Social Child Research Articles

Longitudinal relations among parent-child relationships, positivity, and teachers-student relationships in Chinese children.

Relationships with parents and teachers are crucial to a child's socialization. However, little is known about the transactional processes between parent-child and teachers-student relationships and their mediating mechanisms. This short-term longitudinal study examined bidirectional relations between positive parent-child and teachers-student relationships, and the potential mediating role of positivity within these relations. There were 3,450 Chinese children (44.8% girls; Mage = 10.93 years) who participated in a four-wave longitudinal study, spaced 6 months apart. The random intercept cross-lagged panel modeling found: (a) both father-child and mother-child relationships directly predicted teachers-student relationships, and vice versa; (b) positivity functioned as a mediator in bidirectional relations between parent-child and teachers-student relationships. These results support a transactional spillover effect between parent-child and teachers-student relationships, suggesting Chinese children may become caught in a virtuous cycle either directly or indirectly via their positivity. (PsycInfo Database Record (c) 2024 APA, all rights reserved).

Pendampingan Ketrampilan Wirausaha Pembuatan Makanan Ringan Bagi Anak - Anak Yatim Lksa Al-Amin Desa Kedungturi Kecamatan Taman Sidoarjo

Community service is an urgent matter for the head of the Al-Amin Orphanage Children's Social Institution to assist orphaned children through assistance in increasing creative skills through making snacks. This aims to enable them to be creative and the results can become selling points if developed intensively. The assisted subjects were 20 poor elementary school age children. The activity time is from 01 September 2022 – 31 December 2022 every 15.30-17.00. The place of implementation is at the Al Amin Orphanage Children's Social Institution, Kedungturi Taman Sidoarjo. The result of the implementation of activities in this assistance is the development of the skills of orphaned children through assistance with techniques for making snacks. The steps taken were to form six groups to work together to express their ideas and imagination into a work. Each group is required to present their work and other groups evaluate their friends' work. With each result, the children are then trained to sell snacks resulting from their mentoring, so that every time there is an important event in Kedungturi village they always set up a sales stand to sell the snacks they made based on their mentoring experience over the past 4 months.

Spanish-Speaking Mothers' Experiences of School-Based Speech Therapy.

Spanish-speaking families are a growing population that speech-language pathologists must be prepared to work with. To provide culturally responsive intervention, speech-language pathologists (SLPs) must understand the perspectives of Spanish-speaking caregivers when providing intervention. These values and experiences may differ from those of monolingual, mainstream culture. Understanding the impact of the COVID-19 pandemic on these experiences is also important. In this qualitative study, we explore the experiences of Spanish-speaking mothers whose children have received school-based speech-language intervention and the impact of the COVID-19 pandemic. We interviewed five Spanish-speaking mothers who were identified as having bilingual children who had or were currently receiving speech therapy, all through the public school system. The mothers participated in a semistructured interview to share their experiences with their children receiving intervention. We analyzed the transcripts through interpretative phenomenological analysis to identify salient themes among participants. All research team members reviewed and agreed upon themes to ensure credibility. The findings revealed six group experiential themes: (a) lack of services and frustration with and barriers to accessing services, (b) greater improvements in English compared with Spanish, (c) bilingual speech therapy has positive effects on children and Spanish-speaking mothers, (d) family involvement in speech therapy is highly important, (e) family stress related to speech difficulties, and (f) pandemic negatively impacted children's socialization and learning. The results are discussed in the context of equity. Through understanding the experiences of Spanish-speaking mothers, SLPs can work to ensure service levels comparable with those of monolingual children and support bilingual acquisition.

Temporary Foldable Children's Socialization Spaces After Earthquake: Interior Architecture Workshop Experience

Earthquakes are among the natural disasters that leave behind severe psychological, sociological, and economic damage. The significant earthquakes that struck our nation on February 6, 2023, with their epicenter at Kahramanmaraş, resulted in numerous fatalities and destruction of property. All kinds of entrepreneurs are essential to the post-disaster recovery process because they offer creative fixes and advancements. Within the framework of the Interior Architecture Project-IV course, an online workshop on "Temporary Foldable Children's Socialization Spaces After the Earthquake" was conducted with students from Selçuk University Faculty of Architecture and Design, Department of Interior Architecture. A three-stage systematic approach for design-oriented learning is employed, comprising stages for implementation, creative decision-making, and analytical comprehension. The outcomes of the workshop show that students studying interior architecture are capable of coming up with original solutions to design issues. Foldability has been highlighted as a key idea that influences form choices in function solutions and has given students the capacity to design at various scales, ranging from space design to equipment design.

The relationship between parental parenting stress and children 's anger-aggression and anxiety-withdrawal: the mediating effect of parenting efficacy

This study aimed to explore the relationships between parenting stress and children 's anger-aggression and anxiety-withdrawal, and further investigate the underlying moderated mediation mechanism. Methods: Parenting Stress Scale, Parenting Efficacy Scale, and Children 's Social Ability and Behavior Rating Scale were used to conduct a questionnaire survey on 525 parents of 2-5-year-old children in five kindergartens in Hunan, Jiangxi and Hainan. Results: (1) Father / mother parenting stress positively related to children 's anger-aggression ( rfather = 0.27, P < 0.01 ) ; rmother = 0.52, P < 0.01 ) and anxiety-withdrawal ( rfather = 0.31, P < 0.01 ) ; rmother = 0.50, P < 0.01 ). (2) Parental parenting efficacy mediated the relationships between parenting stress and children 's anger-aggression ( βfather = 0.05, 95 % CI [ 0.023, 0.086 ] ; βmother = 0.05, 95 % CI [ 0.032, 0.085 ] ) and anxiety-withdrawal ( βfather = 0.05, 95 % CI [ 0.025, 0.090 ] ) ; βmother= 0.07, 95 % CI [ 0.046, 0.103 ] ). Conclusion: Parenting stress is related with increased children 's anger-aggression and anxiety-withdrawal through decreasing parenting efficacy, which provides a new insight to alleviate the negative outcome of parenting stress.

Prenatal buds of conditional regard and autonomy support: Associations with postnatal parenting and child adjustment.

Toddlerhood is a period where issues of autonomy and control in parent-child relationships become particularly intense. In response to these challenges, some parents adopt controlling practices, whereas others are more autonomy supportive. However, research has yet to examine prenatal orientations that foreshadow specific controlling or autonomy-supportive parental practices in toddlerhood and children's socioemotional functioning. In particular, literature on early childhood socialization lacks sufficient evidence on the effects of the controversial controlling practice of parental conditional positive regard. To increase our knowledge on these issues, we examined reports provided by Israeli Jewish mothers during their first pregnancy (N = 294), at 18-month postpartum (N = 226), and when the child was 42 months old (N = 134). To control for child temperament, both parents reported 8-month postpartum (N = 235) on infant temperament dispositions, which may act as precursors of later socioemotional functioning. Structural equations modeling revealed that a general prenatal maternal orientation to use conditional regard as a socialization practice predicted mothers' use of the specific practices of conditional positive and negative regard with toddlers, which then predicted internalizing problems when children reached the age of 42 months. Additionally, a general prenatal orientation toward autonomy-supportive parenting predicted mothers' perspective taking with toddlers, which then predicted children's prosocial behavior at 42 months. The effects emerged also after controlling for infants' temperamental dispositions toward negative emotionality and positive affect. Findings underlie the potential role of prenatal orientations toward conditional regard and autonomy support that, when later transform into specific early parenting practices, may serve as early markers of child socioemotional adjustment. (PsycInfo Database Record (c) 2024 APA, all rights reserved).

Pemberdayaan Masyarakat LKSA Aisyiyah Balikpapan melalui Pengembangbiakkan Ikan Lele dengan Pakan Otomatis

Catfish breeding using an automatic feeding system involves four crucial stages to achieve success in this endeavor. The first stage in this process is the survey stage, which involves a field survey by visiting the Aisyiyah Children's Social Welfare Institution (LKSA). The second stage is the tool preparation stage. This process begins with purchasing the necessary equipment based on the results of the survey that has been conducted. The third stage is the tool installation stage. This stage begins with the land preparation, including leveling the land where the catfish ponds will be installed. As a further step, bricks are used around the perimeter of the catfish pond to support the pond foundation and prevent collapse. Then, an automatic feed device was installed to support the automatic feeding system according to a predetermined schedule. The last stage is the equipment handover stage. This stage marks the completion of the installation and preparation process and signifies the start of the active phase in catfish farming using the automatic feed system. Success in the implementation of each of these stages has direct implications for the success and sustainability of the catfish farming business at LKSA Aisyiyah.

Impact of a Broken Home Family on Children's Social Deviant Behavior

This research aims to examine the effects of broken families on children's social behavior. The methodology used for this research is based on literature review. Research results show, among other things, that the family plays an important role in the education and development of children's rights. However, when families are not functioning well, especially in broken families, it will have an impact on children. Children experience many emotions when they experience family breakdown, including: (1) being vulnerable and psychologically disturbed; (2) hate their parents; (3) is exposed too quickly to adverse environmental effects; (4) regard life as meaningless. ; (5) it is not easy to live with; and (6) having behavioral problems (7) Lack of self-esteem (8) The emergence of feelings of not paying attention to mental health (9) Showing hatred by destroying youth (10) Don't worry about yourself.

The Influence of the Parenting Style on Children's Social Ability and Developmental Ability

This paper investigates the significance of parenting styles in influencing children's development, social skills, and academic performance. Drawing from prominent studies, particularly the pioneering work of Dr. Diana Baumrind, four parenting styles (PSs) are examined: authoritative, authoritarian, permissive, and neglectful. The research underscores the authoritative style as the most balanced and effective approach, characterized by emotional support, clear rules, and reasonable expectations. Children raised under authoritative PS can have higher self-esteem, improved social competence, and better emotional regulation skills, contributing to enhanced overall well-being and a higher quality of life. The paper also delves into research exploring the impact of social skills on academic performance. Prosocial behavior and positive social interactions are found to be significant predictors of better grades and competencies, while peer problems and negative social experiences can hinder academic achievement. Ultimately, this research highlights the pivotal role of PSs in shaping children's lives. By recognizing the importance of authoritative parenting and promoting positive social interactions, caregivers can cultivate an environment that nurtures children's well-being, social skills, and academic success, ultimately empowering them to thrive and reach their full potential.

Ketahanan Psikologis pada Anak Jalanan: Dasar Pengembangan Layanan Intervensi bagi Konselor Komunitas

The purpose of this study was to determine the level of psychological resilience of street children in Semarang Social Service Institutions. This study uses a quantitative approach with an ex post facto research design. This research was conducted at two locations, namely the Mandiri Children's Social Service Center in Semarang and the Wira Adhi Karya Social Service Center in Semarang. The population in this study amounted to 150 street children. The research sample was 110 street children who were taken by area random sampling technique. The research instrument used was a psychological resilience scale. This study uses validity and reliability tests. Based on the 70 statement items on the psychological resilience scale, there are 48 statement items that are declared valid and reliable. This study uses data analysis techniques, namely descriptive analysis. Based on the results of the descriptive analysis, it was revealed that the psychological resilience of street children in Semarang Social Service Institutions was in the moderate category with M = 135 and SD = 15.4. While the researchers also revealed based on the results of the descriptive analysis that street children are in the moderate category on each indicator of psychological resilience according to the theory of Connor & Davidson.

Children's Socialization to Gender Identity: A Study of Laurie Frankel’s This Is How It Always Is

The actions and behaviors exhibited by parents play a significant role in shaping the development of gender identity in their children. Several previous studies about gender identity formation in the family context have been published (Bandura & Bussey, 1999; Berenbaum et al., 2006; Boe & Woods, 2018; Friedman et al., 2007; Huston, 1983; Leaper, 2002; Martin & Ruble, 1998; McHale et al., 2003). However, though this study maintains this emphasis, it also broadens it in significant ways using an ecological perspective that focuses on the interaction between individual characteristics and ecological surroundings (Bronfenbrenner & Morris, 1998). Moreover, this topic's application to literary works appears to be uncommon. There have yet to be any comprehensive investigations into the same subject. The objective of the current study is to examine the impact of parental influence and its consequences on the development of gender identity in a fictional child protagonist named Claude as depicted in Laurie Frankel's literary work titled This Is How It Always Is. The present investigation involves the analysis of data obtained from the novel to examine the topics of family socialization influences and its consequences of societal exclusion and marginalization through the lens of a sociocultural perspective in psychology. The analytical frameworks employed in this study are the Cognitive-developmental theory developed by Martin et al. (2002), and the Gender schema theory proposed by Bem (1981). Additionally, the study examines Claude's social failure to fit.

Application of Auhtoritarian Parenting Patterns in Developing Children's Social Intelligence

Parents have the right to raise children. It was found that several parents applied authoritarian parenting to develop children's social intelligence. This study aims to determine whether the application of authoritarian parenting by parents to their children can develop social intelligence. The method used is qualitative. The research was conducted in April-May, at SMP Negeri 92 Jakarta to be precise, with the research subjects consisting of six key informants and four key informants. From this study, it was found that the authoritarian parenting style adopted by parents came from internal factors (parental personality, parenting beliefs, parents' age, and parents' gender) and external factors (parents' education, socioeconomic status, and environment). Not all children who grow from authoritarian parenting have good social intelligence. Because two out of four students actually withdraw from the environment that requires them to interact. For parents who believe that applying authoritarian parenting can develop children's social intelligence, they need to pay attention to several things, such as increasing knowledge by participating in parenting training, providing fair care for each child, and living in a good social environment. In addition, the application of authoritarian parenting by parents with the aim of developing children's social intelligence should be reconsidered because there are several things that need attention, such as the child's mental condition.

Exploring unequal class logics of mealtime food socialisation. An ethnography of family meals in France and Australia

Regular family mealtimes are occasions to model food consumption and have been associated with health and well-being benefits for children. This study aimed to investigate children's mealtime food socialisation in socially diverse households. Nine families from France and five from Australia were recruited, ranging from lower middle-class to upper-class positions, with children mostly between the ages of five to eight. The data is composed of the observations of 47 mealtimes and semi-directive interviews with both parents. The results showed that food socialisation and parents' understanding of children's taste development were linked to the household's social class position as well as to the temporal, cognitive and emotional resources parents possessed at mealtimes, in a similar manner across France and Australia. The more capital and resources the parents had, the more they were able to perform an intensive food socialisation style, which led them to prepare balanced menus and get children to eat the food served. The less capital and resources the parents had, the more they engaged in a hands-off food socialisation style, leading them to serve more child-oriented and less diverse menus. Importantly, all parents strived to serve healthy food, but limited resources prevented some of them from doing so. These food socialisation styles were also connected to the development of different social skills in children: with the intensive model, children were closely managed by their parents at the table but also learnt negotiation skills, whereas with the hands-off style, children learnt to be quite autonomous in their eating. The findings presented here contribute to Hays' intensive mothering concept and to Lareau's class-based parenting models. They also challenge Bourdieu's differentiation between a taste of necessity and a taste of luxury.

Contextual Weaning Process for 3–4-Year-Old Playgroup Students

This study describes the weaning process for students who are still attached to their parents or caregivers at the start of learning in play groups using contextual learning and describes the factors that influence it. Qualitative descriptive research with the subjects of school principals, teachers, students, and parents in Kemuning Kepanjen playgroup, through the process of observation, interviews, and documentation analysis. The results of the research show that the strategy for weaning students using contextual learning media and infrastructure in a fairly complete learning environment. The chronology of the weaning process is: (1) preparation, (2) weaning process and (3) follow-up. This strategy is supported by quite complete outdoor media, good communication and socialization patterns, participation and support of parents in the environment around the school. The factors that influence the weaning process are (1) early childhood socialization, (2) the initial process of introducing learning to the environment, (3) effective communication patterns between teachers and parents, (4) teacher's strategies during early learning, and (5) media infrastructure that is complete, safe, and easily accessible. There were no significant obstacles in the weaning process, apart from variations in the communication between teachers and parents, and the conditions that were there were interrelated

Perkembangan Usia Dini (Masa Kanak-Kanak Awal)

Early age is the initial phase of a child's development which will determine development in the next phase. Child development in the early phase is divided into 4 aspects of functional abilities, namely gross motor skills, fine motor skills and vision, speech and language, and social emotions and behavior. If there is a deficiency in one aspect of this ability, it can affect the development of other aspects. This research uses a critical review method, which involves careful examination and evaluation of various sources of information, such as scientific journals, articles and other media. The main goal of this approach is to improve the reader's understanding and interpretation skills in the context of early childhood development, as well as offering a critical assessment of the material reviewed. In addition, a critical review requires identifying important topics in the literature, analyzing the methodology used, and evaluating the strengths and limitations of the sources studied. Socialization development is the development needed in training children's socialization of their environment. Cognitive development in early childhood is called the pre-operational stage. At this stage stable concepts are formed, mental reasoning appears, egocentrism begins to strengthen, and belief in magical things is formed. According to Jean Piaget, moral development, early childhood is characterized by 'morality through coercion'.

The Use of Martial Arts Means in the Development and Socialization of Children with Autistic Spectrum Disorder

This study aims to examine the role of martial arts in the development and socialization of children with autistic spectrum disorder. To study this problem, we researched the opinions of respondents and specialists in various fields. A total of 113 people took part in the survey. The analysis of the survey results showed that the level of knowledge about autism is medium, a good part of the respondents (78.57%) mentioned that they are familiar with the methods (means) used in the rehabilitation process of people with autism. The therapeutic methods and types of concrete martial arts that can be recommended for people with disorders caused by autism were highlighted. In conclusion, integrating children through the means of martial arts will allow them to gain confidence in themselves, and in their strength, as well as to coordinate, and control separate segments of the body while performing the movements from the simplest to the most complicated.

Воспитание ребенка в Западной Африке (народ аватиме, Гана)

The Avatime education system was seriously transformed under the influence of Christian missionaries and European civilization, therefore the author used unstructured interviewing, questioning and the anthropological method of participant observation to reconstruct the autochthonous, pre-colonial worldview and identify the basic principles of the Avatime children's socialization. The most important feature in the autochthonous Avatime culture was the community and the moral principles guarded by the elders: the deities who established these rules were far from people, and ancestral spirits served as mediators between their world and the human world. The elder became the governor — a representative of the people world who knows the traditions but already close to ancestral spirits. Education systems changed depending on the stage of child development. Nevertheless, the goal of education naturally and intuitively pursued from childbirth, remained unchanged and consisted in assimilation of the individual to other members of the community through the formation of their behavior in generally accepted model. Procreation is a public duty, so a child takes the place prepared for him in the lineage, clan, community and in the Universe as a whole.

Linguistic identity in multigenerational ethnic minority/ethnically heterogeneous deaf families.

This paper discusses language use and identity patterns in ethnic minority/ethnically heterogeneous multigenerational deaf families in Romania, where at least one of the family members belongs to the ethnic Hungarian minority. Early childhood and school linguistic socialization, language use within the family, and cross-generational transmission of identity to children are explored. The research is based on five ethnic minority/ethnically heterogeneous multigenerational deaf family case studies. The research results show that within ethnic-national minority/ethnically heterogeneous multigenerational deaf families, complex identity patterns may develop and multifaceted linguistic communication models may prevail, including the use of national oral languages and national sign languages of the parties involved. At the same time, a kind of special linguistic and cultural enrichment, a striving for cultural-linguistic balance, may occur.

The Impact of Short Videos Clips on the Socialization of Children in China

The Impact of Short Videos Clips on the Socialization of Children in China

"I Can't Go to the Public Library": The Limited Literacy Sponsorscape of American Haredi Children's Literature

Abstract: With the development of American Haredism (ultra-Orthodox Judaism) in the 1960s and 1970s came a desire for Haredi children's books. Self-publishing authors filled this gap in the 1970s, followed quickly by young readers' divisions in existing Haredi publishing houses and the establishment of new Haredi children's publishers. Key players in Haredi children's publishing also had roles in other Haredi organizations, resulting in close relationships between the various bodies shaping Haredi children's socialization. The ability of the community to maintain its insularity grew as Haredi children's publishing expanded and Haredi child readers were encouraged to rely on approved sources and texts.