, little literature exists on the unique experiences and challenges faced by parents of color who are involved in their children's career exploration in STEM professions. This phenomenological qualitative study examined the experiences of parents of color regarding their (a) knowledge and beliefs about STEM professions, (b) unique challenges in supporting their children's STEM career interest, and (c) experiences with school counselors in promoting their children's STEM career trajectory. Five resulting themes are discussed, and implications are provided for school counselors.

Early Childhood Education of Children with Special Needs in Malaysia: A Focus on Current Issues, Challenges, and Solutions

This study aims to examine issues, challenges, and solutions concerning the current practices of teachers and operators of early childhood education teachers and operators of both public and private sectors in Malaysia. This research was based on a qualitative method involving a series of interviews, which were carried out at the Department of National Unity and Integration (Jabatan Perpaduan Negara dan Integrasi Nasional, JPNIN), the Department of Social Welfare (Jabatan Kebajikan Masyarakat, JKM), the Community Development Department (Jabatan Kemajuan Masyarakat, KEMAS), and several public and private preschools (for children aged 5-6 years) and childcare centers (for children aged 1 – 4 years). The sample of the study consisted of xxx practitioners, namely teachers, supervisors, operators, trainees, and officers, who were selected from several TASKA and TADIKA centers in Malaysia. In this study, Malaysia’s provisional Early Childhood Career Educator (ECCE) National Quality Framework (NQF) was analyzed, which helped highlight four critical standards relating to leadership, organization and management, children’s experiences, and learning opportunities, which have become a major concern among practitioners. Through the interviews, the researchers were able to record and interpret ECCE teachers’ perceptions of the need for a policy that emphasizes their professional and career development. As revealed in this study, practitioners had to face a host of challenges and issues relating to leadership, organization and management, children’s experiences, and learning opportunities, which could adversely affect their current practices. In tandem, several solutions were identified to help them overcome such problems. In summation, the findings suggest that teaching children with special learning needs can be extremely challenging that entails all concerned to take appropriate measures, with each party having to focus on its role to help provide equal access to education to all children. Surely, through concerted efforts, special needs education in Malaysia can be further improved to help children with learning disabilities to learn as efficacious as their mainstream counterparts.