Children's Positive Attitudes Research Articles

Chinese mothers' profiles of color-conscious socialization and social dominance orientation: Relations to children's racial attitudes.

This study concerns Chinese mothers' color-conscious socialization and social dominance orientation and how these relate to children's racial attitudes. Data were collected from a sample of 155 Chinese children (71 girls) aged 7-11 years and their mothers, from urban regions across China (Shanghai, Jinan, and cities in Jiangsu Province), including observations of mothers' color-conscious practices, self-reported social dominance orientation, and children's attitudes toward light-skinned Chinese, tan-skinned Chinese, and White groups. All children were born in urban areas and from middle-income families. Variable- and person-centered analyses suggested three areas of color-conscious practices, racial appearance, cultural background, and grouping, and revealed heterogeneity in associations between color consciousness and social dominance orientation. Mothers' acknowledgment of shared culture was associated with children's positive attitudes toward their racial ingroup with darker skin tone. This study emphasizes the importance of a nuanced and contextualized understanding of color-conscious socialization. (PsycInfo Database Record (c) 2024 APA, all rights reserved).

Fostering Eco-literacy and Naturalistic Intelligence through Environmentally Based Education in Coastal Preschool

This research aims to analyze environmental-based education to increase environmental literacy and naturalistic intelligence. This research uses a qualitative descriptive method with interviews, observation, and document analysis as data collection techniques. Informants were selected using purposive sampling techniques. The criteria for selecting informants are teachers who have a minimum of five years of teaching experience and the ability to make environment-based learning plans. The sampling results were 15 teachers from five kindergartens in the coastal area. The research results show that Environment-Based Education (EBE) can increase children's eco-literacy and naturalistic intelligence which focuses on four main dimensions, such as knowledge, understanding, skills, values ​​, and attitudes. Increasing children's positive attitudes and behavior towards the environment can increase awareness of coastal environmental preservation. Results also show increased acquisition of practical knowledge, skills, and positive attitudes towards the preservation and sustainability of the coastal environment. The findings of the above studies allow recommendations for understanding the long-term impact of such teaching on environmental literacy in children that requires long-term studies. A more organized learning model that other educational institutions may employ, and includes the creation of unique curricula, including outdoor education programs, and efforts in environmental initiatives. Keywords: eco-literacy, naturalistic intelligence, environmental-based education, coastal ECCE

Tasting to preserve: An educational activity to promote children's positive attitudes towards intraspecific diversity conservation.

On the edge of causing the sixth big mass extinction event, the development of positive attitudes towards the conservation of intraspecific diversity from early ages is essential to overcome the biodiversity crisis we currently face. However, there is no information available on elementary school students' attitudes toward intraspecific diversity conservation nor is there a framework available to perform such analysis. For this study we designed, implemented, and evaluated an educational activity planned for third graders (8 to 13 years old) to explore the intraspecific diversity of vegetables and promote healthy eating habits. Additionally, a framework was developed to evaluate students' attitudes towards intraspecific diversity conservation and applied to semi-structured interviews conducted with students before and after engaging in the educational activity. In this paper we present a reliable framework, developed aligned with the ABC model of attitudes, based on literature, and adapted to elementary school students' responses, to evaluate students' attitudes toward intraspecific diversity. Our results show that, before the educational activity, most students choose a non-biodiverse option, justifying this choice with the affective component of attitudes: mostly emotional factors but also aesthetic and social/cultural factors. After the educational activity, we observed a significant increase in the frequency of students that choose the biodiverse option and that justified it with the cognitive component of attitudes: mainly with biology and health knowledge factors, but also with economic and ethical knowledge factors. Our findings support the positive impact of educational activities that explore vegetable varieties on students' attitudes toward intraspecific diversity conservation. This activity may also be used to foster education for sustainability and address socioscientific issues aligned with diverse sustainable development goals.

Chinese children show racial and skin‐tone salience but little color evasion

AbstractChildren may notice racial differences (i.e., show racial and/or skin‐tone salience), but deliberately avoid mentioning such differences (i.e., color evasion) with increasing age. This contradiction may be due to prevailing egalitarian social norms about race. Color evasion is understudied among children in China. In a sample of 155 Chinese children (71 girls and 84 boys) aged 7–11 years from urban regions of China, we collected measures of children's racial and/or skin‐tone salience and color evasion as well as their attitudes toward light‐skinned East Asian, tan‐skinned East Asian, and White groups. Analyses revealed that racial differences were salient to Chinese children, and that they showed little color evasion. Skin tone was most salient in children's categorization performance. We found a preference hierarchy where light‐skinned East Asian people were favored most, and White people least. Color evasion was negatively related to Chinese children's positive attitudes toward White people. The findings emphasize the importance of social contexts in shaping children's racial attitudes.

Meningkatakan Kreativitas Melalui Pembelajaran Steam pada Anak Usia 5-6 Tahun di TK Negeri Pembina Kota Mojokerto

Early childhood education is a fundamental education for children and influences the development of further education, so it is necessary to introduce 21st century learning, namely STEAM from an early age which will build children's positive attitudes about STEAM because the growth and subsequent development of children is greatly influenced by what is given to them. child in the early days. This classroom action research aims to increase the creativity of children aged 5-6 years at TK Negeri Pembina Kota Mojokerto through STEAM learning so that children have 21st century skills and are used to solving problems actively, critically and creatively. From the results of this classroom action research, it was found that STEAM learning was able to increase children's creativity from the first cycle of 55.83% to 81.38% in the second cycle. Learning that has been implemented in cycle II is said to be successful because there is an increase in children's creativity in the form of being creative in making works and presenting results creatively based on STEAM which has met the indicators of success.

A Problem-Oriented Group Approach to Reduce Children's Fears and Concerns About the Secondary School Transition

To facilitate students’ transition into secondary school, a short, problem-oriented group program was designed that included interpretation retraining, problem solving, and social-skills training. Pre- and post-test data from two groups conducted over the course of 5 weeks were combined for a total of 35 6th-grade students waiting to undergo school transition. There was also a no-intervention control group (n= 19). Results indicate that completion of the program by the intervention group led to a significant decrease on negative interpretations, with greater reductions in feelings of loneliness and increases in children's positive attitudes toward school compared to the control group. In addition, 3 months before moving to secondary school, children in the intervention group reported significantly fewer concerns about school transition compared with the controls. We conclude that the inclusion of problem-based strategies may be beneficial when designing transition groups, which may also lead to a significant reduction in worries and concerns about the transition to secondary school.

What is the impact of e-cigarette adverts on children's perceptions of tobacco smoking? An experimental study

ObjectiveExposure to e-cigarette adverts increases children's positive attitudes towards using them. Given the similarity in appearance between e-cigarettes and tobacco cigarettes, we examined whether exposure to e-cigarette adverts has a...

홀로된 노인의 이성교제경험과 관련변인 - 성별 차이를 중심으로

The purpose of this study is to explore gender differences in elderly's dating experience and related variables. 427 elderly of age 65 or older participated. The results are as follows. 1. 80% of widowed elderly had no dating experience, and far more elderly men than women had dating experience. 2. Attitudes towards dating, of both elderly themselves and their children, had influence on the elderly's dating experience, regardless of gender. This indicates that the elderly's own acceptance and their children's positive attitude are important to the elderly's dating experience. 3. Gender differences were found in influences of living arrangement (whether they lived with their children or not), economical reasons, and personality factors. These variables proved significant only for the elderly men. More elderly men who did not live with their children than the elderly men who did had experienced dating, and economical reasons along with personality factors proved to be obstructive for elderly men's dating life.

Visions for literacy: parents’ aspirations for reading in children with Down syndrome

Although children with Down syndrome (DS) can learn to read, few studies have explored parental perspectives on the reading development of this group of children. This article, written by Leila Ricci and Anna Osipova, from California State University, explores visions and expectations regarding reading held by parents of children with Down syndrome in the US. Parents of 50 children with DS (aged three to 13 years) completed a survey about their children's interest in reading and responded to open‐ended questions inquiring about their views on their children's reading development. A majority of parents in this study described their children's positive attitude toward reading, stated their reading‐related goals for their children, defined their children's relative strengths in reading, and shared strategies used in the home to promote literacy in this population. Parents pay close attention to and have high expectations for their children's reading achievement, and thereby would benefit from partnerships with informed educators willing and capable of teaching reading to children with DS.

Correlates of Walking to School and Implications for Public Policies: Survey Results from Parents of Elementary School Children in Austin, Texas

Walking can be a healthy, sustainable, and equitable mode of transportation, but is not widely used for children's school travel. This study identifies multi-level correlates of walking to/from school and relevant policy implications. We surveyed parents/guardians of 2,695 students from 19 elementary schools in Austin, Texas, which featured diverse sociodemographic and environmental characteristics. Among the personal and social factors, negative correlates were parents' education, car ownership, personal barriers, and school bus availability; positive correlates were parents' and children's positive attitude and regular walking behavior, and supportive peer influences. Of physical environmental factors, the strongest negative correlates were distance and safety concerns, followed by the presence of highways/freeways, convenience stores, office buildings, and bus stops en route. Our findings suggest that society should give high priority to lower socioeconomic status populations and to multi-agency policy interventions that facilitate environmental changes, safety improvements, and educational programs targeting both parents and children.

A Desire to Learn: African American Children's Positive Attitudes toward Learning within School Cultures of Low Expectations

Background Scholars are bringing much-needed attention to the persistent problem of academic underachievement among African American children in the United States, who continue to lag behind White school children in all socioeconomic groups. This is especially true of impoverished African Americans. Although some link these outcomes to poor student attitudes, recent scholarship casts doubt on the prevalence and significance of the role of adversarial attitudes on school outcomes. In addition, most of the extant research of student attitudes among African American students reflects research with middle school and high school students. We know little about the attitudes of elementary-age African American children living in low-income neighborhoods. Focus of Study This qualitative study aims to address this gap in our knowledge by examining whether oppositional attitudes toward learning prevail among African American children attending two low-income urban elementary schools in California. We also examine how what African American children say they want in teachers relates to what we document as good teaching. Research Design This study used a qualitative design that included face-to-face interviews with children, participant observation in the school and after-school labs, and videotape of classroom interactions in after-school sites. We helped establish the after-school sites as pedagogical laboratories designed to examine how less skilled teachers learn to improve their practice and how children learn with an exemplary teacher. Data Analysis We content-analyzed interview data to examine how children defined and described effective and ineffective teaching. We also used content analysis of participant observations to assess school climate and institutional culture. We developed a code manual to content-analyze videotaped lab data to identify characteristics of the after-school lab that supported positive and productive classroom behaviors in the students. Conclusions We conclude that low-come urban children do want to learn, regardless of their actual demonstrated ability levels, and they appear to be resilient in this respect. We found that elementary school-age low-income African American children are aware of strengths and deficiencies in their teachers and can name each explicitly. Even within controlling or negative school environments that reflect a pervasive culture of low expectations, they overwhelmingly expressed a desire for teachers who treated them well, helped them learn, and who were fair and caring toward them. Moreover, given the opportunity to work with a teacher who worked with them in ways consistent with what they looked for in good teachers, the children in our study responded with productive classroom behaviors.

Empathy, group norms and children's ethnic attitudes

Two minimal group studies ( Ns = 150, 123) examined the impact of emotional empathy on the ethnic attitudes of 5 to 12-year old white Anglo-Australian children. Study 1 evaluated the relationship between empathy and attitudes towards a same (Anglo-Australian) versus different ethnicity (Pacific Islander) outgroup. A significant empathy × outgroup ethnicity interaction revealed that empathy was unrelated to the children's liking for the same ethnicity outgroup, but that liking for the different ethnicity outgroup increased as empathy increased. Study 2 examined the influence of empathy on attitudes towards the different ethnicity outgroup when the ingroup had a norm of inclusion versus exclusion. A significant empathy × group norm interaction revealed that empathy was unrelated to liking when the ingroup had a norm of exclusion, but that liking for the different ethnicity outgroup increased when the ingroup had a norm of inclusion. Implications of the findings for promoting children's positive attitudes to ethnic minority groups are discussed.

Preteen Attitudes about Smoking and Parental Factors Associated with Favorable Attitudes

To describe youth smoking-related attitudes and evaluate the effects of parental factors on child adoption of positive attitudes about smoking. This study used baseline and 20-month data from a family-based smoking-prevention study (82.9% completed both surveys). Telephone recruitment from two health maintenance organizations. Children aged 10 to 12 years and one parent of each child (n=418 families) were randomly assigned to a frequent assessment cohort (12.5% of participants). Intervention. Families received a mailed smoking-prevention packet (parent handbook, videotape about youth smoking, comic book, pen, and stickers), outreach telephone counselor calls to the parent, a newsletter, and medical record prompts for providers to deliver smoking-prevention messages to parents and children. Demographics, tobacco status, attitudes about smoking (Teenage Attitudes and Practices Survey), family discussions about tobacco, family cohesiveness (family support and togetherness), parent involvement, parent monitoring, and parenting confidence. Results. One-third of the children endorsed beliefs that they could smoke without becoming addicted, and 8% to 10% endorsed beliefs on the benefits of smoking. Children's positive attitudes about smoking were associated with lower family cohesiveness (p = .01). Parental use of tobacco was the only significant predictor of children's positive attitudes about tobacco at 20 months (p = .03). Children as young as 10 years underestimate addictive properties of smoking, which may place them at risk for future smoking. Parental use of tobacco and family cohesiveness are important factors in the formulation of preteen attitudes about smoking.

Between the secret garden and the hothouse: Children's responses to number focused activities in the nursery

SUMMARY This paper reports on a study of nursery children's responses to number focused activities. Responses were analysed in terms of cognitive, physical, emotional and social aspects in order to gain insights into what engaged children in number learning opportunities. ‘Cognitive-emotional hooks' for number activities were identified, involving cognitive activities with associated emotional responses, for instance predicting was associated with the ‘cognitive thrill’ of problem solving and risk taking. Other responses included an appreciation of incongruity associated with humour, resulting sometimes in children's number jokes. The children's interest in number learning for its own sake underlines a view of children as agents in their own learning, but also challenges the view that number activities have to be integrated in everyday activities in order to be meaningful to young children. Children's responses suggest strategies for planning number activities, including playful teaching approaches to foster children's positive attitudes to mathematical learning.

子どもに対する親の行動に伴うメッセージと競技における子どもの認知・情動的態度との関係 : ジュニアサッカー選手を対象として

The purpose of this study was to examine parental influence on children's cognitive and effective attitude to competitive sports, focusing particularly on parental daily behavior from the viewpoint of the "message from parent to child". The subjects included junior soccer players belonging to a lower branch of the J League and their parents (553 families). All completed questionnaires. The result of the first analysis revealed a structure of the "message" from parents to children composed of "reinforcing self-confidence", "indirect approval", "support", "control", "value", "emotional appreciation" and "oriented result". The next analysis examined the relationship between the "message" and children's cognitive and affective attitude in terms of "intrinsic motivation", "competence", and "fear of significant other". Both the children's perception of the "message" and the parent's self-reported one were evaluated. The most significant findings were : 1) There was no relationship between parent's self-reported "message" and children's attitude, although children's perception was significantly related to children's attitude. 2) Some aspects of the "message" were related to children's positive attitude, and to other other aspects to a negative attitude. However, "emotional appreciation" and "control" were related to a positive and a negative attitude.

Environmental Education in Mexican Schools: The Primary Level

Schools–which play an important role in the formation of young children's positive attitudes toward the environment–can improve their environmental performance by working with all members of the school community. In this article, I discuss schools' relevance in developing environmental awareness in young children. This article also explains that the primary-level national curriculum and the Mexican educational system are working toward an environmental policy. A brief introduction describes some of the most significant educational changes in recent Mexican history, emphasizing the role of textbooks.

Interaction between Children with Developmental Delays and their Mothers during a Book‐sharing Activity

Mothers and their preschool children with developmental delays participated in a storybook activity. Data analysis focused on the relations between maternal and child behaviours in the activity. Several aspects of mothers’ behaviour were related to children's engagement and responsiveness during the task. The more responsive and engaged the child, the more the mother attempted to involve the child in the book activity. Interviews indicated that children's positive attitude towards reading was associated with frequency of reading activity. We conclude that mothers were sensitive to their children's developmental levels and organized the activity in ways appropriate to the child's ability and willingness to participate.

HEALTHY, HAPPY, AND OLD: CHILDREN LEARN ABOUT THE ELDERLY

This study explored the effectiveness of a curriculum in fostering children's positive attitudes toward the elderly and their own aging. The curriculum was developed around three major goals: (1) increasing children's knowledge of the elderly; (2) enabling children to assess their own aging positively; and (3) decreasing negative stereotyping of the physical and behavioral characteristics of the elderly. A total of 108 children in kindergarten through the sixth grade received the curriculum; 107 children in the same grades served as the control and did not participate in the curriculum. The test. Children's Attitudes Toward the Elderly (CATE) (Jantz, Seefeldt, Galper, & Serock, 1976), was administered on a pre‐post paradigm. Multiple regression analyses were computed to assess the effects of the curriculum on posttest responses on the CATE. The results indicated that the curriculum was effective in fostering positive attitudes toward the elderly as measured by the total score, F (1,209) = 5.28, p <.05; in knowledge of older persons, F (1,209) = 5.41, p < .01; and in changing stereotyped thinking about the elderly. The curriculum, however, did not significantly change children's negative attitudes toward their own aging.