Role In Children Research Articles

Understanding Parental Role in Children's Participation in Decision Making during Hospitalisation: An Ethnographic Study in Malaysia.

Despite a growing recognition internationally that children have a right to participate in matters that affect their lives, they are not always involved in decision-making processes concerning their health care. There is a lack of information on how parents influence children's participation in this decision making. This study explored the roles parents assume in processes regarding their children's participation in communication exchanges and decision making in a paediatric oncology unit in Malaysia. This study adopted a focused ethnography design within a constructivist research paradigm. Participant observations and semi-structured interviews were conducted with 21 parents, 21 children and 19 nurses in a paediatric oncology unit in Malaysia. All observation fieldnotes and interview recordings were transcribed verbatim. A focused ethnographic data analysis technique was performed to analyse the data. Three themes emerged regarding parents' roles in the communication and decision-making processes involving their children: i) facilitators of communication; ii) communication brokers and iii) communication buffers. Parents controlled decision-making processes concerning their children, while children preferred and welcomed parents as consultants in the decision-making processes regarding their health care.

The role of children in transmission of SARS-CoV-2 variants of concern within households: an updated systematic review and meta-analysis, as at 30 June 2022.

BackgroundMeta-analyses and single-site studies have established that children are less infectious than adults within a household when positive for ancestral SARS-CoV-2. In addition, children appear less susceptible to infection when exposed to ancestral SARS-CoV-2 within a household. The emergence of SARS-CoV-2 variants of concern (VOC) has been associated with an increased number of paediatric infections worldwide. However, the role of children in the household transmission of VOC, relative to the ancestral virus, remains unclear.AimWe aimed to evaluate children's role in household transmission of SARS-CoV-2 VOC.MethodsWe perform a meta-analysis of the role of children in household transmission of both ancestral SARS-CoV-2 and SARS-CoV-2 VOC.ResultsUnlike with the ancestral virus, children infected with VOC spread SARS-CoV-2 to an equivalent number of household contacts as infected adults and were equally as likely to acquire SARS-CoV-2 VOC from an infected family member. Interestingly, the same was observed when unvaccinated children exposed to VOC were compared with unvaccinated adults exposed to VOC.ConclusionsThese data suggest that the emergence of VOC was associated with a fundamental shift in the epidemiology of SARS-CoV-2. It is unlikely that this is solely the result of age-dependent differences in vaccination during the VOC period and may instead reflect virus evolution over the course of the pandemic.

Role of Children's Magazines in Promoting Children's Literature in Sindh: An Analysis of Selected Magazines from 1947 To 2020

Wordsworth a renowned English romantic poet calls a child a father of man. Children of today are the citizens of tomorrow. Literature plays a pivotal role in shaping human personality and moulding human beings into responsible beings. For shaping thinking, ideology, personality and literary as well as the psychological development of the child, Children's literature plays a very significant role. Though Children's Literature is a much-neglected field, in Sindhi Language this field has remained a very important and popular area of literature. A large number of writers, who are prominent writers of today, had started their careers as children's writers. In promoting children's literature, Children's Magazines play a very important role. The current study which is qualitative in nature discusses the role of some selected children's magazines published in Sindh in the Sindhi language from 1947 to 2020 and presents a conclusion that how these magazines were the befitting platforms of literary development for young writers.

Resilient cultural practices for cognitive development during childhood within learning pathways with support from mediated mutual reciprocal theory.

This paper examines resilient cultural practices, informed by cultural values for cognitive development in socialisation during childhood within the learning pathways model. It argues that the active role of children in their learning is not well captured or explained by theories or even empirical data. Learning pathways as a model in this paper is significant because it orients thinking on the fact that all activities children engage in always have social, psychological, and physical implications for cognitive enrichment. The activities are driven by resilient cultural practices informed by cultural norms, beliefs, and values such as responsible leadership qualities and cultivating socio-emotional and moral balance. With the above reasoning, this paper is underpinned by an empirical study with six specific objectives supported by Mediated Mutual Reciprocity theory. The study used a mixed research design and conveniently selected a sample of 73 parents and teachers whose ages ranged from 25-50 years. A questionnaire and an interview guide were used for data collection. The three-sections questionnaire was constructed to find out information about resilient cultural practices and cognitive development. The items in sections two and three were rated on a 5 points Likert scale based on the occurrence of practices and behaviours. The interview guide was constructed to find out information on the three learning pathways; physical, social and psychological that are relevant to children in African cultures. Data were analysed using frequency and proportions and Multiple Regression Analysis to aggregate scores for given conceptual components. Analysis of qualitative data followed the systematic process of thematic and content analysis. Based on qualitative findings, it was realised that African children are exposed to physical, social, and psychological pathways to learning. Quantitative results showed that 85.5% of respondents are high in their resilient cultural practices whereas 14.5% of them are low in resilient cultural practices. In the same line, 74.4% of respondents' cognitive development is high while a proportion of 25.6% is low. The inferential statistics showed that resilient cultural practices are significantly predictive of cognitive processes, reasoning, skills, and strategies at a 0.000 level of significance. Based on the use of the principles of the Mediated Mutual Reciprocal Theory, the study affirms the importance of children's contributory role in their learning and cognitive development. The link between pathways, resilient cultural practices, and cognitive development highlights the significance of children's involvement in their development through participation.

The Role of Children in the Family Purchase Decision-Making Process About Healthy Versus Unhealthy Food

This study explores how children are involved in the family decision-making process when buying healthy vs unhealthy food, and whether this involvement is influenced by family emotional climate. Participants are 239 parents of 7 to 13 years old children. They completed a set of self-report questionnaire related to healthy and unhealthy foods perception; consumer purchase decision making process; children's influences strategies in food purchase; influence exerted by children in the food purchasing process; family cohesion, flexibility, and communication. The results highlight how the children used influence strategies and became more involved in consumer purchasing decisions when they come to unhealthy food than healthy food. The emotional family climate also modifies both the frequency of use and the level of participation in the consumer purchase decision making process. This study provides insight into the key predictors of the development of certain consumption skills in children and how they use them to influence the family purchase of healthy and unhealthy foods.

The relationship between parental role expectations and sibling jealousy: the mediating effect of first-born children's role cognition.

This study aimed to explore the relationship among parental role expectations, the firstborns' sibling jealousy and their role cognition. A sample of 190 two-family firstborns aged 3-7years old and their parents from China participated in the study by using experimental methods, questionnaires, and interviews. The results showed: (1) Parental role expectations had a significant positive effect on firstborns' role cognition. (2) The dispositional sibling jealousy of the first-born children was positively correlated with their parents' role expectations. (3) Firstborns' role cognition mediated the relation between parental role expectations and episodic sibling jealousy completely. The first-born children were more inclined to perceive themselves as resource contender and experience the episodic sibling jealousy the greater the parental role expectations.

Об игре ребенка и актера: к вопросу о «превращениях» переживания

Background. Many authors note the similarity of children's role play and the actor’s play, however, this similarity is usually limited to external features: the presence of a plot, roles, subject attributes, etc. Upon closer examination, it turns out that these are two completely different activities, significantly different from each other. However, they have one deep common property: they are able to evoke and change feelings. Despite the fact that L. Vygotsky attached great importance to the affect not only in connection with art, but also in connection with play, these issues are not sufficiently investigated in Russian psychology. Objective. To consider the transformation of feeling in a child's play and compare it with the play of an actor. Results. The basis for children's play is emotive, understood as the connection of an event with emotional reactions. The similarity of the current situation with the emotive leads to the appearance and embodiment of the play image. The play image contributes to the transformation of experience: inhibition of spontaneous emotions, splitting of emotional reactions and the appearance of a specific state of playfulness, the emergence of new feelings and joint experiences with other participants of the play. Similar processes occur in society due to stage art. L. Vygotsky believed that the actor’s play has special functions in society: it appears as a response to the mood in society, to the events that people are concerned about. Actor’s play causes viewers to have general emotional reactions, to change and enrich their experience. Conclusion. Actor’s and children’s play are similar not only in common terminology and imaginary situation of action. They have a deep similarity: both these types of play are connected with work on experience, with its transformation. These are extremely important areas of human culture, since the culture of dealing with feelings has a special meaning for a person as a social being. Play is an instrument of emotional regulation for a child, just as art is a social technique of feelings for humanity.

Co-Generating Urban Knowledge with Children in Istanbul: Children as Urban Investigators and Problem Solvers

:Children's participation has been recognized as essential in participatory urban planning towards creating child-focused urban environments. However, it remains a challenge for researchers to address children's role in urban planning, particularly in contexts where a culture of participation is missing from everyday practice. The COVID-19 pandemic posed additional challenges in executing participatory research. In this article, we applied a methodology of online artwork elicitations with ten children from Istanbul. From our co-generated research findings, we argue that children are valuable social agents not only in urban planning but also in the fight against urgent and dramatic challenges facing our planet. Children's participation better informs solutions when children guide knowledge generation.

Lived Experiences of Parents with Child at Risk

Parents play a crucial role in the full development of the child. Parents are the child's first role model that influences them in the basic values, like religious values, and issues related to their future, like educational choices that will tend to prevent them from engaging in illegal activities. This study was conducted to determine the lived experiences of parents with children at risk in Barangay Carangan, Ozamiz City, Misamis Occidental. It is a phenomenological study where the researchers made interview guide questions to gather data on the parents' lived experiences. The study was conducted on randomly selected parents with at-risk children in Barangay Carangan, Ozamiz City. Moreover, seven parents with children at risk were purposely selected to be part of the research study participants. The participants were selected with the criteria where Parents of a Child at Risk/custody of the child in Barangay Carangan, Ozamiz City, have difficulties coping with their child at risk and are willing to participate in the study. Four themes were identified in the study: Emotionally Stressed, Parental Acceptance, Giving a Child at Risk Effective and Positive Discipline, and Proper Parenting Approach. The study's findings show that most parents with children at risk experienced emotional stress, parental acceptance, giving their child at risk effective and positive discipline, and proper parenting approach. However, some Children at Risk tend not to listen to their parent's advice and choose to be with their peers or groups prone to committing illegal acts. Through this, the parents will have ni choice but to accept their children's decisions. Even though their child committed illegal acts, they still gave effective and positive discipline with a proper parenting approach in handling their child at risk. Therefore, it was recommended that Parents with Child At Risk in Barangay Carangan, Ozamiz City, continue to give effective and positive discipline in handling with risky behavior of their children at risk to avoid them and prevent them from committing other illegal acts. Moreover, parents encouraged children to always follow and listen to their parent's advice to avoid and prevent them from committing or engaging in another illegal act because if the child at risk is disciplined and making their current situation as their teacher, it can reduce the burden of emotional stressed of the parents and that will create a healthy environment for them

Discourse genres and children agency in everyday family science engagement

Accumulating evidence underscores the imperative role of family discourse in supporting children's engagement with science and, in turn, children's science learning. However, little research explores children's roles and agency in everyday family discourse in various unstructured settings. This study explores discourse genres , which are routine ways of using language for particular purposes. I examined what discourse genres one family employed to engage with science and how these genres supported or hindered the children's agentic engagement. By analyzing audio recordings obtained over a year of self-ethnography and employing linguistics ethnography methods, I characterized seven discourse genres: (1) scientific exploration; (2) classroom; (3) ask-the-expert; (4) wildlife viewing; (5) guided reading; (6) sports broadcasting; and (7) magic trick. The analysis demonstrates how the enactment of genres allowed family members to recruit resources from science and other domains to support science engagement for themselves and others. The findings illustrate how children exercised epistemic agency by introducing certain genres, taking agentic roles within genres (navigating the inquiry process, regulating the focus of conversation, creating shared object of attention), and undermining genres parents introduce. The study suggests more attention should be paid to genres in everyday family science discourse and children's roles and agency in them.

Growing Up with Smartphones

Abstract Early migration scholarship on the transnational family has tended to portray stay-behind children as passive recipients of care and helpless victims of transnational migration. Despite the increasing sophistication of the literature highlighting children's active roles, empirical studies on transnational families focusing on understanding children's changing agency through time are still limited. We aim to fill this lacuna by offering a longitudinal perspective on children's changing agency in using communication technologies. Focusing on the “transition to adulthood” experiences of Filipino and Indonesian stay-behind children (from 9–11 years old to 17–19 years old), we examine how their agentic behavior and practices change in using information and communication technologies to negotiate power and autonomy within the transnational family. We show how the changes in the children's specific life course and the shifting digital divide that accompany these transitions shape the possibilities and limits to children's empowerment and agency in enacting family transnationally.

Dialogue as the basis for formative assessment

The aim of the article is to show dialogue as the basis for formative assessment. We can look at formative assessment as one of the ways to support students in managing their learning process, where the interaction between the assessed and the evaluator as well as the openness and conversation of these two entities are important. Dialogue is a way to understanding and self-understanding, an important part of which is the feedback provided to students by the teacher. When giving feedback, the teacher must take care of the space for dialogue and remember that what is said is important, as well as how and in what relationships it is done. In the article, I pay special attention to dialogue, which is today the basic instrument of learning, it is a process in progress that never ends. In dialogue education, it is important not only to listen, but also to meet and interact with each other, during which specific meanings are built. Dialogue becomes the basis for formative assessment, and the mere provision of feedback to the student during the dialogue is essential in the teacher-student relationship, and vice versa. In this case, the role of the teacher who becomes a participant in the dialogue with the students, changes as well. In conclusion, I would like to point out that active participation in dialogue education changes the perspective of looking at feedback and puts it on an equal footing between the teacher and children, which lays the foundation for a new understanding of the child's role in learning and developing subjectivity, important for both sides of this dialogue.

Considering the Roles of Children and Finances in the Divorce Decision-Making Process

ABSTRACT Deciding to divorce can be confusing, with a clear path moving forward elusive. We conducted a qualitative content analysis of 30 interviews of individuals deciding whether to divorce to gain a better understanding of the role that children and finances play in this process. Key findings include that children and finances are not only reasons to stay in a marriage (barriers to divorce) but are also reasons people give for why they are interested in leaving the marriage. We provide an in-depth analysis on this phenomenon as well as suggestions for clinicians working with couples deciding to divorce.

Working‐class Latina/o youth navigating stratification and inequality: A review of literature

AbstractReflecting broader systems of stratification and inequality, sociological research shows that working‐class Latina/o immigrant families experience multiple marginalizations that require their children and youth to transcend the bounds of normative childhood by prematurely taking on roles and responsibilities typically thought of as reserved for adults. Still, the work kids do is largely studied in isolation and treated as exceptional. This paper brings together empirical research on poor and working‐class immigrant Latina/o youth and families to show that, in the face of stratification and growing inequality, these youth's labor is commonplace, spanning across multiple spheres of society, and that it is so because these youth's labor is essential to their personal and familial stability in the short‐term and mobility in the long‐term. Through this review, we conclude that Latina/o immigrant youth's financial, legal, cultural, and emotional labor must be considered when assessing the social forces that determine youth's socioeconomic and socioemotional outcomes in adulthood. We offer this analysis to advance scholarship on Latina/o stratification, immigration, and children's and youth's role in their individual and familial life outcomes.

Somatic, Emotional and Behavioral Symptomatology in Children during COVID-19 Pandemic: The Role of Children's and Parents' Alexithymia.

The COVID-19 pandemic has deeply affected the psychophysical wellbeing of children worldwide. Alexithymia, a personality trait involving difficulties in identifying and expressing feelings represents a vulnerability factor for stress-related disorders. Under pandemic stress exposure, we aimed to investigate the role of parents' and children's alexithymia in the psychophysical symptomatology shown by children and to evaluate possible differences according to age, gender and history of COVID-19 infections. The perception of parents and children about the impact of the pandemic on children's emotional, social and physiological wellbeing was also explored. Sixty-five familial triads were surveyed in the period from March to May 2022: children (n = 33 males; mean age = 9.53, sd = 1.55), mothers (mean age = 44.12; sd = 6.10) and fathers (mean age = 47.10; sd = 7.8). Both parental and children's alexithymia scores were significantly associated with somatic and externalizing symptomatology in children. Self-reported anger and externally oriented thinking scores were higher in younger children (age 8-9.9 years) than in older ones (10-12 years). Girls scored higher than boys in somatic complaints, as reported by parents. No difference emerged between children affected/not affected by COVID-19. Notably, children reported a greater negative impact of the pandemic on their emotional and psychosocial well-being than their parents. The findings emphasize the role of alexithymia in the occurrence of psychophysical symptoms in children during the COVID-19 pandemic. The reduced parental awareness of the emotional burden imposed by the pandemic on children indicates the need to better consider how epidemics affect children's mental health and to develop adequate preventive strategies to support them in these exceptional times.

The Parents’ Role in Children’s Learning Process During the Covid-19 Pandemic

This study aimed to determine the parents’ roles in developing children learning during Distance Learning (PJJ). The descriptive quantitative method was used in this research. The population of this study was all parents of students at two public elementary schools in Kuta Baro District, Aceh Besar. The sample of this research was 137 parents. The sampling technique was random sampling. The research instrument used was a questionnaire. The questionnaire was distributed via Google Forms. The data was analyzed by using percentages. The study results indicated that the parents’ roles were in the Good category. Most parents agreed that giving their time and providing can improve their children's learning during a pandemic and strengthen their relationships. Moreover, the recent education level and occupation of the parents also influenced the role of parents during distance learning.

Role adjustment as the unit of analysis for researching child development during the transition to school

AbstractWhile child development is well‐recognized as a complex process which could hardly be decomposed into separate lines or domains in contemporary psychological theories, the decomposition approach is widely used in empirical studies. Based on the cultural‐historical theory, this study argues for adopting the unit of analysis as a way to bridge this gap, and finds “role adjustment” as a suitable unit to analyse child development during the transition to school. The case of a 5‐year‐old second‐generation Chinese Australian child's transition to school (with a total of 34 h of observation and 5 h of interview) is presented to verify its feasibility and to illustrate how it could be achieved in a research practice. The case study demonstrates that a child's role adjustment is in essence a process of transforming his/her role system, during which his/her major roles, the relation of the major roles, as well as his/her role‐taking patterns change as a whole, and by tracing a child's role adjustment trajectory, how the child is learning and developing, what difficulties he/she encounter, and why these difficulties appear become clear.

LANGUAGE EXPOSURE PREDICTS CHILDREN'S PHONETIC PATTERNING: EVIDENCE FROM LANGUAGE SHIFT.

Although understanding the role of the environment is central to language acquisition theory, rarely has this been studied for children's phonetic development, and receptive and expressive language experiences in the environment are not distinguished. This last distinction may be crucial for child speech production in particular, because production requires coordination of low-level speech-motor planning with high-level linguistic knowledge. In this study, the role of the environment is evaluated in a novel way-by studying phonetic development in a bilingual community undergoing rapid language shift. This sociolinguistic context provides a naturalistic gradient of the amount of children's exposure to two languages and the ratio of expressive to receptive experiences. A large-scale child language corpus encompassing over 500 hours of naturalistic South Bolivian Quechua and Spanish speech was efficiently annotated for children's and their caregivers' bilingual language use. These estimates were correlated with children's patterns in a series of speech production tasks. The role of the environment varied by outcome: children's expressive language experience best predicted their performance on a coarticulation-morphology measure, while their receptive experience predicted performance on a lower-level measure of vowel variability. Overall these bilingual exposure effects suggest a pathway for children's role in language change whereby language shift can result in different learning outcomes within a single speech community. Appropriate ways to model language exposure in development are discussed.

Towards a renewed understanding of barriers to immigrant parents’ involvement in education

This article investigates Danish and Norwegian early childhood education and care teachers’ expectations of immigrant parents’ involvement in kindergarten. The findings are interpreted in terms of the multifaceted interplay between social class relations, culture, migration and hegemonic ideals of intensive parenting and concerted cultivation. By taking the early childhood education and care teachers’ standpoint, the article contributes a renewed understanding of previous reports of barriers to immigrant parents’ involvement in their children's education. Based on early childhood education and care teachers’ accounts, I identify three key tensions: (1) conflicting perceptions of responsibility, (2) conflicting perceptions of children's roles and how to communicate with children and (3) conflicting perceptions of what kindergarten is and what constitutes valuable knowledge. The findings suggest the existence of a distinct Nordic adaptation to intensive parenting, contradicting parts of the dominant understandings of concerted cultivation found in more school-oriented curricular contexts, such as the UK and France, while still maintaining the original key characteristics of concerted cultivation.

“These Are Our Kids”: Qualitative Interviews With Clinical Leaders in General Emergency Departments on Motivations, Processes, and Guidelines in Pediatric Sepsis Care

Sepsis is a leading cause of pediatric death requiring emergency resuscitation. Most children with sepsis are treated in general emergency departments (EDs); however, research has focused on pediatric EDs. We sought to identify barriers and facilitators to pediatric sepsis care in general EDs, including care processes, the role of guidelines, and incentivized metrics. In this qualitative study, we conducted semistructured interviews with key informant physician and nurse leaders overseeing pediatric sepsis in general EDs in 2021, including medical directors, nurse managers, and quality coordinators. Interviews were audio-recorded, transcribed, and coded using deductive domains based on steps of sepsis care, pediatric readiness, and structural dynamics. Domains were analyzed across interviews in matrices, using thematic analysis within domains. Twenty-one clinical leaders representing 26 hospitals, including trauma levels I to IV, were interviewed. The themes included the following: (1) motivation to improve pediatric sepsis care based on moral imperative and location; (2) need for actionable pediatric sepsis guidelines; (3) children's hospitals' role in education, protocols, transfer, and consultation; and (4) mixed feelings about reportable metrics, particularly in EDs with low pediatric volume. Sepsis care process challenges included diagnosis, intravenous access, and antibiotic delivery but varied among hospitals. Leaders in general EDs were motivated to provide high-quality pediatric sepsis care but disagreed on whether reportable metrics would drive improvements. They universally sought direct support from their nearest children's hospitals and actionable guidelines. Efforts to address pediatric sepsis quality in general EDs should prioritize guideline design, responsive pediatric transfer and consultation systems, and locally specific process improvement.