Child Interaction Research Articles

Mothers, Household Bubbles, and Social Support During the First Wave of the COVID-19 Pandemic

Parents of young children experienced many stressors due to stay-at-home directives in the first wave of the COVID-19 pandemic. Bubbles were implemented by some governments, allowing households to connect with another household while minimizing contagion risk, but little is known about their effectiveness. We explored the social support experiences of Canadian mothers living in Nova Scotia during this first wave, focusing on whether they perceived household bubbles to be helpful in reducing parenting stress. In-depth interviews were completed with 18 mothers (aged 21–49) who had at least one child under the age of 12 during the first shutdown. Interviews focused on how they coped during the initial shutdown period, the immediate time after they paired up with another household, and what was happening for them currently (approximately eight to ten months later). Data were analyzed using qualitative description and content analysis through application of topic, descriptive, and analytical coding; memo writing; and matrix analysis. Deciding who to bubble with typically focused on direct support for parents or having playmates for children. Having a bubble arrangement reduced the pressure of the situation, and perceptions of future emergency backup support also reduced anxiety levels. Support from family members who lived far away, however, was still key for some families. Household bubbles play an important role in reducing stress levels during a pandemic through received and perceived support. As the COVID-19 pandemic evolves, policy directives and support interventions need to enhance social support for parents and peer interactions for young children.

O BRINCAR SOB O ENFOQUE FUNCIONAL E AS CONTRIBUIÇÕES DATEORIA DA MENTE

The present work aims to present the play of play under the functional approach and the possibilities ofdevelopment from the social interaction of children with Autism Spectrum Disorder (ASD) during earlychildhood. The characteristics of TEA and the intervention of play for social development, as well asthe conceptual differences between games, toys and games, and the importance of the mediator in therelation of play are presented. In order to carry out this study, we started with a bibliographical research,with contributions in studies and contributions of authors who defend play as a stimulating resource tofacilitate human development in the social aspect, relating to the influences of the historical and culturalcontext. In this sense, it was possible to perceive the contribution of play under the functional approachand the possibilities of development in the social interaction of children with autism spectrum disorders.

Implicit Theories in Relationship with Social Judgments and Aggression Behaviors. Evidence Starting from Carol Dweck's Theoretical Framework

Implicit theories of personality fall under social-cognitive theories and underlie studies that have examined the perspectives, beliefs, and judgments that people make about certain phenomena or behaviors. Although the theoretical model of implicit beliefs was originally categorized as theories about the self, the authors Dweck and Leggett (1988) extended it, applying it to the fild of social judgments about the characteristics of other people. In the present paper we aim to illustrate children's and adolescents' entity and incremental beliefs about aggression. In accordance with this purpose, we conducted a theoretical foray into implicit theories and their implications in the area of ​​social judgments in an attempt to capture how implicit beliefs about aggression are projected into the social interactions of children and adolescents. We believe that our remarks and findings can be important resources for educational factors in the effort to improve the effectiveness of programs to prevent aggressive behaviors and attitudes in children and youth.

Association of preschool children behavior and emotional problems with the parenting behavior of both parents.

Parental behaviors are key in shaping children's psychological and behavioral development, crucial for early identification and prevention of mental health issues, reducing psychological trauma in childhood. To investigate the relationship between parenting behaviors and behavioral and emotional issues in preschool children. From October 2017 to May 2018, 7 kindergartens in Ma'anshan City were selected to conduct a parent self-filled questionnaire - Health Development Survey of Preschool Children. Children's Strength and Difficulties Questionnaire (Parent Version) was applied to measures the children's behavioral and emotional performance. Parenting behavior was evaluated using the Parental Behavior Inventory. Binomial logistic regression model was used to analyze the association between the detection rate of preschool children's behavior and emotional problems and their parenting behaviors. High level of parental support/participation was negatively correlated with conduct problems, abnormal hyperactivity, abnormal total difficulty scores and abnormal prosocial behavior problems. High level of maternal support/participation was negatively correlated with abnormal emotional symptoms and abnormal peer interaction in children. High level of parental hostility/coercion was positively correlated with abnormal emotional symptoms, abnormal conduct problems, abnormal hyperactivity, abnormal peer interaction, and abnormal total difficulty scores in children (all P < 0.05). Moreover, paternal parenting behaviors had similarly effects on behavior and emotional problems of preschool children compared with maternal parenting behaviors (all P > 0.05), after calculating ratio of odds ratio values. Our study found that parenting behaviors are associated with behavioral and emotional issues in preschool children. Overall, the more supportive or involved the parents are, the fewer behavioral and emotional problems the children experience; conversely, the more hostile or controlling the parents are, the more behavioral and emotional problems the children face. Moreover, the impact of fathers' parenting behaviors on preschool children's behavior and emotions is no less significant than that of mothers' parenting behaviors.

Early childhood educator and director experiences of speech pathology-led professional development: A qualitative study

Background: Quality early childhood interactions, especially quality adult–child interactions, are known to form the foundation of future skills associated with social, academic and communicative development. Speech-language therapists (SLTs) can engage with educators in professional development to improve communication environments for children. Understanding the perspectives of early childhood directors and educators in relation to the feasibility, sustainability and impact of professional development is needed. Aim(s): This study investigated the experiences of early childhood educators and directors who participated in a SLT-led professional development training program. Method: Participants were four directors and six early childhood educators. Directors participated in one focus group; educators participated in individual semi-structured interviews. All participants were female and had between 5 and 38 years of experience. They were interviewed following the completion of an eight-week training program. Verbatim transcripts of the director focus group and educator interviews were thematically analysed using NVivo12. Result(s): Three overarching themes were developed. These were the appropriateness and acceptability of the training, impact and professional engagement with eight subsequent themes also identified. Although participants reported positive experiences participating in the training, several practical and translational challenges were identified. Conclusion: The professional development training implemented by SLTs was influenced by a number of factors that assisted or hindered educator and director experience of the program. The appropriateness, acceptability and feasibility of a professional development (PD) program should carefully consider participants’ learning needs and workplace environments.

Evaluation of Screen Time in Children Under Five Years Old.

Due to the rapid advancement of technology, there has been a noteworthy increase in the diversity and abundance of activities involving children. The most effective methods to enhance and facilitate children's media interactions are to minimize, reduce, use with caution, and establish healthy patterns. We aimed to evaluate media exposure of children below five years of age. This is a prospective, observational, cross-sectional study that was conducted between December 2017 and September 2019 in Eskişehir, Türkiye. To assess the frequency of electronic device usage among children under the age of five, including televisions, laptops, tablets, and mobile phones, as well as its impact on their sleep patterns and physical measurements, and to evaluate families' understanding of the terms "screen time" and "back screen time," we developed a questionnaire. We analyzed a total of 731 questionnaires: 334 (45.7%) were girls, 397 (54.3%) were boys, and the mean age was 33.55±16.37 months. Upon examining the technical equipment accessible to the children in our study, we found that 98.6% possessed a television, 96.9% owned a mobile phone, 54% had a laptop, 49.5% had a tablet, and 34.1% possessed a gaming console. The study revealed the following proportions of electronic devices in children's rooms: 13% televisions, 11.9% tablets, 7.4% laptops, and 7% mobile phones. There has been a substantial increase in the amount of time they spend watching television and playing computer games among children who have at least one sibling. There was a statistically significant disparity between the television viewing periods and the body mass index of children older than two years old. Additionally, we have seen a significant disparity in the presence of media devices in children's bedrooms and the subsequent impact on their sleep duration and patterns throughout both nighttime and daytime. Around 65.8% of parents did not know of the concept of screen time, while 88.4% of parents did not know of the concept of back screen time. Parental compliance with the current guidelines for screen time is insufficient, among parents with children under the age of five, even though exposure to screens begins in the first months of life. Our analysis highlighted the necessity for parents to establish and enforce a unified and logical media usage policy for all children residing in the household. It is crucial to allocate sufficient time during the routine healthcare visit to discuss these recommendations.

Mother–child similarity during observed interactions: Links with mother and child effortful control

AbstractObjectiveWe examined whether mothers' and child's regulatory capacity, measured by effortful control (EC) and its facets, is associated with variance in mother–child within‐dyad similarity in multiple aspects of positive emotions and behaviors during their interaction.BackgroundBoth parents' and children's self‐regulation capacities may help them to modulate their behaviors and emotions to be mutually responsive to and harmonious with their interaction partner.MethodsParticipants were children of 3‐ to‐7‐year‐olds and their mothers (n = 147). Mothers completed a set of questionnaires regarding themselves, their child, and demographics, and mother–child interactions were observed during three cooperative tasks. We estimated mother–child within‐dyad similarity during their brief interaction using the Q‐correlation method.ResultsMothers' general EC was statistically associated with greater mother–child similarity, but children's EC was not. When testing the subscales of EC, greater mother–child similarity was associated with mother's higher attentional control, child's better attention focusing, child's lower levels of low intensity pleasure, and older child age.ConclusionMother's higher attentional control and child's better attention focusing are associated with greater mother and child within‐dyad similarity during their interactions.ImplicationsThis study highlights the importance of considering child and mother self‐regulation for intervention efforts to better understand how dyads match and co‐modulate their behaviors and emotions during their interactions.

Care-giver child interactions and early cognitive development in West and Central Africa

ABSTRACT This paper studies the association between caregiver–child interactions and early childhood development in literacy and numeracy in West and Central Africa. Data comes from Multiple Cluster Indicator Surveys (MICS) conducted in Central African Republic, Chad, Democratic Republic of the Congo, Gambia, Ghana, Guinea-Bissau, Sierra Leone, and Togo between 2017 and 2020. A multilevel logistic regression is used to estimate the likelihood of being developmentally on track for 35,752 children aged 3–4 years. The results indicate that cognitively stimulating interactions with caregivers such as reading and telling stories are correlated with a higher likelihood of being developmentally on track. Interactions with mothers are associated with significantly higher odds of being developmentally on track but not interactions with fathers.

Intimate Partner Violence And Its Profound Effects On Maternal Well-Being And Mother-Child Interaction Within The Hazara Community

Intimate Partner Violence (IPV) is a widespread social issue that has significant effects on women's health and wellbeing around the globe. This study examines the complex dynamics of intimate partner violence (IPV) in Pakistan and its effect on maternity and mother-child interaction. Utilizing a wide range of variables, including cultural influences, demographics, and the complex effects of intimate partner violence. Quantitative research study explores the intricate connections between intimate partner violence, maternity, and mother child interaction. The methodological approach involves data collection from various institutes of Quetta. A sample of 170 participants was selected through convenience sampling. Utilizing self-report questionnaire, demographic characteristics, the revised conflict Tactics Scale (RCTS), and the Postpartum Bonding Questionnaire (PBQ) are employed for analysis. Statistical analysis reveals significant correlation between PBQ and negotiation, physical assault, injury, Sexual Coercion and RCTS, which indicate problems bonding in intimate relationships, are linked to an increase in bargaining, physical assault, sexual coercion, injury, and overall relationship conflict. This association shows a possible link between decreased partner bonding and increased levels of conflict within partnerships. The RCTS shows a significant positive correlation between physical assault, sexual coercion, and injury, suggesting that higher levels of these issues may lead to higher levels of relationship conflict.

Analysis of Social Interaction of Deaf Children in Special Schools

&#x0D; &#x0D; &#x0D; &#x0D; Deaf is a term used to describe the symptoms and symptoms of someone who is hearing impaired or deaf. Deaf children interact through a variety of methods, including sign language, facial expressions, and body, as well as the use of hearing aid technology. They can also utilize visual communication approaches, peer support, and participation in group activities to strengthen social skills. Social interaction is a dynamic in which individuals or groups communicate, act, or influence each other in a particular environment or situation. Social interaction involves the exchange of information, emotions, ideas, or behaviors between individuals or groups. This research makes a valuable contribution to improving our understanding of the benefits of social interaction for deaf children in Special Schools, opening up opportunities for the development of more inclusive educational strategies and supporting their holistic development. This study aimed to analyze social interactions between deaf children. An observational approach and interview, this study explores the dynamics of communication, information exchange, and emotional understanding in interactions between both groups of children. Qualitative analysis methods are used to identify unique communication patterns and understand the challenges faced by deaf children in communicating. The subjects in this study were interviewing homeroom teachers and counseling teachers at the school, the number of subjects to be studied were children with deafness. The results highlight adaptation efforts and communication strategies developed by deaf children to interact. The results of these findings can provide valuable insights for educators, parents, and health practitioners in supporting the development of social skills of deaf children so that they can engage more effectively in society.&#x0D; &#x0D; &#x0D; &#x0D;

Nursing and women's mental health in coping with postpartum depression

Depression is the third leading cause of morbidity in the world, and could reach first place by 2030. Women have twice the risk of developing depression than men. Postpartum depression (PPD) is considered a public health problem, due to the influence of mother and baby, hindering healthy interaction between mother and newborn. The general objective of this literature review was to analyze the role of nursing professionals in coping with PPD. The methodology used was an integrative bibliographic review, carried out in the LILACS, BVS, SCIELO and PUBMED databases of works published in the last nine years. The descriptors that guided the research were: postpartum depression; nursing care; humanized assistance; as well as its English developers. 12 articles were found using the described method The articles showed that the main complications for mother and baby are: difficulty in self-control, in the child's interaction with society due to the form of the dyad relationship, which may develop nutritional problems, in the quality of the baby's sleep, in brain activity, in self-esteem, motor skills, language, as well as breastfeeding and has a greater chance of developing depression and anxiety in adult life. It is concluded that it is essential that nurses are able to identify the signs and symptoms of PPD early and thus provide quality care to women who have recently given birth, which always changes the quality of life of the mother and baby.

Gender Differences in Early Child Development: Evidence from Large-Scale Studies of Very Young Children in Nine Countries

Some evidence suggests that there are significant gender gaps in early child development in low- and middle-income countries, with girls generally outperforming boys. However, few studies have tested for the existence of such gaps at a large scale. Our objective is to examine gender disparities in early child development in Brazil, Chile, Colombia, India, Indonesia, Nicaragua, Peru, Senegal, and Uruguay, with 26,055 children aged 7 to 48 months. We estimate gaps using cross-sectional studies with language, socioemotional, and motor skills development assessments. Consistent with small-sample findings, the data shows girls consistently outperformed boys on language tests (0.14 standard deviations) and socioemotional development (0.17 standard deviations), with differences consistent across all nine countries. There were no systematic differences by gender for motor development. We explored how family characteristics, health investments, or parent–child interactions influenced the gap. We did not find evidence that variation on these characteristics across children explained the gap. Our findings suggest that gender gaps in language and socioemotional development emerge very early in life.

Color-evasiveness and white normativity: Examples set by parents in parent-child interactions in the Netherlands.

Parents can set examples of social norms about ethnic diversity and interethnic relations in interaction with their children. The present study examined whether and how parents set norms of color-evasiveness and White normativity when playing a social categorization game with their children. In a sample of 141 White Dutch, 73 Turkish-Dutch, and 56 Black Dutch mothers of a 6- to 10-year-old child, behaviors reflecting color-evasiveness (avoiding skin color questions, asking about skin color late in the game, taking relatively long to formulate skin color questions) and White normativity (bias in ethnic-racial focus used) were observed. Two subsamples (mothers approximately 2 years later and fathers) were used to try to replicate results. Color-evasiveness was most frequent among White Dutch mothers and during the version of the game including pictures of South West Asian/North African and Black adults, but did not depend on the ethnic-racial background of the researchers. All mothers who asked about skin color displayed patterns of ethnic-racial focus that reflect White normativity, by focusing on dark rather than light skin colors. This bias was irrespective of their own ethnic-racial background, ethnic-racial background of the researchers, and the version of the game. Patterns of color-evasiveness and White normativity were largely replicated in both subsamples. These results suggest that children might already learn societal norms that conflict with anti-racism in very basic parent-child interactions situations. Future research is needed to investigate how to foster more inclusive social norms such as color consciousness in the next generation and their parents. (PsycInfo Database Record (c) 2024 APA, all rights reserved).

Supplemental Material for Color-Evasiveness and White Normativity: Examples Set by Parents in Parent–Child Interactions in the Netherlands

Supplemental Material for Color-Evasiveness and White Normativity: Examples Set by Parents in Parent–Child Interactions in the Netherlands

Shyness, social engagement, and conversational response times in children's dyadic interactions with an unfamiliar peer

AbstractTo be a desirable social partner and develop healthy relationships with peers, a child must be able to engage with peers across a variety of contexts. Understanding the factors supporting high levels of social engagement with peers is thereby essential, requiring the development of nuanced and ecologically valid indices of social engagement. Building on recent adult work, the current study explores conversational response time as a novel index of children's social engagement with peers in a dyadic context. This study further explores relationship between conversational response time and children's shyness. Fifty‐six 9‐ to 11‐year‐old children interacted with an unfamiliar peer in an unstructured setting and completed a self‐report measure of shyness. Children's behaviour was coded for their conversational RTs and overall social engagement. Faster conversational RTs were significantly related to children's own social engagement and marginally related to their partners' engagement. Moreover, higher shyness in children's partners predicted faster conversational RTs in children themselves. New directions for using conversational RT as an index of children's social engagement and implications for accounts children's social development are discussed.

Analysis of Social Interaction Skills of Children With Special Needs With Intellectual Disabilities in SLBN School Bekasi Regency

This article discusses the ability of children with intellectual disabilitiesto improve social interaction and learning skills for children with intellectual disabilities. Intellectual impairment is a special condition that affects cognitive development in children. This article uses qualitative methods, data collection in this study is carried out by observation, interviews with teachers and documentation and assisted by scientific papers, books, references, and others whose purpose is to analyze the social interaction ability of children with special needs with intellectual disabilities in the school environment. The results in this study show that children with intellectual disabilities face challenges in developing their social interaction skills in the school environment. Factors such as difficulty interacting socially with their peers, lack of self-confidence in children, and always withdrawing from their peers. However, the teacher's efforts or strategies in dealing with children with intellectual disabilities are an inclusive approach in classroom management and teachers provide understanding to their friends to approach and join children so that they can play together and get treatment from the teacher.

Latinx Grandparents' Child Feeding Practices and Interaction with Parents.

Despite Latinx grandparents' substantial involvement in child rearing, there is limited understanding of their child feeding practices. A survey examined 80 Latinx mothers' perception of Latinx grandparents' feeding practices and interaction with parents. Results showed grandparents engaged in positive feeding somewhat frequently and negative feeding somewhat infrequently. Mother-grandparent disagreement and grandparent-parent(s) communication on child feeding occurred at a moderate level of frequency. Mother-grandparent disagreement was associated with higher frequency of grandparents' negative feeding, while grandparent-parent(s) communication was associated with higher frequency of positive feeding by grandparents. Finally, grandparents' behaviors and practices varied depending on characteristics of grandparents, mothers, and children.

Social and Emotional Interaction of Autistic Children in SLB

Autism is a symptom that occurs in childhood, which describes loneliness, difficulty speaking, carrying out activities directly and exclusively, sportsmanship, and memorizing things without thinking. Autism is an abnormal change in the human nervous system, mainly caused by genetic factors. This research uses qualitative methodology and a case study strategy. The research subjects are autistic children at the Wijaya Kusumah State SLB in Bekasi, West Java. Research data was taken through observation, interviews and documentation. Based on the results of interviews and observations, the information received can be seen. Autism Teacher at SLB Wijaya Kusumah regarding the social and emotional interactions of children at SLB, that children with autism have difficulty speaking. When children with autism borrow things from their peers, they will immediately hit them and throw a tantrum if they don't give them because the child with autism has difficulty speaking and experiences disorders in the nervous brain system. Internal factors that cause barriers to socio-emotional interactions in autistic children are nerve damage and difficulty speaking. External factors that can influence barriers. Family factors, nutritional factors, culture, playmates and school friends play a role in the social-emotional interactions of autistic children. Poor nutritional factors can also cause disturbances in brain development, including the development of social interactions. A culture that does not support autistic children can also hinder the development of their social interactions.

Взаимодействие детей с цифровыми устройствами: обзор исследований и рекомендаций

&lt;p style="text-align: justify;"&gt;The article presents an overview of current research and recommendations on the organization of children's interaction with digital devices. The problems associated with the role of parents as intermediaries between children and digital devices have led to a number of studies of parental strategies and, resulting from them, studies of the regulation of screen time, issues of digital education, the impact on children's behavior in the process of interacting with digital content. The main results of these studies are the basis for the recommendations of national organizations responsible for the health and development of children. The presented recommendations emphasize the limited potential of digital technologies for the development of young children (up to two years old) and the danger of redistributing children's free time in favor of interacting with gadgets compared to other activities, the importance of parents as intermediaries in the use of technology by children and the need to develop family rules for the use of digital devices. Based on the data obtained, it is concluded that due to the intensive development of digital technologies and the rapidly changing situation of children's access to them, today, first of all, there is a process of accumulation of empirical data and identification of the most effective forms and ways of organizing the interaction of children of early and preschool age with digital devices.&lt;/p&gt;

Validation and psychometric testing of the Chinese version of the prenatal body image questionnaire

BackgroundThe body image during pregnancy potentially affects both short- and long-term maternal and child health outcomes, including pregnancy mood, postpartum weight recovery, and the quality of mother–child interactions. However, research on the impact of body changes during pregnancy in the Chinese population is scarce. A comprehensive, practical, and reliable tool for assessing pregnant women is needed to detect, intervene in, and implement the reduction of physical dissatisfaction risk. This study translated the Prenatal Body Image Questionnaire (PBIQ) into the Chinese version (PBIQ-C) to assess the body image of pregnant women and evaluated its reliability and validity.MethodsAn improved Brislin translation model was used for the translation. A panel of experts determined the content validity. A convenience sample of 429 pregnant women was chosen from three third-class hospitals in different regions of Fujian Province, China. Factor analysis, Pearson’s correlation, retest reliability, and Cronbach’s alpha were employed to evaluate structural validity and reliability.ResultsThe final PBIQ-C had five dimensions with 21 items. Exploratory factor analysis obtained a five-factor solution, which accounted for a total of 60.34%. Confirmatory factor analysis showed that the model fit of the five-factor model also reached a satisfactory model fit after modifying: The Comparative Fit Index was 0.93, and the Tucker-Lewis Index was 0.92; the Root Mean Square Error of Approximation was 0.079. The content validity index of the scale ranged from 0.63 ~ 1.00. The Cronbach’s alpha coefficient was 0.95 for the total scale, and the test–retest reliability was 0.80.ConclusionsThe findings indicated that the PBIQ-C is a valid and reliable instrument for assessing women’s body image during pregnancy, which helps in the early identification of body dissatisfaction during pregnancy and enables the early prevention of postpartum depression.