Contribution Of Children Research Articles

“Saving a picture forever”: Documenting and curating “truthful” images at school

AbstractWith a focus on Parker, a Black second‐grader, this paper explores how photographs taken by children reveal aspects of identity that adults do not always capture or deem important in school spaces. In fact, while Parker was often imaged and positioned in deficit ways, children's photographs expanded static narratives told about Parker. While troubling documentation, the findings highlight the ways children's capacities, strengths, and contributions are overlooked by images reproducing neoliberal logics.

Contribution of Children's Literature in the Formation of Character of Elementary School Children

This study aims to describe the contribution of children's literature in character education and the selection of children's literature according to the developmental stage of elementary school children. This study is a qualitative-descriptive study of the library research type. Data collection techniques are by searching for sources and constructing from books on children's literature and accredited journals, then analyzing critically and in-depth. Based on the results of data analysis, it can be explained that the contribution of children's literature to the emotional aspect is obtained from demonstrations of life as demonstrated by the characters in the story so that children will learn how to manage their emotions so as not to harm themselves and others. In the intellectual aspect, children's literature contains sequencing and plot logic to support children's use of their minds to think, understand and criticize the stories they get. In the aspect of imagination, literature in its stories can attract the child's entire self. With this, the child gains an extraordinary experience that is significantly correlated with creativity and will provoke the growth and development of creativity. In the social aspect, children's literature demonstrates character interactions so that it supports children in maximizing their development in their proximal development zone. In addition, from an educational aspect, children's literature is connected to aspects of exploration and discovery, language, beauty, multicultural insight, and children's reading habits that influence reading habits and literacy culture, which are very necessary in facing the progress of science and technology in this era.

Perinatal Predictors and Mediators of Attachment Patterns in Preschool Children: Exploration of Children's Contributions in Interactions with Mothers.

Insecure and disorganized attachment patterns in children are linked to poor health outcomes over the lifespan. Attachment patterns may be predicted by variables that influence the quality of children's interactions with their primary caregivers/parents (usually mothers) such as prenatal and postnatal exposures and the children's own behaviours in interactions. The purposes of this exploratory study were to examine: (1) prenatal predictors of children's attachment patterns, and (2) postnatal mediators and moderators of associations between prenatal predictors and children's attachment patterns, with adjustment for relevant covariates. Mother-child dyads (n = 214) from the longitudinal Alberta Pregnancy Outcomes and Nutrition (APrON) cohort were studied using valid and reliable measures. Hayes' mediation analysis was employed to determine direct and indirect effects. Mothers' prenatal cortisol levels directly predicted disorganized (versus organized) child attachment in unadjusted models. Children's passivity (in adjusted models) and compulsivity (in unadjusted and adjusted models) in parent-child interactions mediated the pathway between mothers' prenatal cortisol levels and children's disorganized attachment patterns. Serial mediation analyses revealed that mothers' cortisol levels predicted their children's cortisol levels, which predicted children's compulsivity, and, ultimately, disorganized attachment in both unadjusted and adjusted models. No predictors were correlated with children's insecure (versus secure) attachment. This exploratory research suggests that prenatal exposure to mothers' cortisol levels and children's behavioural contributions to parent-child interaction quality should be considered in the genesis of children's attachment patterns, especially disorganization. Interventions focused on parent-child interactions could also focus on addressing children's behavioral contributions.

TIAP: an observational procedure for assessing family relationships: a clinical case from the parenting evaluation context.

TIAP is an observational procedure to assess family functioning detecting simultaneously the role of each participant and the interdependence of relational behaviors. In particular, the procedure requires family members to play according to different interactive configurations (parent1-children; parent2-children, all together, children and parents as separate units) and therefore different microtransitions from one configuration to another. As such, the procedure allows to study how family members coordinate to maintain stability, promote change, and encourage members to explore different interactive configurations within the family system. TIAP has been validated through several studies conducted with different non-clinical groups of families that have highlighted the salient aspects of family functioning, and significant correlations with variables external to the family system, such as children's social-emotional competence in the educational context. This paper focuses on the use of TIAP in the contexts of assessing parental competence. Specifically, the article aims to describe, through the reference to a clinical case, the results emerged from a study conducted with 33 families involved in a parenting assessment process. The study is part of a broader collaborative project between the Child and Adolescent Neuropsychiatry Clinic of the Italian National Health Service in Parma, the University of Parma, and the Bologna Family Therapy Center. TIAP was administered to all the families involved as a complement to other tools routinely used for all cases handled by the professionals of the clinic. The coding system includes different indices. Some analyze the interactive family modes: family coordination (mutual attention and responsiveness), the responses to potentials for change (disregard, absorption, amplification), and intra-familiar exploration. Other indices concern the quality of the interactions: the relational triadic dynamic of microtransition (detaching-entrusting-welcoming-joining) and the consistency/inconsistency of the communication channels. The results highlighted how TIAP makes it possible to identify the specific interactive modalities of the different members and their interdependence and reciprocity, favoring the identification of both family weaknesses and family resources, including the children's contribution. Furthermore, the general data trend showed that TIAP indices detect some important prognostic elements capable of guiding the court's decisions.

Children's social–emotional learning as emotional labor: Recognizing children's contributions

AbstractIn the United States, the dominant contemporary understanding of childhood is one that is cultivated through children's role as dependents, served by adults who are their providers. This framework obscures how children contribute to society through their learning and practice. This paper proposes a reconsideration of children's learning to advance the theoretical conceptualization of emotional labor so that children's contributions can be recognized. To advance an expansion of how adults understand what children's contributions to society are, I frame their social–emotional learning as the practice of emotional labor, not as them simply obtaining the skills of emotional intelligence. In doing so, I advocate for seeing children as more than learners, but also as contributors and producers.

Child and adolescent foraging: New directions in evolutionary research.

Young children and adolescents in subsistence societies forage for a wide range of resources. They often target child-specific foods, they can be very successful foragers, and they share their produce widely within and outside of their nuclear family. At the same time, while foraging, they face risky situations and are exposed to diseases that can influence their immune development. However, children's foraging has largely been explained in light of their future (adult) behavior. Here, we reinterpret findings from human behavioral ecology, evolutionary medicine and cultural evolution to center foraging children's contributions to life history evolution, community resilience and immune development. We highlight the need to foreground immediate alongside delayed benefits and costs of foraging, including inclusive fitness benefits, when discussing children's food production from an evolutionary perspective. We conclude by recommending that researchers carefully consider children's social and ecological context, develop cross-cultural perspectives, and incorporate children's foraging into Indigenous sovereignty discourse.

Barns hållbarhetsfrågor i digitala och fysiska gränssnitt - transduktionskedja som ett didaktiskt verktyg

In this article, we show empirically how preschool childrens’ creative, physical, and digital leaps, provide new perspectives concerning childrens’ engagement in ecology related questions in the domain of Sustainability Education. The metamorphosis of insects is explored by children digitally, embodied and 'hands-on', and the children move through the digital and analogue interfaces. Childrens’ embodied explorations through instant encounters with nature has an obvious place where the digital world and nature become intersected forming a whole. We introduce a transduction chain, a didactic design-theoretic analysis tool, which supports teachers and researchers to get to hold of childrens’ digital and analogue meaning-making sign use. We draw attention to the preschool children's contribution in the area, which is made visible through transduction processes. We do not yet have the answers to the complex questions of sustainability, implying the need of all citizens’ participation and contributions. In anthropocene, it is also important to strengthen agency processes by paying attention to children's own course of actions and proposals. In light of this study, preschool teachers need to provide rich opportunities where children can explore and process what is happening around them.

THE CHILD IN THE FAMILY: A SPATIAL PERSPECTIVE

In the study, the values attributed to the child in the family were examined with explanatory spatial data analysis by using Turkish Statistical Institute 2016 Turkish Family Structure Survey. In this context, the information of 12 regions of Turkey was used. The values attributed to the child in the family were classified as economic, psychological and social. The child's financial contribution to the parents in the future and old age security for the parents were taken as economic values. As psychological values, the reputation of women who have children and the way children bring parents closer to each other were used. Finally, the son's continuation of the lineage and the son's increase in the mother's reputation were taken as social values of child. As a result of the global spatial autocorrelation tests, the economic value of the child's financial contribution to the parents in the future was found statistically significant. When the clustered relations were examined using LISA maps, the value of the child through his financial contribution to the parents in the future was found high in the Eastern Black Sea, Northeastern Anatolia, Middle East Anatolia and Southeastern Anatolia regions.

A Study on the Impact of COVID-19 Pandemic: Gendered Digital Divide and Sustainable Development Goals

The aim of the study is to understand the gendered digital divide gap that has proliferated during this COVID-19 pandemic. The poorest and most disadvantaged children are particularly vulnerable, as they risk missing out on learning and failing to return to school. Girl children from low socioeconomic status endure the most discrimination from society. Reasons such as dropping out of school after puberty or for family reasons, doing household chores, caring for the elderly and siblings, being subjected to various forms of abuse and harassment, being forced into child marriage, and participating in labour activities are all common, but they have increased during this lockdown. Gender disparities and inequalities obstruct progress toward the Sustainable Development Goals (SDGs): despite measured strategies and solutions, progress toward Goal 5 to "achieve gender equality and empower all women and girls" remains restricted. The researcher conducted a review study by collecting around 25 research articles gender inequalities faced by the girl child during this pandemic in rural India. The researched aimed to study the present socioeconomic situation of the girl children in rural areas, to analyze the existing factors associated with the gendered gap digital divide in rural areas, and focus on bridging the gaps in achieving sustainable developmental goals. Based on the findings of the review, the researcher believes that every child's contribution, regardless of gender or background, is critical, and identified specific gaps remaining. As a result, resolving this issue requires a multi-sectoral approach.

Gender differences in emotional reminiscing in a Scandinavian sample.

Emotional reminiscing is a context where children learn culture-specific ways of understanding past emotional experiences through parentally scaffolded conversations, and learn how to connect these disparate experiences into their developing autobiographical memory. The goal of the present investigation was to explore possible gender differences in emotional reminiscing in an egalitarian cultural context (Denmark). Mothers and fathers from families (N = 88) reminisced about a happy and a sad past event with their 4.5-year-old children. Parents' and children's contributions were coded for emotion words, emotion attributions, and explanations. The emotional content did not differ as a function of parent or child gender. However, Danish children talked more about emotions overall with their mothers compared to their fathers. The results are discussed in light of the socio-cultural practices.

Hypotheses in adult-child interactions stimulate children's reasoning and verbalizations

Adult-child interactions can support children's development and are established as predictors of program quality in early childhood settings. However, the linguistic components that constitute positive interactions have not yet been studied in detail. This study investigates the effects of hypotheses proposed by adults on children's responses in a dyadic picture-book viewing situation. In 2 experiments, adults’ use of hypotheses (e.g., “Maybe this is a dwarf's door”) was tested against the use of instructive statements (“This is a dwarf's door”) and in combination with open questions (“What do you think, why is the door so small?”). In Experiment 1, hypotheses differed from instructions only by the modal marker “maybe”. Children's responses to hypotheses were longer and contained more self-generated explanations as compared to responses to instructions. The use of hypotheses also seemed to encourage children to attach more importance to their own explanations. In Experiment 2, combining hypotheses with open-ended why questions elicited longer responses but no more self-generated explanations in children than open-ended questions alone. Results indicate that subtle differences in adults’ utterances can directly influence children's reasoning and children's contributions to dialogues.

Beyond the male breadwinner: Life‐cycle living standards of intact and disrupted English working families, 1260–1850

AbstractThis article provides a novel framework within which to evaluate real household incomes of predominantly rural working families of various sizes and structures in England in the years 1260–1850. We reject ahistorical assumptions about complete reliance on men's wages and male breadwinning, moving closer to reality by including women and children's contributions to family incomes. Our empirical strategy benefits from recent estimates of men's annual earnings, so avoiding the need to gross up day rates using problematic assumptions about days worked, and from new data on women and children's wages and labour inputs. A family life‐cycle approach which accommodates consumption smoothing through saving adds further breadth and realism. Moreover, the analysis embraces two historically common but often overlooked family types alternative to the traditional male‐breadwinner model: one where the husband is missing having died or deserted, and one where the husband is present but unwilling or unable to find work. Our framework suggests living standards varied widely by family structure and dependency ratio. Incorporating detailed demographic data available for 1560 onward suggests that small and intact families enjoyed high and rising living standards after 1700, while large or disrupted families depended on child labour and poor relief until c. 1830. A broader perspective on family structures informs understanding of the chronology and nature of poverty and coping strategies.

Children's outgroup giving in settings of intergroup conflict: The developmental role of ingroup symbol preference.

Understanding when children develop a sense of group boundaries has implications for conflict and its resolution. Integrating social identity development theory and the developmental peace-building model, we investigated whether preferences for ethno-religious ingroup symbols mediate the link from child age to outgroup prosocial giving among 5- to 11-year-old children from both majority and minority backgrounds in three settings of protracted intergroup conflict (N = 713, M = 7.97, SD = 1.52, 52.6% female). Participants represented the conflict rival ethno-religious groups in each setting (Northern Ireland [n = 299]: 48.5% Protestant, 51.5% Catholic; Kosovo [n = 220]: 54.1% Albanian, 45.9% Serbian; Republic of North Macedonia [RNM; n = 194]: 45.9% Macedonian, 54.1% Albanian) and were largely from lower- to middle-class families; 4% of participants from other ethnic backgrounds were excluded from the current analyses. Multiple-group, bias-corrected bootstrapped mediation found that ingroup symbol preference mediated the link from child age to outgroup prosocial giving; that is, older children expressed higher ingroup symbol preference, which was linked with lower outgroup giving. Across Northern Ireland, Kosovo, and the RNM, there was some significant variation in the strength of specific paths; however, there was a significant indirect effect in all three settings. The findings advance cross-cultural understanding of how age relates to ingroup symbol preferences and outgroup prosocial giving across the elementary school years, with implications for children's long-term peace-building contributions in three conflict-affected societies. (PsycInfo Database Record (c) 2021 APA, all rights reserved).

COVID-19 in children and the effect of schools reopening on potential transmission to household members.

AimThe effect of reopening schools on children's contribution to SARS‐CoV‐2 transmission, especially within households, remains controversial. This study describes the clinical presentation of a large ambulatory COVID‐19 paediatric cohort and evaluates the role of children in household transmission prior to and following school reopening.MethodsA retrospective database cohort study was conducted in a large Health Maintenance Organization in Israel. Data of all paediatric, laboratory‐confirmed Coronavirus cases between 28/2/2020 and 20/6/2020 were extracted. All cases were analysed for household contacts and primary cases within each family cluster.ResultsA total of 1,032 cases under 18 years old (median age 12 years) were included. Of these cases, 432 (41.9%) were asymptomatic; 122 (11.8%) cases acquired the infection at school, and 45 of them were part of two school clusters; 846 children had at least one positive household contact, in 498 family clusters, and among them, 293 primary cases were identified. Only 27 (9.2%) primary cases were under 18 years of age and six (2%) were below 10. The proportion of primary cases did not change after the re‐opening of educational facilities.ConclusionChildren, particularly under 10 years of age, are less likely to be the vector for SARS‐CoV‐2 infection within household settings. Opening educational facilities did not change transmission dynamics.

Mothers', Fathers' and Siblings' Housework Time Within Family Households

AbstractObjectiveTo investigate time use of housework for all members of family households, especially focusing on how time allocation varied by siblings' gender composition.BackgroundThree knowledge gaps were addressed: the allocation of housework time between all family members; children's contributions to housework, focusing on the relevance of sibling structure; and the differences in time allocation of housework by parental education within family households. The study contributes to the understanding of the family as the primary socialization environment and the foundations of gender inequality of unpaid work time in the life course and in society.Methods478 four‐person households were sampled from the German Time Use Study from 2001/2002 and 2012/2013. Using information from 3,743 time diaries, absolute and relative time use for total housework on Mondays through Fridays was analyzed according to siblings' gender composition, applying linear regression.ResultsMothers and daughters spent more time on housework in shared family households than fathers and sons. Total housework time was lowest in households with two sons and highest in households with two daughters. Older daughters spent more time on housework than younger daughters, and sons with a sister spent more time on housework than sons with a brother, regardless of the birth order. Parents' education had no impact on the time allocation in this sample.ConclusionChildren's gender plays a role in their interaction with their parents, and both gender identity at the individual level and the dyadic gender compositions of families must be considered when explaining the household allocation of housework.

To Compete or Not Compete: Contributions of Children’s Regulation and Gender to Their Competitive Behaviors

Preschool children naturally display competitive behavioral patterns. The purpose of the current study was to investigate the association between preschool children’s regulation (regulatory and control components) and competitive behaviors (task-oriented and other-referenced). A total of 260 preschool children (47.7% girls) ranging in age from 49 to 72 months (M = 63.83, SD = 6.17) were recruited for the current study. The participating teachers reported on children’s regulation and competitive behaviors. Hierarchical multiple regression analyses that accounted for the nesting structure of the data revealed that children’s regulation and control skills were significantly related to their task-oriented competition. Child gender moderated the association between regulation and task-oriented competition such that being highly regulated contributed to children’s task-oriented competition, specifically for boys. Control skills were negatively associated with children’s other-referenced competition. Implications of the study and future directions are discussed.

Beyond Behavior: Linguistic Evidence of Cultural Variation in Parental Ethnotheories of Children's Prosocial Helping.

This study examined linguistic patterns in mothers’ reports about their toddlers’ involvement in everyday household work, as a way to understand the parental ethnotheories that may guide children’s prosocial helping and development. Mothers from two cultural groups – US Mexican-heritage families with backgrounds in indigenous American communities and middle-class European-American families – were interviewed regarding how their 2- to 3-year-old toddler gets involved in help with everyday household work. The study’s analytic focus was the linguistic form of mothers’ responses to interview questions asking about the child’s efforts to help with a variety of everyday household work tasks. Results showed that mothers responded with linguistic patterns that were indicative of ethnotheoretical assumptions regarding children’s agency and children’s prosocial intentions, with notable contrasts between the two cultural groups. Nearly all US Mexican-heritage mothers reported children’s contributions and participation using linguistic forms that centered children’s agency and prosocial initiative, which corresponds with extensive evidence suggesting the centrality of both children’s autonomy and supportive prosocial expectations in how children’s helpfulness is socialized in this and similar cultural communities. By contrast, middle-class European-American mothers frequently responded to questions about their child’s efforts to help with linguistic forms that “pivoted” to either the mother as the focal agent in the child’s prosocial engagement or to reframing the child’s involvement to emphasize non-help activities. Correspondence between cultural differences in the linguistic findings and existing literature on socialization of children’s prosocial helping is discussed. Also discussed is the analytic approach of the study, uncommon in developmental psychology research, and the significance of the linguistic findings for understanding parental ethnotheories in each community.

The sibling crowd-in effect of time and cash assistance to elderly parents

PurposeThe purpose of the current study is to analyze how the assistance that one's siblings provide to their parents impacts one's own contributions. Siblings' assistance is measured as the total combined number of hours and the total combined cash that one's siblings provide, excluding one's own level of contributions.Design/methodology/approachWe use first differences and instrumental variables approaches to address unobserved heterogeneity and endogeneity of assistance provided to one's parents.FindingsA 10 percent increase in siblings' time and cash assistance is associated with an increase in the individual levels of adult children's time contributions by about 6.72 percent and cash contributions by 7.43 percent.Practical implicationsCrowd-in is meaningful from a policy perspective as it suggests that upstream transfers are unlikely to crowd-out similar transfers from siblings. Private transfers are unlikely to decrease in response to public transfers.Social implicationsPolicy that incentivizes private transfers from one individual may lead to increased levels of transfers from their siblings. Policies such as tax incentives that encourage contributions from adult children are likely to have a magnified effect.Originality/valueOur approach is novel in that we utilize data on full sibling sets using the children of the Health and Retirement Study respondents. This allows the consideration of crowding effects that transfers from siblings have. Other authors perform tests to determine whether or not altruistic transfer motives are present. With altruistic motives, public transfers are expected to crowd-out private transfers. Our approach focuses on crowding behavior regardless of the underlying motives.

Question-response-evaluation sequences in the home interactions of a bilingual child with autism spectrum disorder.

Prior research has described the prevalence and utility of questions in children's language learning environment. However, there has been little empirical investigation of the interaction sequences that ensue following caregiver questions. Understanding these interactions may be especially important for children with autism spectrum disorder (ASD), who may have difficulty engaging in reciprocal interactions. Question-response-evaluation sequences (QRE) are a particular type of interaction sequence launched by questions that have been examined primarily in classroom contexts. Less research has been devoted to understanding how caregivers and children with ASD leverage this interactional format in the context of home interactions. We focus on QRE sequences within interactions between a 5-year-old bilingual child with ASD and his parents. In these sequences, the adult poses known-answer questions, the child responds and the adult evaluates the response. QRE sequences are primarily structured by the questioner (i.e., the parents in our context), and we examine the interactive work done by parents to initiate, maintain and close these sequences. We also examine the child's contributions to these sequences. We applied conversation analysis (CA) to video recordings of home routines, such as play, book-reading and schoolwork. Videos were fully transcribed using CA conventions, and 55 QRE segments were isolated from the data corpus for further analysis. Q-word questions (i.e., where, what, why, when, how questions) were the most prevalent question format, and repetition of the child's response was the most prevalent form of evaluation. We found that QRE sequences were embedded within a variety of action trajectories that extend beyond pedagogical functions. These included repairing a prior utterance, extending collaborative play routines and engaging in topically connected labelling rituals. QRE sequences appeared to strike a balance in terms of the level of constraint they placed on the child's contributions to interactions, and the affordances they provide for participating in and progressing through interactions. This study can help clinicians understand the types of interactions that can be pursued with QRE sequences in their work with children with ASD. The findings may also aid intervention researchers' efforts to leverage caregivers' existing strengths for adapting their interactional overtures to maximize children's engagement. Finally, this study provides an illustration of caregiver-child interactions in a population that is currently under-represented in the literature.

Children and the Modern Farming Movement

In the twenty‐first century, a small percentage of U.S. children have ties to family‐based agriculture. Yet with the rise of the modern farming movement that emphasizes local and family‐based production, new spaces may exist for involving children and youth in farming. This article focuses on the social value of children to family‐based agriculture in the contemporary era. Drawing on a qualitative study of families that farm in the capital region of New York—an epicenter for the modern food movement—we consider why families farm, how they involve children in their farms, and how they understand children's contributions. Interviews with 76 adult members of 50 families show children to be central to families' goals; they often rationalize farming as a lifestyle choice undertaken for the benefit of their children. Families also actively involve their own children—and other people's children—in their farms. By documenting the way families talk about children and farming, we shed light on the logic used to incorporate children into modern productive enterprises. The centrality of children, we argue, helps explain the success of the modern food movement and the persistence of family‐based agriculture despite conditions that make it economically difficult to accomplish.