Parental Goals Research Articles

Cultural Roots of Parenting: Mothers' Parental Social Cognitions and Practices From Western US and Shanghai/China.

Cultural values can be considered as important factors that impact parents’ social cognitions and parenting practices. However, few studies compare specific cultural values of parents and the relationships between cultural values and parenting processes in eastern and western contexts. This study examined the ethnicity differences in mothers’ cultural values, parental social cognitions (child-rearing ideologies and goals), and parenting practices between Mainland Chinese and European American contexts. Predictors of parenting goals and parenting practices were also investigated. Mothers of 4–6 years old children from the western United States (N = 78) and Shanghai/China (N = 96) participated in this study. The results suggested that mothers from Shanghai/China were both more collectivistic and individualistic than mothers from the western United States. Chinese mothers more strongly endorsed training and collectivistic parenting goals, while European American mothers more strongly endorsed individualistic parenting goals for their children. However, no significant difference was found in parenting practices for both groups of mothers. For both ethnic groups, in general, mothers’ cultural values have small but significant impact on their parenting processes. The prediction of cultural values and parenting goals on parenting practices were also different for both ethnicity groups. Although Chinese mothers were higher on both individualism and collectivism, their collectivistic values were more important in predicting parental social cognitions.

What matters most and for whom? A cross-sectional study exploring goals of health professionals in German neonatal intensive care units

ObjectivesQuality of care largely depends on successful teamwork, which in turn needs effective communication between health professionals. To communicate successfully in a team, health professionals need to strive for the...

949 EXIT-to-airways for fetal neck mass: extending the procedure to diamniotic-monochorionic twin gestation

Fetal airway obstruction in one twin of a diamniotic pregnancy presents unique challenges especially when a single placenta is shared between the fetuses. Very few cases of Ex-Utero-Intrapartum-Treatment (EXIT) in twin pregnancies have been reported, and only in dichorionic pregnancies. We report a single methodology for EXIT-to-airway procedures in monochorionic and dichorionic twins. We review two EXIT-to-airway in twin pregnancies with a giant cervical mass in one fetus. Two cases of EXIT-to-airway in twin pregnancies were performed in 2018-2019 at a regional fetal treatment center. A multi-disciplinary evaluation was completed, and treatment options developed to accommodate parental goals balancing the risks for both fetuses. Case 1 involved a dichorionic-diamniotic pregnancy with a large cervical lymphatic malformation with labor at 36 weeks. Case 2 involved a giant cervical teratoma in a monochorionic-diamniotic twin pregnancy with preterm labor at 29 weeks. In each case, the polyhydramnios caused the affected twin’s amniotic sac to be the presenting sac for the surgical approach. Continuous monitoring of both fetuses was obtained via pulse-oximetry and intermittent transthoracic echocardiography and continuous transuterine echocardiography. Bronchoscopy and intubation were completed after 10 and 22 minutes of uteroplacental bypass respectively. In each case, the affected fetus was transferred to adjacent operating room for complete mass resection. The unaffected twins were delivered as second without intubation and resuscitated without any perinatal distress. Twins and mothers recovered without complications. EXIT-to-airway appears to be a reasonable option for the safe transition of complicated twins even in the setting of significant prematurity in a monochorionic pregnancy. Continuous monitoring permits safe algorithm-based airway management of the affected twin first and subsequent delivery of the unaffected twin. Thoughtful preparation by an experienced multidisciplinary team permits an EXIT-to-airway approach for twin pregnancies in an emergency setting.

Quality improvement for NICU graduates: Feasible, relevant, impactful

Continuous quality improvement (CQI) has become a vital component of newborn medicine. Applying core principles – robust measurement, repeated small tests of change, collaborative learning through data sharing – have led to improvements in care quality, safety, and outcomes in the Neonatal Intensive Care Unit (NICU). High-risk infant follow-up programs (HRIF) have historically aided such quality improvement efforts by providing outcomes data about NICU interventions. Though as a discipline, HRIF has not universally embraced CQI for its own practice. In this review, we summarize the history of CQI in neonatology and applications of improvement science in healthcare and describe examples of CQI in HRIF. We identify the need for consensus on what defines ‘high-risk’ and constitutes meaningful outcomes. Last, we outline four areas for future investment: establishing evidence-based care delivery systems, standardizing outcomes and their measures, embracing a family-centered approach prioritizing parent goals, and developing professional standards of care for HRIF.

Caregiver experiences of developmental screening.

The American Academy of Pediatrics (AAP) has called for a universal system of developmental screening and surveillance to enhance early detection and intervention for children. While the need and potential impact of universal screening is well documented, recent reports show that screening rates have not reached expected goals and gaps remain in terms of effective follow-up and referral to early intervention (EI) services. Few studies have explored parent and child experiences of developmental screening, which would aid researchers, practitioners and policymakers in improving early detection and referral to EI. The purpose of this qualitative study was to understand the experiences of caregivers and children who received developmental screening across different service sectors, including the type of screening received, location of screening, experiences during the screening process and the follow-up interventions received following screening. Individual interviews were conducted with 31 caregivers. A descriptive qualitative design allowed for the exploration of caregiver experiences with developmental screening. Thematic analysis was utilized to categorize caregiver reflections prior to, during and following developmental screening events. Analysis revealed five themes that described caregivers' experiences with screening and assessment for their child: (1) parent's goals of screening; (2) screening preparation and support; (3) parent/child response to screening; (4) result reporting and follow-up; (5) overall satisfaction with screening process. Each theme was composed of several subthemes. Caregivers see the importance of developmental screening, caregivers and children respond well to screening delivered by various providers in multiple settings and caregivers find the information gleaned from screening events important in planning for their child's developmental trajectory. Key places where improvements can be made to further bolster parental engagement and satisfaction include screening preparation and follow-up.

Clinical Course for Patients With Trisomy 13 and 18 Pursuing Life-Prolonging Therapies Versus Comfort-Directed Care.

Care for infants with Trisomy 13 and 18 is evolving with more children being offered medical and surgical interventions. Parents and clinicians of children diagnosed with trisomy 13 and 18 would benefit from understanding how parental goals of care correlate with the subsequent clinical course of children with these conditions. To describe and compare parental goals of care (GOC) and clinical course in infants with trisomy 13 and 18. Single center, retrospective (2013-19) analysis of electronic health record repository at a birthing center and a tertiary care hospital. ICD-9/10 codes were used to identify patients with trisomy 13 or 18 born between 2013-2019. Their records were abstracted for their diagnosis, hospitalization days, interventions, GOC, death location and length of life. Twenty-eight total patients were identified; trisomy 13, mosaic trisomy 13 and trisomy 18 were diagnosed in 9, 2 and 17 patients respectively. Among the 26 patients with complete trisomy 13 or 18, 8 had life-prolonging and 18 had comfort care goals at birth/diagnosis. Life-prolonging goals were not associated with longer life (p = 0.36) but were associated with more mean hospital days (70 vs. 12, p = 0.01), ICU days (66 vs. 9, p = 0.009), intubation (7/8 vs 7/18, p = 0.04), and death in ICU (7/7 vs. 10/17, p = 0.02). Zero patients underwent cardiac surgery. Parental GOC did not affect length of life in children with complete trisomy, but did alter treatment intensity. This may inform decision making for patients with trisomy 13 or 18.

Reconceptualising parental monitoring within a model of goal-directed parental action

The concept and operationalisation of parental monitoring in adolescent behavioural research is idiosyncratic, and often conflates multiple concepts. This hinders study and understanding of its role in the distinct processes of adolescent development and behaviour. This paper introduces a model of Goal-Directed Parental Action, applied to adolescent crime, in order to situate and thus define the concept of parental monitoring. This model draws on Situational Action Theory to both prioritise motivation and specify a parental action process. This process distinguishes parental goals from the means by which to achieve them and from the knowledge gathering required to evaluate progress towards such goals. Within this framework, parental monitoring is defined as the employment of active information-gathering behaviours by parents to help them to gain knowledge about and evaluate their child's progress towards a range of parentally selected developmental and behavioural goals. In addition to facilitating this definition of parental monitoring, the model of Goal-Directed Parental Action has future potential to clarify other parenting concepts and processes.

Belief in Hell and Parenting Priorities Concerning Child Independence and Obedience: Does Economic Context Matter?

AbstractThis study examines the ways that belief in hell is associated with parental goals concerning child independence and obedience. Further, it assesses how this association is contingent upon economic circumstances of a nation, reflected by a country's Gross Domestic Product (GDP) per capita. Multilevel analyses with data from the sixth wave of the World Values Survey (2010‐2014) show that belief in hell is associated with a greater likelihood of opposing independence and endorsing obedience. Yet, these observed associations differ across national economic context. Specifically, the negative association between belief in hell and parental endorsement of independence is greater in countries that are more economically developed. Similarly, the positive association between belief in hell and parental endorsement of obedience is greater in countries that are more economically developed. The theoretical implications of these findings are discussed regarding the interplay of religion, parental values about child socialization, and social context.

Parenting Goals: Links with Parenting Strategies in Caregivers of Children with Autism Spectrum Disorder

ObjectivesParenting goals describe the outcomes that parents aim for when interacting with their child. They have received little attention in research with caregivers of children with autism spectrum disorder (ASD). The present study explored different types (dimensions) of parenting goals reported by caregivers of children with ASD, investigated links between these parenting goals and child characteristics, and explored whether parenting goals were linked to reported use of particular parenting strategies.MethodsData from 161 caregivers of children with ASD aged 7–18 years revealed two goal dimensions: “Norm Adherence Goals” (i.e. the perceived importance of the child cooperating with the parent, respecting their authority, and behaving well in public); and “Autonomy Support and Relationship Goals” (i.e. the perceived importance of promoting the child’s resilience, wellbeing, and the quality of the parent-child relationship).ResultsParents who reported that norm adherence goals were particularly important to them were more likely to endorse parenting strategies such as setting rules, using rewards, and giving punishments. These parents also reported using less “Accommodation” (e.g. making allowances for their child, being flexible, avoiding triggers). Autonomy support and relationship goals were very strongly endorsed by nearly all parents, and we therefore could not find strong links between the importance of these goals and parenting strategies.ConclusionThese findings suggest that parenting goals might be importantly linked to parenting strategies and could be considered in personalizing interventions in clinical practice. Given that parents’ cognitions about their child’s behaviour and their role as parents likely interact with and influence their parenting goals, we argue that future research should investigate parenting goals, cognitions, and behaviours in parallel.

Normalizing inconvenience to promote childhood vaccination: a qualitative implementation evaluation of a novel Michigan program

BackgroundIn 2015, Michigan implemented a rule requiring parents to attend an education session at a local health department (LHD) prior to waiving mandatory child vaccinations. This study utilizes Normalization Process Theory (NPT) to assess program implementation, identifying potential threats to fidelity and sustainability.MethodsWe conducted 32 semi-structured interviews with individuals involved in these education programs across 16 LHDs. Participating LHDs were selected from a stratified, representative sample. One interviewer conducted all interviews using a semi-structured interview guide; two authors coded and analyzed the interview transcripts according to the NPT framework (i.e, sense-making, engagement, collective action, and reflexive monitoring).ResultsThere was a lack of consensus about who the stakeholders of this new rule and its resulting program were (sense-making). Perhaps as a result, most LHDs did not solicit advice from key stakeholder groups (i.e., schools, health care providers, community stakeholders) in their planning (engagement). While most interviewees identified providing education and information as the goal, some identified the more challenging goal of persuading vaccine hesitant parents to immunize their children. There was also some variation in perception of who held health educators accountable for meeting the goals of the waiver education program (collective action). Formal program evaluation by LHDs was rare, although some held informal staff debriefings. Additionally, sessions that went particularly well or poorly were top-of-mind (reflexive monitoring).ConclusionsThe immunization waiver education program may be at risk of not becoming fully embedded into routine LHD practice, potentially compromising its long-term effectiveness and sustainability. Managers at the local and state level should maintain oversight to ensure that the program is delivered with fidelity. As the program relies on sustaining inconvenience to encourage parents to immunize their children, any shortcuts taken will undermine its success.

Shadow education in the service of tiger parenting: Strategies used by middle‐class families in China

AbstractParents in many cultures invest significant proportions of household incomes in the so‐called shadow education system of private supplementary tutoring. Parts of the literature attribute intensive tutoring to East Asian cultural traditions and to so‐called tiger parenting. Based on a mixed‐methods study in Shanghai, this article examines tiger parenting through a socio‐economic lens to show the roles of shadow education in achieving parental goals. The study shows that tiger parenting is most evident in middle‐class families. In order to transmit or increase social advantages inter‐generationally, such parents use private tutoring to prepare their children for successful academic trajectories in mainstream education. The strategy is driven by anxieties related to social status in the rapidly changing risk economy. Shadow education has provided parents with new means to increase family cultural capital which not only facilitates school performance but also reinforces class dispositions. The study highlights the importance of understanding tiger parenting in the culture of class, in addition to other cultural factors. It challenges the simplistic attribution of tiger parenting to Confucianism by revealing dimensions that run counter to the Confucian conception and tradition of parenting. It also extends the conceptualization of family cultural capital by unpacking the processes of tutoring as externalized parenting in the era of global expansion of shadow education.

Gambaran Komunikasi Guru dengan Orang Tua dalam Membentuk Karakter Siswa di SDIT Ghilmani Surabaya

The purpose of this study are to describe the communication between teachers and parents in building the character of students at SDIT Ghilmani Ketintang Surabaya and to determine the impact of such communication. The research method used was descriptive qualitative, then data collection techniques used were interviews, observation, and documentation. The data analysis techniques used were data condensation, data display, and data verification which were validated by using the credibility test and the dependability test. The results of this study indicated that the picture of teacher and parent communication in building the character of students was as follows: 1) class groups created through social media such as whatsapp and so on, 2) communication through anecdot records or anecdotal notes used to record student behavior every day at school, the note was submitted to the parents of students when receiving report cards, 3) Communication through information books, and independent student communication, 4) home visit activities, namely teacher visited to student homes, to match the development of student behavior at school , 5) perenting activities, namely activities to bring in psychologists to provide direction to parents on how to properly educate children. The impacts of communication between teachers and parents were: 1) good cooperation between teachers and parents in building the character of students at home and at school, 2) there was a change in student character, because every day is monitored through information books, and independent student communication , 3) to increase parental knowledge on how to educate children well through parenting activities, 4) student achievement increased because all student activities were monitored through anecdote record . Recommendations from this study were 1) the results of this study can be used by schools, teachers, parents to carry out communication so as to improve the character of students at school and at home by intensifying their communication so that the character of students is built in accordance with the expectations and goals of teachers and parents, 2) other researchers can use as a reference for conducting similar research related to teacher and parent communication in building student character.

Family Orientation and Achievement Goal Orientations Among the Children of Immigrant and Non-Immigrant Families

The current study examined the role of family orientations on the achievement motivations (i.e., achievement goal orientations and intrinsic motivation) of high school youths of different generational status (i.e., from immigrant or non-immigrant families) when their perception of their parents’ goals and classroom goal structures were tested simultaneously as predictors. A total of 331 high school students (ninth grade; ages 13–16, with 96% of the students in the ages of 14 or 15; 141 boys and 187 girls) from one high school in the United States participated in the study, completing a series of assessments with regard to their math classes. The findings show the complex role of the family contexts (parent goals and family orientations) on the adaptive mastery goals for children of immigrant families, going beyond previous studies that reported the relationships between family orientation and performance-approach or less adaptive performance-avoidance goals. This study still found that students’ family orientations strongly predicted their desire to win over their peers with certain levels of internal pressure in order to meet their parents’ expectations, aligned with previous literature. Through examining a context beyond the classroom context, studies should continue to examine the larger family and cultural context in understanding students with diverse backgrounds.

Addressing Goals of Parents of Hospitalized Children: A Qualitative Analysis of Parents' and Physicians' Perspectives.

Goals of care discussions are crucial in helping parents navigate complex medical decisions and shown to improve quality of care. Little is known about whether physicians elicit or address parents' goals during a child's hospitalization. The purpose of this study was to understand the current practice of goal setting at the beginning of hospitalization by exploring the perspectives of parents of hospitalized children and their hospital physicians. A qualitative study with semi-structured interviews was conducted from 2018 to 2019 at a 361-bed quaternary suburban freestanding children's hospital. Twenty-seven parents of hospitalized children and 16 pediatric hospital medicine faculty were matched to participate. Data were analyzed using modified grounded theory, with themes identified through constant comparative approach. Five themes were identified: 1) Majority of hospitalized children's parents want to share their goals with physicians. 2) Parents and physicians share the same underlying goal of getting the child better to go home. 3) Parents of children with chronic diseases identified nonhospital goals that were not addressed. 4) Physicians do not explicitly elicit but rather assume what parents' goals of care are. 5) Factors related to patient, parent, and physician were identified as barriers to goal setting. Physicians may not consistently elicit parents' goals of care for their hospitalized children at the start of hospitalization. Parents desire their physicians to explicitly ask about their goals and involve them in goal setting during hospitalization. Strategies were identified by parents and physicians to improve goal setting with parents of hospitalized children.

Keeping our children safe and calm in troubled times.

Keeping children safe and keeping children free from worry are usually tasks that parents do without any sense of cross-purpose. In times of threat and very real danger, these two parental goals come into conflict. This article articulates the confusion of intentions amidst the pandemic. It alludes to previous crises such as happened in both World Wars to protect children including Operation Pied Piper to evacuate them from London in World War 2. The aim of this paper is to give parents and clinicians an awareness of the child's and young person's point of view, in particular, the worry of children for parents. The burden on children of fearing that they may infect parents, grandparents and loved ones generally is considerable. Parents who deny what is happening lack credibility. Parents who fail to manage their own anxieties burden their children with burdens they themselves cannot bear. Honesty about the need for safety and courage as parents to promote calm are what good parents have been doing throughout history. Telling children what they are doing that is right helps them to know what 'the right' is. The possibility is considered that we will come through the pandemic with a greater sense of what matters to our children and what should matter to us.

Communication Skills and Practices Vary by Clinician Type.

Unscheduled admission to the PICU is a stressful experience for families. During the admission process, families communicate with 4 types of clinicians (resident, nurse practitioner, fellow, and attending physician). All clinicians must manage family stress while communicating concise, accurate information. The manner and variability in how different clinicians communicate with families at the time of PICU admission is not yet known. We performed a prospective observational study to evaluate communication patterns of various clinician types, including the length of communication encounters and the number of provider interruptions at the time of admission to the PICU during a 3-month period. All nonscheduled admissions to the PICU were eligible for enrollment. The admission intake was audio recorded and directly observed. We observed 45 different family-clinician interactions for a total of 19 unique family encounters (48% of eligible admissions). Residents and nurse practitioners spent the most time communicating with families (14.3 and 19 minutes, respectively) compared with fellows (7.3 minutes) and attending physicians (6.6 minutes). Residents were frequently interrupted by pages and phone calls (64% of interactions) and spoke at a higher reading level than all other clinician types (P = .03; 95% confidence interval 74.6-83.9). Qualitatively, residents had more challenges coping with distractions, acknowledging parental emotions, and aligning with parental goals compared with other clinician types. Resident trainees spend significantly more time with families and, during this time, are burdened with frequent interruptions. In this stressful communication environment, residents encounter more barriers to communication and may require additional communication skills to manage relaying complex information while simultaneously responding to parental emotions.

Goals of Parents Whose Infant Is in the Neonatal Intensive Care Unit: An Explorative Study.

The aim of many neonatal intensive care units (NICU) today is to promote a family-centered practice that addresses parental concerns and needs. However, the specific goals of parents are often unaddressed by the healthcare team. The aim of this study was to understand the goals of parents whose infant was in the NICU to enhance collaboration and communication between parents and health professionals. A written questionnaire was disseminated to parents whose infant was in the NICU at the Kingston Health Sciences Centre. A thematic analysis of the goals was completed to identify key emergent themes and their implications. A total of 23 questionnaires were disseminated to parents and 13 (57%) were returned. Returned questionnaires were most often completed by the mother (n = 9, 70%), and a total of 40 goals were recorded. Three key emergent themes were identified, which included feeding and weight gain, eliminating medical equipment, and successful hospital discharge. Understanding the goals of parents whose infant was in the NICU can enhance communication between parents and their healthcare team, thus aiding the implementation of a family-centered practice. Future larger sample sizes studies across several NICUs would increase the generalizability of results and garner a larger volume of data to establish significant trends between specific infant and parent demographic data and the associated goals.

Decision Quality Among Parents Who Are Offered Ventilation Tube Insertion for Their Children.

To develop a Decision Quality (DQ) tool to measure parents' DQ concerning ventilation tube (VT) insertion in their children. Parental survey during 2017 to 2018 in a tertiary care pediatric otolaryngology clinic comparing a validated Decisional Conflict (DC) scale with a DQ instrument including Shared Decision-Making (SDM) scale, parental treatment goals, and knowledge about VT. Of 100 parent participants, 83% were mothers and 14% were fathers. 94% elected VT insertion, 6% elected monitoring or deferred the decision. 44% of the patients were <18 months, 42% were 19 months to 3 years, and the rest were older. The mean DC score was 8.26 out of 100 (95% CI 4.82-11.69), indicating low DC. Mean DQ score was 82.45 out of 100 (95% CI 80.18-84.72), including mean SDM of 87.71 (95% CI 83.53-91.88,), mean knowledge score of 87.5% (95% CI 84.56-91.59) and mean values score of 7.16 (95% CI 6.90-7.41). Comparisons between those who elected VT and those who did not showed that electors had lower DC scores (7.15 vs 24.74, P < .001), higher DQ scores (83.00 vs 72.61, P = .028) with higher SDM scores (88.70 vs 70.22, P = .044) and higher values score (7.20 vs 6.36, P = .034). Cronbach alpha for the DQ scale was 0.76. Spearman's rho for DQ score versus DC score was -0.458, P < .001. DQ, as measured with this tool, was higher when parents chose to place tubes. Our DQ instrument has potential use for study of why parents may decline VT when their child meets criteria for them.

Parents' Concepts of the Successful School Child in Seven Western Cultures.

Although children's school success is a parental goal in most cultures, there is wide cultural variation in the qualities that parents most wish their children to develop for that purpose. A questionnaire contained forty-one child qualities was administered to 757 parents in seven cultural communities in Australia, Italy, the Netherlands, Poland, Spain, Sweden, and the United States. Exploratory factor analysis was conducted separately within each sample and results revealed both similarities and differences across the seven samples. The factor structures showed considerable similarity: four domains of characteristics (Cognitive Qualities, Social Qualities, Negative temperament, and Good Characters) were identified in each sample as strongly influencing children's success in school. However, parents differed across the seven cultural communities in the importance they attributed to these factors. The results also reveal some culturally unique patterns in parents' concepts of the successful schoolchild; the seven samples were differentiated by distinctive associations of individual qualities around the four common domains. These results offer new insights for incorporating perspectives from other cultures into our own concepts of what qualities are most important for children's success in school, and how educators can be cognizant of differing cultural perspectives represented by the families whose children are their students.

Environmental Literacy in Elementary School 111 Pekanbaru (A Naturalistic Inquiry Study at Adiwijaya School National Level)

This research aims to; 1) describe the condition of the physical environment at Elementary School 111 Pekanbaru in the implementation of environmental literacy; 2) describe the implementation of Adiwiyata program at Elementary School 111 Pekanbaru in an effort to implement environmental literacy; 3) describe the learning at Elementary School 111 Pekanbaru in the effort to apply environmental literacy; and 4) describe the obstacles and solutions attempted by the schools at Elementary School 111 Pekanbaru in the implementation of environmental literacy. The method used in this study is naturalistic inquiry. The location of this study was conducted at Elementary School 111 Pekanbaru. Data collection techniques in this study are; 1) interview; 2) observation; and 3) documentation. Data analysis of the results of the study used Miles and Huberman model, namely, data reduction, data display, and drawing conclusion. The research results obtained that First, efforts to increase students' environmental literacy through the condition of the physical environment of Elementary School 111 Pekanbaru was dominated by the existence of Adiwiyata physical evidence. Second, efforts to increase environmental literacy of students in Elementary School 111 Pekanbaru through the Adiwiyata program are more dominated by the existence of Adiwiyata physical evidence and the application of an environment-based curriculum (monolithic curriculum for Environmental education subjects). Third, efforts to improve environmental literacy of students are made through learning, namely the selection of Basic Competencies in 2013 curriculum which has an environmental content and utilizes the school environment as a learning laboratory. Fourth, that is related to the obstacles encountered and the solutions pursued by Elementary School 111 Pekanbaru in an effort to increase environmental literacy of students. As for the obstacles including: accustoming students to love the environment, uniting the perspectives and goals of classroom action research, students, and parents, the solution pursued by Elementary School 111 Pekanbaru is to keep trying to accustom, give examples, give advices, provide guidance, and return to the written rules. The next obstacle is that there are still some teachers who sometimes give bad examples, the solution pursued by Elementary School 111 Pekanbaru is to inter-inspect each other related to activities in the school environment. The next obstacle is that some teachers are still trying to adjust to the implementation of 2013 curriculum, and the solution sought by Elementary School 111 Pekanbaru is to interact, learn and ask more experienced teachers.