Child's Developmental Level Research Articles

Child-Centered Care: A Qualitative Study Exploring Pediatric Hospitalization Through Children's Perspectives.

Background/Objectives: Hospitalization can be stressful for children due to the influence of unfamiliar environments, separation from family, and interactions with healthcare professionals. This study aimed to explore children's hospitalization experiences from a child-centered care perspective to develop interventions that better meet their emotional and psychological needs. Methods: This qualitative study employed Husserl's descriptive phenomenology to explore hospitalization experiences among children aged 9-13 years. Conducted at a primary health center in Spain from October 2022 to June 2023, the study used purposive sampling to select participants hospitalized within the past six months. Data were collected through in-depth interviews and children's self-created drawings, analyzed using thematic analysis with ATLAS.ti software. Results: A total of 10 school-age children (five boys and five girls) were interviewed. Three main themes emerged: (1) Emotions and Feelings-children described fear, anxiety, and loneliness during their hospital stay; (2) Experiences of Pain and Discomfort-participants reported physical pain and discomfort; (3) Interactions with Medical Staff-children expressed a need for more detailed explanations and clearer communication. Conclusions: The findings highlight the importance of family-centered care and improved communication between healthcare providers and children. Strategies like art therapy and flexible visiting hours could provide better emotional support. Tailored communication to children's developmental levels is crucial. Integrating these strategies into clinical practice could enhance the well-being of hospitalized children. Future research should focus on evaluating these interventions to improve pediatric care.

UN‐SDGs framework for child development in India: Evidence from a decentralized analysis

AbstractThis article develops a framework to analyze and to assess the United Nations Sustainable Development Goals (UN‐SDGs) related progress in child development in India, and to provide improved policy recommendations for sub‐national (state and district level) governments. District level analysis is based on a case study of Karnataka State (India). Status of India's children is described in global, national and sub‐national contexts. Child development is measured by 26 multi‐dimensional indicators comprising child health, nutrition, education, and protection and participation. Using the NITI Aayog's methodology of SDG India Index 2020–21, components' scores and composite index of child development are calculated and level of child development at national, state and district level is categorized by performer, front runner, achiever, and aspirant. Main results show that, both vertically and horizontally, low child development are related to poor performance of nutrition and education indicators in aspirational districts. However, focus on improving all 26 child development indicators is essential to reach the targets. The speed of convergence will be critical to reduce the time distance from now to 2030. Policy recommendations are focused to prioritize the public expenditure strategies in child budget for attainment of UN‐SDGs goals and targets by 2030, and to extend child budgeting to urban and rural local bodies. The empirical approach and policy recommendations are of relevance for other states in India, and applicable for countries elsewhere in the world.

Children health learning through Project Based Learning (PBL) in Kota Kinabalu, Sabah Malaysia

Children who learn through Project-Based Learning (PBL) in preschool can be an environment that gives children the opportunity to gain wider knowledge to understand the reality of life and how to deal with it. This study aims to see the effect of the Project Based Learning (PBL) method on the development level of preschool children's health learning. This study used an action research design involving three boys and three-year-old girls from a preschool in Kota Kinabalu, Sabah. Data from observations, interviews and related documents were collected and analyzed narratively before and after the implementation of PBL. The results of the study found that the development level of children's health learning increased after being directly involved in the implementation of PBL. Findings also show positive behavioral changes. In addition, the study successfully gave positive implications to the need for preschool teachers to be exposed to the skills of the PBL method in order to create more effective teaching methods.

The Role of Parents in Increasing Children's English Vocabulary in Kelambir V Kebun

This research aims to discuss the important role of parents in increasing children's English vocabulary because there are still many parents who lack a role in improving children's English skills, especially increasing English vocabulary to improve language skills. Language skills are an important aspect of children's language development and have a significant impact on children's communication abilities. This study explored various ways parents can play a role in expanding children's English vocabulary. This research method involved a review of literature investigating the role of parents in children's vocabulary development. The research method used was qualitative research. Nine parents in Kelambir V Kebun Village were selected purposely as the subject of the research. Interview and observation were used to collect the data. The research results showed that parents had a strong influence in enriching children's vocabulary through speaking models, providing visual stimulation, and providing access to various English learning resources. In addition, this research also underlined the importance of creating an environment that supports language learning, adopting a positive approach, and understanding the child's developmental level. This research implied that parents have a central role in helping children acquire strong English language competence. By actively involving themselves in the language learning process, parents could make a significant contribution to the growth of their children's English vocabulary, but there were still many parents who did not have much effort and methods to increase their children's English vocabulary so that children had insufficient vocabulary.

Hubungan Pola Asuh Orang Tua dengan Tingkat Perkembangan Anak TK Usia 4-6 Tahun

Developmental disorders are currently a global health problem. The state of increasing population every year shows that delays in child development will also continue to increase. The purpose of the research is to find out about parenting styles of parents with the level of child development. This type of research is quantitative which is correlational and the research design uses a cross sectional approach. The total sample was 127 people using the probability sampling method, namely the proportional stratified random sampling technique. The sample was determined based on inclusion criteria, namely parents and their children who attended the Pusat PAUD Werdhi Kumara and exclusion criteria, namely parents and children who were present but could not participate as respondents. Data collection used parenting style questionnaires and developmental pre-screening questionnaires. The results showed that the parenting style of the majority was democratic (61,4%), and the majority of children had appropriate development (85%). Test the hypothesis using chi square with asymp values. Sig (2-sided). The results of the chi square test of parenting style and child development showed a significance value of 0,467 or a p value 0,05, which means that there is no relationship between parenting style and child development. Based on a comparison of the calculated chi square value with the chi square table, the results obtained are 3,569 9,488. In conclusion, there is no relationship between parenting style and the level of development of kindergarten children aged 4-6 years at Kindergarten Pusat PAUD Werdhi Kumara Denpasar Selatan Year 2023. For future researchers, it is hoped that they can conduct further research on other factors that can provide the right stimulus at the developmental stage of preschool-aged children.

Pengembangan Kemampuan Bahasa Ekspresif Anak Melalui Membaca Nyaring Buku Berbasis Nilai Agama dan Moral di TKIT Permata Bunda Merauke

The development of expressive language needs to be developed so that children can express their opinions and thoughts to other people. Children's expressive language development can be developed through the reading aloud method. This research aims to examine the development of children's expressive language skills through reading aloud at TKIT Permata Bunda. The research method used is descriptive qualitative. The subjects of this research were group A children aged 4-5 years and two teachers. Data collection techniques include interviews, documentation and direct observation. The results of the research show that developing children's expressive language skills can be done through the activity of reading aloud books based on religious and moral values. The implementation stage includes planning by selecting books according to the child's development level and containing religious and moral values. The next stage is implementation in the form of introducing the book, reading the story book aloud with the right intonation, holding a discussion and asking stimulating questions and motivating the child to retell the story. Next, the teacher carries out an assessment to determine the achievement of expressive language development.

Key principles of the KiDD (kids' development diagnosis and determining the risk of autism for children from 1.5 to 6years) methodology development and comparison of results with other methods.

The author outlines the basic principles of creating the KiDD methodology (Kids' Development Diagnosis and Determining the Risk of Autism) for children aged 1.5 to 6years old in the form of a mobile application. Users of the KiDD (parents or specialists) instantly receive information about the general development of the child in comparison with the age at which certain skills emerge. This includes information about the developmental age in months for each developmental area (speech and communication, socialization and behavior, cognitive skills, physical development and self-care), the developmental age for each specific skill of the child (up to 100 skills in each age category from 1.5 to 6years) and the likelihood of autism. Additionally, users receive an automatically generated Individual Development Plan, consisting of skills that follow those that the child already has. The author provides statistical data comparing the results obtained through the KiDD with the results of widely accepted tests for assessing a child's developmental level and the likelihood of autism. The article presents comparative data of the results of 199 participants using the KiDD along with their respective diagnoses and results obtained through testing provided by psychologists and remote assessment provided by parents.

Parents' Roles in Children's Games and Toys

Games and toys are important elements that facilitate children's adaptation to the world. Games are an effective learning method that supports children's social, physical, and cognitive development. Children's games and the toys they use are greatly influenced by the people around them. Especially in the preschool period, parents’ game the most crucial role for children. Children often explore their first games and toys with their parents, and these initial toys are usually provided by parents. The level of knowledge that parents have about games and toys determines the games children will Game and the toys they will use. The aim of this study is to identify the roles of parents in the game’s children play and the toys they use. A qualitative approach was adopted using semi-structured interviews in the research. Twenty families with children participated in the study. The collected data were analysed using descriptive analysis. When the research results are examined, it is observed that parents pay attention to children's preferences, toy quality, and children's developmental level when choosing toys. It is believed that these toys contribute to children's cognitive, emotional, and physical development. In addition, computer games, ball games, chess, hide-and-seek, and other games are among the preferred games parents Game with their children. According to parents, these games not only increase children's happiness but also strengthen family bonds, boost self-confidence, and contribute to their socialization.

Determinants of School Success of Polish Primary School Pupils: Teachers’ Opinion

The concept of success has been known to a man since the dawn of time, and even more so today, but it can be understood in different ways. Success applies to people of all ages, genders and locations. Although the concept of success is understood in different ways, it can be assumed that most people strive in their lives to achieve the goals they have set for themselves, and therefore to succeed. It is worth noting that it is not only adults who have the opportunity for success, but also children. Therefore, paying scientific attention to pupils' school success is a need, as it pays off in adulthood with self-confidence, increased motivation to take on challenges and a sense of empowerment. For this reason, the focus of the designed research was to investigate the factors that, in the opinion of teachers, determine the achievement of school success by pupils in primary school grades I-III in eastern Poland. The main research objective was to determine the factors that condition the school success of pupils attending primary school grades I-III. The research sample consisted of 180 teachers. All the respondents worked with pupils in grades I-III and had at least 5 years of work experience in the teaching profession. A non-standardised survey questionnaire was used to obtain research data. The research was conducted at the beginning of 2023. The results from the surveys identified the most important determinants of school success for pupils in primary school grades I-III in eastern Poland. Teachers did not find that gender differentiated attitudes to learning among pupils at younger school ages or achievement of school success. The key to school success is the way the teacher works with students. It is important to choose working methods that are tailored to children's developmental levels, aptitudes and interests. Some of the interviewees indicated actions to be improved in terms of cooperation with the pupils' family environment. Knowing the relationships indicated, actions can be taken to optimise them, which will certainly be the subject of scientific reflection.

INTRODUCING THE COORDINATE SYSTEM TO KINDERGARTEN CHILDREN: A DEVELOPMENTAL APPROACH

The coordinate system is a fundamental tool for many daily activities, yet it is usually taught to children in middle school. Research suggests that children should be exposed to the coordinate system at a younger age, using methods appropriate to their developmental level. This paper presents a set of instructional activities designed to teach kindergarten children the basic concepts and principles of the coordinate system. The activities were implemented in two early childhood institutions in Istanbul, Türkiye. Arranged in a developmental progression from simple to complex and from concrete to abstract, they align with the children's developmental levels. We discussed what we learned from our implementations of the activities. Detailed suggestions are presented for teachers introducing young children to the coordinate system.<p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/soc/0041/a.php" alt="Hit counter" /></p>

ATTENTION DEFICIT HYPERACTIVITY DISORDER

Attention deficit hyperactivity disorder (ADHD – attention deficit hyperactivity disorder) and ADD – attention deficit disorder (ADD) are neurodevelopmental disorders characterized by symptoms of inattention, impulsivity, and hyperactivity, and in the case of ADD it is attention without hyperactivity, which contradicts the child's developmental level. With all the research that is being done and that notes scientific knowledge, the picture of ADHD is changing and there are more specific prognoses and treatments for ADHD. This syndrome includes an increased motor activity in the child that is followed by a lack of attention and unpredictable and impulsive reactions. It can appear in the second or third year, but it is usually diagnosed when the child starts school. In the case when only the symptoms of a lack of attention are observed in a child or an adult, and they are not followed by hyperactivity, then it is about ADD (attention deficit disorder) - lack of attention. These people are withdrawn and lethargic, they live in their own world, they are quite sensitive, and they are often accused of being lazy and unmotivated, so they become anxious with low self-esteem (Ristevska, 2018). But many of them are highly intelligent and thanks to their sensitivity and creativity, they can find themselves in music, sports, art, and other areas that interest them. The aim of this thesis is to present and analyze attention deficit and hyperactivity in ADHD and ADD syndromes. These syndromes are one of the most common developmental problems that appear in childhood and continue throughout life. ADHD and ADD syndromes are and have been present in the past and continue to appear in more and more people, so there is a need for more research related to the topic of attention deficit and hyperactivity in both syndromes. Inclusion is becoming more frequent and present in people's lives, and ADHD and ADD syndromes are one of the most prevalent problems today. In this thesis, the history will be mentioned first and will be accompanied by explanations of the terms ADHD and ADD. Then follows an explanation of the differences between the two syndromes. The daily life of children with ADHD and ADD will also be mentioned. This thesis would not be complete without explaining the different types of ADHD and ADD, but also what factors contribute to the development of these syndromes. As the main goal of this thesis, attention deficit and hyperactivity in ADHD and attention deficit in ADD will be addressed. The characteristic signs of the disorder will also be mentioned. As the last but not least important part of this thesis, a treatment will be offered on how the two syndromes are diagnosed, the possible prevention, and the treatments that follow after the diagnosis of these syndromes.

Impact of sleep disorders on behavioral issues in preschoolers with autism spectrum disorder.

Sleep disorders are one of the most common problems in children with Autism Spectrum Disorder (ASD). However, they often tend to be underdiagnosed and incorrectly treated in clinical practice. This study aims to identify sleep disorders in preschool children with ASD and to explore their relationship with the core symptoms of autism, the child's developmental and cognitive level as well as the psychiatric comorbidities. We recruited 163 preschool children with a diagnosis of ASD. The Children's Sleep Habits Questionnaire (CSHQ) assessed sleep conditions. Multiple standardized tests were used to evaluate intellectual abilities, the presence of repetitive behaviors (through the Repetitive Behavior Scale-Revised), as well as the emotional-behavioral problems and the psychiatric comorbidities (through the Child Behavior Checklist -CBCL 11/2-5). The results showed that poor disorders had consistently higher scores in all areas assessed by the CSHQ and on the CBCL across all domains. The correlational analysis showed that severe sleep disorders were associated with higher scores in internalizing, externalizing, and total problems at the CBCL syndromic scales, and in all DSM-oriented CBCL subscales. Moreover, we found that the association between sleep disorders and restricted and repetitive behaviors (RRBs) is explained by the anxiety-related symptoms. Based on these findings, the study recommends that screening for sleep problems followed by early intervention should constitute a routine part of clinical practice for children with ASD.

Mental health problems, stressful life events and new-onset urinary incontinence in primary school-age children: a prospective cohort study

Emotional/behaviour problems and exposure to stressful life events are thought to contribute to new onset of urinary incontinence (UI) amongst children who have attained bladder control. However, very few prospective studies have examined these associations. We assessed whether mental health problems and stressful life events were associated with subsequent new onset in UI using multivariable logistic regression in a prospective UK cohort (n = 6408). Mothers provided information on their child’s symptoms of common mental disorders (Development and Wellbeing Assessment, 7 years), stressful life events (7–8 years) and wetting (day and night, 9 years). There was strong evidence that separation anxiety symptoms were associated with new-onset UI in the fully adjusted model (OR (95% CI) = 2.08 (1.39, 3.13), p < 0.001). Social anxiety, attention-deficit hyperactivity disorder and oppositional defiant disorder symptoms were associated with new-onset UI, but these associations attenuated following adjustment for child developmental level and earlier emotional/behaviour problems. There was weak evidence for a sex interaction with stressful life events (p = 0.065), such that females experiencing more stressful life events were at higher risk of new-onset UI (fully adjusted model OR (95% CI) = 1.66 (1.05, 2.61), p = 0.029), but there was no association in males (fully adjusted model OR (95% CI) = 0.87 (0.52, 1.47), p = 0.608). These results suggest that separation anxiety and stressful life events in girls may lead to an increase in UI.

Analyzing the Relationship between Digital Game Addiction and Developmental Levelss Aged 4-6 Years Old

digital era is experiencing very rapid development, especially the use of gadgets and this is in demand by all age levels, including pre-school age children. This has an impact on the level of child development in the form of delays in the level of development. The purpose of this study was to determine the relationship between game addiction and the level of development of children aged 4-6 years. The research design is cross sectional, the sampling technique used is a total sampling of 38 children at the Handayani Kindergarten in Surabaya, the independent variable is addiction to playing games, the dependent variable is the level of development of children aged 4-6 years. The analytical test used was spearman rho = 0.01. The results of the study show that there is a relationship between addiction to playing gadgets with the level of development of children aged 4-6 years with p value = 0.000 &lt;0.05. Parents are expected to know the impact of gadget addiction and be able to provide education and assistance to their children when using gadgets, there are rules that must be agreed between children and parents regarding the duration of gadget use. Facilitates the game manually, introduces interesting traditional games.

Erken Çocukluk Matematiğine Yönelik Öğretmen Görüşleri

Some psychological factors related to preschool teachers significantly impact mathematics teaching in early childhood classrooms. Thus, examining teachers' views on preschool mathematics will guide teachers in understanding which concepts were included in early childhood mathematics and preparing an educational environment and program appropriate for children's developmental levels. This research was a descriptive-study, and was implemented using general-survey model with 107 preschool teachers. Data were collected by teacher views form on early childhood mathematics. Data were evaluated with descriptive and non-parametric statistical methods. Results showed that the teachers used math activities with games, art, drama activities and used limited methods to assess whether children have learned mathematics concepts. In addition, most teachers stated that data analysis, proof, and probability cannot be taught in preschool. Finally, most teachers considered preschool mathematics moderately important and that there was no significant difference among ages, professional service periods, the institution and school types they work in, and the order of importance of mathematics (p &gt; .05).

PENERAPAN ALAT PERMAINAN EDUKATIF SENSORY PATH DALAM MENINGKATKAN ASPEK PERKEMBANGAN KOGNITIF ANAK KELOMPOK A (USIA 4-5 TAHUN) DI TK PGRI 3 NGAWI DS. MANGUNHARJO KEC. NGAWI KAB. NGAWI

ABSTRACT Educational Game Tool (APE) is a learning media with the aim of improving the ability of aspects of child development that are tailored to the age and level of child development in an interesting way. APE that can be used to improve aspects of child development with the sensory path. Sensory Path is a sensory pathway that was developed into an educational play tool to develop children's development that involves the five senses, one of which is children's cognitive abilities related to memory, logical thinking and problem solving. Low cognitive abilities and the lack of learning media used make children less interested and bored in following the learning delivered. This problem is the background of research on the application of sensory path educational game tools in improving aspects of cognitive development of children in group A (aged 4-5 years) at PGRI 3 Ngawi&#x0D; This study uses a qualitative approach with the type of Classroom Action Research (CAR) where data is collected by interview, observation and documentation methods. Sources of informants from this study were the principal and educators of PGRI 3 TK in Ngawi. The results of this study will be presented in the form of sentences, not in the form of numbers presented in the observation table. The data analysis technique used is observation, assessment sheet and conclusion drawing. With learning that applies the Sensory Path Educational Game Tool, it can be seen that there is an increase in children's cognitive abilities which can be seen from the initial condition of the child's cognitive ability which was originally still quite low with conditions after the application of the sensory path educational game tool to increase. The application of sensory path educational games has been proven to improve cognitive abilities in children aged 4-5 years.&#x0D; Keywords: Educational Game Tool (APE), Sensory Path, Cognitive Aspect

Effect of illuminated musical mobile on sleep quality of children hospitalized in pediatric emergency departments

PurposeThe aim of this study is to evaluate the effect of an illuminated musical mobile on the sleep quality of children hospitalized in a pediatric emergency department. Design and methodsIn this randomized controlled study, 124 children presenting to a pediatric emergency department who met the inclusion criteria were included in the study. Patients were randomized into two equal groups. In the intervention group, an illuminated musical mobile was used to help facilitate sleep. In the control group, routine sleep routines were continued. Groups were compared according to sleep quality as evaluated by mothers' observations. Evaluation was performed twice (before intervention – 1st day of hospitalization and on the intervention day – 2nd day of hospitalization). ResultsAverage age of children was 1.86 ± 0.78 years. On the intervention day, nighttime sleep duration was longer in the intervention group (p < .0001). Also, the frequency of spontaneous awakening (p < .0001), time to fall asleep after spontaneous awakening (p < .0001) and sleep time problems (p < .0001) were less in the intervention group. ConclusıonsAn illuminated musical mobile was used for the first time in the pediatric emergency department and was found to be effective in improving the sleep quality of hospitalized children aged between 1 and 3 years. Practice implicationsDuring hospitalization, children's sleep quality can be increased by using methods and objects suitable for the child's developmental level.

Lingkungan Pengasuhan dan Tingkat Perkembangan Anak Usia 4-5 Tahun

Skills and intelligence in adulthood are a series of developmental processes that children go through from an early age. In addition, the first five years of life are crucial for a child's further development. The future development of children is closely related to the environment in which children are raised. Therefore, a conducive environment is needed to form independent and quality children. The purpose of this study was to examine the relationship between the parenting environment and the level of child development. The research design used a cross-sectional study, carried out in Betoambari District, Baubau City, Southeast Sulawesi involving 90 mothers and children who were selected by purposive sampling from complete families and had children aged 4-5 years. Data was collected through interviews. Data were analyzed descriptively and multiple regression. The results showed that the quality of the parenting environment had an average index value that was included in the medium category. Most of the children's developmental levels are also in the moderate category. The parenting environment has a positive and real influence on the level of child development. Keywords: child development, physical environment, social environment, parenting, motor development

Erken çocukluk dönemine yönelik fen temalı bilgi veren resimli çocuk kitaplarının incelenmesi

Fen temalı bilgi veren resimli çocuk kitaplarının çocukların fen kavramlarını doğru tanıma ve öğrenme, bilimsel kelime dağarcığını geliştirme ve en önemlisi de merak duygularını tetiklemesinde önemli katkıları bulunmaktadır. Bu noktada fen temalı bilgi veren resimli çocuk kitaplarının hazırlanma süreçlerinde fiziksel özelliklerinin yanı sıra çocukların gelişim seviyelerine uygun anlaşılır bir dille yazılması, uygun resimlemelerin yapılması gibi içerik özellikleri de önem arz etmektedir. Bu noktadan hareketle yapılan bu araştırmanın amacı erken çocukluk dönemine yönelik olarak hazırlanmış fen temalı bilgi veren resimli çocuk kitaplarının fiziksel açıdan, bilim resimlemesi açısından, fen içerik standart alanları açısından, yazım, doğruluk ve içerik özellikleri açısından incelenmesidir. Araştırma betimsel araştırma türlerinden tarama modeline uygun şekilde gerçekleştirilmiştir. Araştırma kapsamına dahil edilen kitapların seçiminde Türkiye’de okul öncesi öğretmenlerinin ve okul öncesi dönem çocuklarının ailelerinin kolaylıkla ulaşabileceği yayınlar olmasına ve fen temalı bilgi veren resimli çocuk kitaplarına yönelik en fazla yayına sahip yayınevi olması kriterlerine dikkat edilmiştir. Bu kriterler doğrultusunda TUBİTAK yayınlarının okul öncesi döneme yönelik olarak hazırlamış olduğu 118 fen temalı bilgi veren resimli çocuk kitabı araştırmanın çalışma grubunu oluşturmaktadır. Veri toplama aracı olarak araştırmacılar tarafından ulusal ve uluslararası alan yazın incelenerek hazırlanan ve uzman görüşü alınarak son hali verilmiş bulunan Fen Temalı Bilgi Veren Resimli Çocuk Kitaplarını İnceleme Kriterleri Formu ile incelenmiştir. Elde edilen bulgular doğrultusunda kitaplarda içerik açısından önerilerde bulunulmuştur.

Maternal and paternal overprotection of children born preterm: Relations to child and parental factors.

The purpose of this study was to investigate the correlates of observed overprotective behaviors of mothers and fathers of preterm-born preschoolers. Participants included 85 children born prematurely (gestational age <37 weeks) and their parents, assessed when children were 12, 24, and 42 months old. Observed overprotection was measured through the standardized observation of a parent-child interaction. The examined correlates included parent-reported perception of their protective behavior, parental gender, child neonatal risk, child development, parent-reported perception of child vulnerability, parent-reported psychological distress, and family's socioeconomic disadvantage. Results revealed that the correlation between parent-reported and observed parental overprotection was not significant for mothers and fathers. There was a significant positive association between maternal and paternal observed overprotection and no significant differences between mothers' and fathers' overprotection levels. Lower child developmental level and more socioeconomic disadvantage at child's 12 months of age were significant predictors of observed overprotective behaviors. Findings suggest the importance of targeting parents of preterm-born children with socioeconomic disadvantages and whose children have a lower developmental level for providing support to both mothers and fathers in the development of more adaptive parenting strategies. (PsycInfo Database Record (c) 2022 APA, all rights reserved).