Opinions Of Parents Research Articles

Study regarding the opinions of parents and teachers about the involvement of students in the learning activity during online school

The coronavirus pandemic has put the education system around the world to the test. In the context of the Covid-19 pandemic, the school was conditioned to operate in a digitized environment, which determined the most unexpected psycho-educational and social experiences at the level of educational decision-makers, but also at the level of beneficiaries. Contrary to the fears of parents and teachers, in particular, regarding the difficulty of carrying out online activities, the data of our research showed that the use of new information technologies and educational platforms has proven to be the most important mobile of learning. Although there are insignificant differences between the answers provided by parents in the two research groups, special education and mainstream education, we appreciate that parents of special education students are more satisfied with the educational process specific to online school, because they are more involved in the educational activity of their children. The teachers, for their part, positively appreciate the educational involvement of the students during the online school period.

Оценка родителями инклюзивной образовательной среды школы и своего участия в ее создании

<p style="text-align: justify;">The role of parents as participants in educational relations, and especially in the context of inclusive education, has attracted the attention of researchers for a long time, and this attention does not weaken, confirming the importance of this topic. In this work, we set ourselves the goal, based on monitoring data for 10 regions of Russia, to determine, on the one hand, the opinion of parents about the readiness of schools for inclusive education based on a number of indicators of the inclusive educational environment, and on the other hand, their participation in various forms of work offered by schools. The sample was randomly formed by strata (selection of regions, selection of schools, selection of parents). The total sample size was 121,364 parents from 679 schools, where the proportion of parents of students with disabilities was 6,99% (8 478 respondents). For data processing, a random sample (10% of the total number) was formed and used for frequency and correlation analysis. A frequency analysis of parents’ opinions on various aspects of a school’s readiness for inclusion revealed three groups of characteristics of an inclusive educational environment, differing in levels of readiness: the first concerns the professional level of teachers and support specialists, the second concerns the relationships between teachers and students, as well as between students, the third concerns the general material and technical equipment of schools, materials, textbooks and educational equipment adapted for children with disabilities, as well as the adaptability of the school space and its territory. The frequency analysis is confirmed by the results of correlation analysis: the characteristics included in one group showed a strong correlation with each other, and in different groups showed an average correlation. An important exception was the strong correlation between the level of professional readiness of teachers and the relations between teachers and students. Parents' participation in the forms of work offered by the school turned out to be significantly less than the perceived opportunities for participation, which confirms the hypothesis that there is a significant difference between the perceived opportunities for participation and the actual participation of parents in the forms of work offered by schools. This is consistent with the position that the key to attracting parents to participate in creating an inclusive educational environment is the connection between the conditions created by schools and the requests of parents as subjects of educational relations, their active position in supporting the efforts made by the school.</p>

Parent opinion on peer support programs to promote adolescent mental health

RationaleEvidence-based adolescent peer support programs for suicide prevention have shown promise in schools through increased knowledge and acceptability of help-seeking. While multiple social contacts may influence adolescent help-seeking, parents are a major factor. Thus, parent backing for peer support programs is likely to influence their impact, but little is known regarding parent perspectives on such programs. ObjectiveIn the context of a randomized clinical trial evaluating school-based depression screening, qualitative work indicated Pennsylvania parents held positive views of peer support programs. The objective of this study was to gain an understanding of parent perception of adolescent peer support programs at the national level. MethodCross-sectional US-based survey with the C.S. Mott Children’s Hospital National Poll on Children’s Health; 985 parents had a child 13–18 years-old and were eligible. Post-stratification weights were generated by survey vendor, Ipsos. Descriptive and bivariate results were calculated; logistic regression models controlled for parent demographics. ResultsParents were 55 % female, 56 % White, 81 % employed, and 52 % with an income <$100 K. Backing for peer support programs was rated as 33 % definitely, 46 % probably, 14 % unsure, and 7 % would not support; 29 % reported existing peer support programming at their teen’s school. Odds of “definitely/probably” versus “unsure/do not” support were greater among mothers versus fathers (OR 1.53 [95 % CI 1.08, 2.16]), Latinx versus White parents (OR 1.96 [95 % CI 1.15, 3.34]), and employed parents (OR 1.92 [95 % CI 1.25, 2.94]). Adding parent report of an existing program at their teen’s school to the model retained the aforementioned variables with greater support among parents exposed to this programming OR 3.20 ([95 % CI 2.01, 5.08]). Conclusions. One-third of parents favored peer support programs, especially those previously exposed to this programming. Data suggest programs may appeal to Latinx families, presenting an innovative approach to mitigate mental health disparities.

Investigation of Turkish Students' School Engagement through Random Forest Methods Applied to TIMSS 2019: A Problem of School Psychology

In this study, in line with TIMSS 2019 data, 8th grade students' school engagement in the Turkish education system and various variables in the field of science and mathematics, which are thought to be related to school engagement, were examined with the Random Forest method, a method amongst data mining methods. This research focuses on student bullying, which includes psychological factors at school, such as whether students like or dislike their lessons, their confidence in science, their self-confidence, absenteeism, and the effects of teachers' teaching methods on SE. The sample of the study consisted of 3872 students in the science data set and 3802 students in the mathematics data set, which remained as a result of the lost data deletion and assignment processes from 4077 students who originally participated in the application. The open-source Python infrastructure was used in the analysis of the data. Orange 3.32 data mining program was employed for model setup. The model performance criteria MSE, RMSE, MAE and R2 values obtained as a result of the analysis. In both areas, the variables that contribute to the prediction of students' school engagement were ranked according to their importance levels, starting from the most important, also interpreted and discussed. It was observed that the performance criteria of the established model have values close to zero in the field of science (MSE: 2.775 RMSE: 1.666 MAE: 1.267) and mathematics (MSE: 2.240 RMSE: 1.497 MAE: 1.131). Variables explain school engagement at the rate of 69.6% in science and 75.7% in mathematics. The order of importance of the variables in both areas showed a great similarity. Student bullying was obtained as the most important variable. Prospective studies can also be planned towards collecting more in-depth data deploying qualitative data collection methods under a qualitative research model that also includes the opinions of self, peers, teachers and parents. For the education policies that the TES should produce toward increasing SE, it is weighty to reduce and prevent student bullying in schools with sustainable practices. Exclusively school administrations should focus on student bullying with the help of counselors, diagnose the problems and take measures in and out of school according to the types of bullying.

Intrinsic motivation in preschool children: Predictive effect on levels of resilience

This study was conducted to explain the relationship between motivation and psychological resilience of preschool children. The study group consists of a total of 202 children, 107 girls and 77 boys, aged 36-72 months, attending various pre-school education institutions in the capital city of Turkey. In this study, which was designed in a relational screening model, the Motivation Scale for Preschool Children was used to determine the motivation levels of children, and the Social-Emotional Well-Being and Resilience Scale for Preschool Children were used to define their psychological resilience. Pearson correlation coefficient and multiple regression analysis were used in the evaluation of the obtained data. As a result of the research, it was found that there was a moderate and high-level positive relationship between the motivation levels of children and their psychological resilience. Additionally, in multiple regression analyses based on the resilience of children's motivation levels, it was found that motivation subscales predicted resilience at medium and high levels. In the light of this result, it has been suggested to develop scales on specific issues to apply to children and prepare intervention programs that reflect the common denominators of psychological resilience and motivation since scales developed on motivation and resilience in future studies are prepared mostly based on the opinions of parents and teachers. Keywords: Preschool education, children, intrinsic motivation, psychological resilience, well-being

Learning Organization Practices in Latvian Schools: Perspectives from School Staff, Students, and Parents

The aim of this study is to analyze the current practice of implementing an approach to the school as a learning organzsation (SLO) in general and vocational education in Latvia. The OECD integrated SLO model was used to find out whether there were differences between the opinions of school staff, students, and parents on the current practice of implementing the SLO approach in schools. A concurrent triangulation design was implemented, in which qualitative (school staff, n = 38) and quantitative (students, n = 990; parents, n = 620) data were collected concurrently, followed by a separate data analysis, after which the results of the studies were merged and triangulated. One of the key prerequisites for a school to become a learning organization is leadership, which is implemented on a daily basis by the school principal or an extended school management team. The results of the study indicate that, based on the analysis of students’ and parents’ opinions, learning leadership is one of the weakest dimensions of the SLO. The study also concludes that students’ and parents’ views on learning with and from the external environment and the wider system in their educational institution are not so positive, and that there is a need to raise the awareness of the school staff of the importance of collaboration in the current implementation practice of the SLO approach. It is necessary to ensure that purposeful cooperation and joint action are implemented at the school level to achieve the common goals of the school.

Social Functioning of Migrant Children in Polish Schools in the Opinion of Parents and Principals of Primary Schools

The economic and political changes of the last dozen years meant that Polish schools had to deal with the actual organization of education for children of different nationalities. The idea of intercultural education is implemented in various aspects; one of them is the correct process of adaptation to a new environment. This article shows the process of adaptation of children of different nationalities to the school environment of a Polish school in the opinion of parents and primary school principals. The presented research results show the described problem from the perspective of two time periods: before and after Russia's attack on Ukraine. The results of the analysis of the collected research material show the attitudes of students before starting education in a new place, problems related to the adaptation process, actions taken to implement the idea of intercultural education, and differences in the organization of education for students of different nationalities before and after Russia's attack on Ukraine. The presented article shows the current picture of the adaptation process of children of different nationalities in the developing intercultural education in Polish schools.

Evaluation of Parental Perspectives and Concerns about Pediatric Cochlear Implantation: A Social Media Analysis.

Parents often experience uncertainty during decision-making for their child's cochlear implantation (CI) surgery, and online forums provide insight on parental opinions that might not be expressed in clinic. This study aims to evaluate parental perspectives and concerns about pediatric CI using social media analysis. Qualitative study. Three online forums involving parental posts about pediatric CI. Forums were queried using keywords (e.g., "cochlear implant") to gather all U.S. parent-initiated posts about pediatric CI from 2006 to 2021. Thematic content analysis was performed to classify posts by overarching domain, themes, and subthemes. Posts were reviewed for thematic synthesis and double coded. Descriptive statistics were calculated for each theme by unique users. A total of 79 posts by 41 unique users were analyzed. Themes relating to decision for CI included facilitators, inhibitors, resources, and feelings. Parents posted about lack of benefit from hearing aids promoting decision for CI and high cost as an inhibitor. Some expressed concern about making a major decision for a minor. Parents often mentioned their child's healthcare providers and social media as resources. Through social media posts, parental priorities and concerns for decision-making of CI surgery were identified. Findings may guide discussions between physicians and parents and facilitate shared decision-making about CI.

Student, teacher and parent opinions on gamification components used in educational information network (EBA)

Student, teacher and parent opinions on gamification components used in educational information network (EBA)

9 “The Child's Voice”: Perceptions of Healthcare Systems for Children Aged 8-12 Referred for Neurobehavioural Concerns: A Focus Group Study

Abstract Background Providing children with a voice to tell their story and to fully participate in the plan of care has not been commonly reported in the literature. Paediatric health assessments traditionally rely on caregiver opinions and the interpretation of the child’s view rather than the child’s first voice perspective. Objectives This study focused on the experiences of children seeing a paediatrician primarily for neurobehavioural issues, such as autism and attention-deficit hyperactivity disorder (ADHD). The study was designed to provide children with the opportunity to share their thoughts directly rather than through a caregiver. Design/Methods This study, approved by the Horizon Health Network Research Ethics Board, used a qualitative design. 11 children between 8-12 years of age were recruited. These children were interviewed across three focus groups conducted using a semi-structured approach. The interview questions focused on emotions and opinions surrounding their care. Discussions were primarily led by the children. Focus groups were transcribed and analyzed using the six phases of inductive thematic analysis. Results Three overarching themes were identified: trust, boredom, and resolution (Figure 1). Trusting in their parent’s ability to communicate for them and regarding the doctor as an expert appeared as two subthemes. Children also reported feeling substantial levels of boredom at appointments, although “missing school” and “getting a treat” were reported as positives. Despite these feelings of boredom, many children expressed that the doctor provided them with a feeling of change or resolution, and that their visits were addressing their problems and needs.​ They also report disagreement may be perceived as being ungrateful for the help. Overall, children felt trust in their physician and parental intentions, along wit feeling positive about results. However, children’s views of their care are possibly influenced by the belief that decisions will be made for them, regardless of their voice. When children disagree with care, they may not voice this because of possibly perceived negative consequences. Conclusion Children must have a voice to ensure that we meet them ‘where they are’ as care providers and make goals and plans tailored to their needs, regardless of parent or physician bias or opinion. This is a cornerstone to upholding the Rights of the Child and ensuring patient-centred care. ​

Opinions of Resident Foreign Parents Living in Antalya on The Turkish Learning Process

The aim of this study is to examine the views of parents on foreign children's language, school adjustment and social skills by considering the level of certain different skills in the educational environment of foreign children included in the education system. In the research, the qualitative research method depending on the situation pattern was used and the opinions of the parents of 20 foreign children were taken. Interviews were conducted through a semi-structured interview form, and direct quotations were included in the study. Expert opinions on the relevant measurement tool were received and five questions were asked within the scope of the research. The parents of 20 students studying at primary and secondary schools in the city of Antalya were determined according to the criterion sampling method. Content analysis method was used in the analysis of the data. Content analysis; coding of the data, finding the themes, arranging the codes and themes, defining and interpreting the findings took place in four stages. According to the results of the research, the parents stated that the most important factor that negatively affects the language, school adaptation and social skills of foreign students is not knowing Turkish. For this reason, it has been stated that in order to improve the social skills of foreign students, it is necessary to teach Turkish to all foreign students first, and then move on to other skills training.

School Start Age: Three Months and Beyond, With Flexibility in The Decision to Start School

The aim of this study is to examine the school starting age of 69-71 months old children according to the opinions of teachers and parents. In this qualitative study, phenomenology design was used. The study group was determined by the maximum variation sampling method, which is one of the purposeful sampling types. The study group included 51 participants who were closely related to the school starting process. As a result of the study, while there are positive academic and physical opinions about children who start primary school early; There are negative views on social and psychological themes. Teachers' opinions are that 69-71 months old children should not start school (76%). Parents who send their children to kindergarten for one more year are fully satisfied with their decision to start school late (100%). Parents who start their children in primary school before completing 72 months are less satisfied with their decision to start primary school early (44%).

Parental perspectives about information and deferred versus two-stage consent in studies of neonatal asphyxia

ObjectiveThe ALBINO Trial (NCT03162653) investigates effects of very early postnatal allopurinol on neurocognitive outcome following perinatal asphyxia where prenatal informed consent (IC) is impossible. Ethically and legally, waiver of consent...

The "Classes on the net" research project: The involvement and opinion of parents

This paper focuses on the involvement of parents in the “Classes on the net” research project and their opinion and suggestions about this project. “Classes on the net” is a hybrid model, based on the idea of working with classrooms as Knowledge Building Communities This educational model can improve the management of small and isolated classes characterized by multigrade classes. In “Classes on the net”, delocalized classes aim to design a common disciplinary path involving student groups in parallel in the same activities by adapting calendars, spaces, and teacher roles. Teachers of delocalized classes share cooperative educational practices such as “pairs aidants/peer supporters”, “mentorat/mentoring” or “delocalized equipe” by using Video conferencing and Knowledge Forum.&#x0D; “Classes on the net” model was tested for the first time in Italy in the Abruzzo small schools in the school year 2020/2021. The experimentation involved 12 small schools, 11 digital animators, 31 teachers, and 6 observers (school principals). This experimentation did not originate during COVID-19 to address the issues that the pandemic generated but was planned and started before the advent of emergency, obviously, the experimentation was influenced by COVID-19. The present paper, after the literature review concerning remoteness and parenting in small and rural schools and home- school partnership in rural educational settings, will introduce the “Classes on the net” model and present the focus group result held with parents. The focus group took into consideration parent-school relationship, parents and information and communication technology, and the involvement of parents in the research project and their opinion about it.

Parental acceptability of vaccinating young children against influenza and COVID-19

IntroductionThe struggle against influenza, and more recently against Coronavirus Disease 2019 (COVID-19), relies mostly on protective measures and vaccines. In France, COVID-19 vaccination campaigns include children over 5 years of age, whereas the influenza vaccine is reserved for children and infants older than 6 months with severe chronic disease. The final decision to vaccinate ultimately rests with the parents. This study aimed to explore the opinions of parents regarding COVID-19 and influenza vaccinations, and which factors are likely to influence their decision in order to improve prevention approaches, and thus obtain better vaccination coverage among children. Methods and surveyIn this trans-sectional multicenter survey, self-administered questionnaires were sent to parents of children attending 14 childcare institutions over a period of 2 months, December 2021-February 2022. The questionnaire consisted of three sections: the first collected general, social and professional data, the second addressed perceived parental acceptability regarding influenza and COVID-19 vaccinations in healthy children, while the last section explored the main sources of information consulted by the parents regarding vaccinations. Subject’s characteristics were described using number and percentages, as they are all categorical variables. Description of answers regarding both influenza and COVID-19 sources of information data were performed. Characteristics of patients answers were described and compared according to intention of vaccine groups. ResultsAmong the 343 questionnaires collected, 41.7 % of respondents stated they were supportive of vaccination of their children against influenza and 37 % against COVID-19. Media (Internet, TV and radio) were the most cited sources of information. Incentive factors for both vaccination against influenza and COVID-19 were individual, and collective protection. Limiting factors were fear of side effect and Age of the child. Media was the sole source of information, concerning vaccination against influenza for 59 % non-graduates and 28 % of participants having a higher education level, and respectively 49 % and 19 % for vaccination against COVID-19. The acceptability rate was influenced by the level of education and the sources of information. Discussion and conclusionAbout 40 % of the parents were supportive of children’s vaccinations against COVID-19 and influenza respectively (37 % and 42 %) in order to protect the vulnerable people around them. The media influences the decision to vaccinate especially when the level of education is low.

Exploring Parental Opinion, Attitudes and Practices: A Comparative Study on Child Care and Protection in Rural and Urban Communities in National Capital Region, India

Exploring Parental Opinion, Attitudes and Practices: A Comparative Study on Child Care and Protection in Rural and Urban Communities in National Capital Region, India

РОДИТЕЛИТЕ ЗА ДЕЙНОСТИТЕ ПО ИЗБОР НА ДЕТЕТО ОТ ПРЕДУЧИЛИЩНА ВЪЗРАСТ

The report presents the results of a survey conducted with parents of 3 – 7-year-old children attending kindergarten. The purpose of the research is to explore the opinion of parents about the optional activities that children prefer to do independently at home. The analysis makes it possible to reveal the connection of the parent-child relationship and the relationships between them. Early childhood development and education, overall personal formation, mastering of key competencies are the main goals on which modern preschool education focuses. Their effective, operative and qualitative achievement is determined by the interaction and cooperation between teachers and parents, responsible for the education, socialization and training of children. The participation of parents as partners in preschool education requires them to know the organization and forms of pedagogical interaction in the kindergarten, as well as to be involved in various activities. The parents’ awareness of the activities in the kindergarten is a good opportunity to create conditions for the children at home to consolidate and improve the acquired knowledge and skills. One of the forms in which every child expresses his possibilities and abilities, shows independent thinking and creativity, satisfies his need for self-expression and self-proof, are the optional activities. Optional activities can also be organized in the family.

Perceptions and attitudes of pediatricians and families with regard to pediatric medication errors at home

PurposeThis study aimed to identify the perceptions and attitudes of pediatricians and parents/caregivers regarding medication errors at home, and to compare the findings from the two populations.MethodsThis was a cross-sectional survey study. We designed a survey for working pediatricians and another one for parents or caregivers of children aged 14 years and younger. The survey’s questions were designed to assess provider and parental opinions about the difficulty faced by parents providing medical treatment, specific questions on medication errors, and on a possible intervention program aimed at preventing pediatric medication errors. Pediatrician and parent responses to matching questions in both surveys were compared.ResultsThe surveys were administered in Spain from 2019 to 2021. In total, 182 pediatricians and 194 families took part. Most pediatricians (62.6%) and families (79.3%) considered that managing medical treatment was not among the main difficulties faced by parents in caring for their children. While 79.1% of pediatricians thought that parents consulted the internet to resolve doubts regarding the health of their children, most families (81.1%) said they consulted healthcare professionals. Lack of knowledge among parents and caregivers was one of the causes of medication errors most frequently mentioned by both pediatricians and parents. Most pediatricians (95.1%) said they would recommend a program designed to prevent errors at home.ConclusionsPediatricians and families think that medical treatment is not among the main difficulties faced by parents in caring for their children. Most pediatricians said they would recommend a medication error reporting and learning system designed for families of their patients to prevent medication errors that might occur in the home environment.

Linguistic development of a child and the role of a Polish speech–language pathologist in the environment of Polish–Swedish bilingualism: opinions of parents of Polish children abroad (case studies)

This text presents the survey carried out among parents on the issue of speech development in their children raised in the environment of Polish–Swedish bilingualism in Sweden and convictions about the role of a speech-language pathologist in bilingual upbringing. The aim of this study is to fill the gap in speech-language pathology research on the parental perception of bilingualism in their children. Thematic analysis, a method applied in speech-language pathology abroad, was employed to obtain the results. The selected themes and the accompanying notions were characterised by diversity and multi-sidedness, which permits the conclusion on the holistic need to consider the subject of Polish–Swedish bilingualism in children. Keywords: bilingualism – children – opinions – parents – Polish-Swedish bilingualism – speech development – speech-language pathologist.

Young Children’s Electronic Media Use and Parental Rules and Regulations

Today’s children are born and raised in media-saturated environments, surrounded by televisions, computers, tablets, smartphones, and other portable electronic devices. Because these devices have become an indispensable part of everyday life, they have a significant influence on children's entertainment and leisure, as well as their education. This study, therefore, examined how early and how much young children (from 0 to 6 years of age) use television, computers, and tablet/smartphones, specifically whether this media usage is directly affected by socio-demographic factors related to parents (i.e., their education, income, and age), the children themselves (i.e., their age, gender, and the presence and number of siblings), and the media environment in their homes (i.e., the availability of media, parental opinions about media, and regulation of media use). The sample for this study consisted of 412 parents of 0- to 6-year-old children who brought their children to the Social Paediatrics Department of the Faculty of Medicine in Ankara, Turkey, for developmental check-ups. The data for this study were collected through a questionnaire that was prepared by the researcher. The findings indicate that almost all children live in homes with different types of electronic media devices and the children’s home electronic media environments and their parents’ demographics are important predictors for their usage of electronic media.