Parental Teaching Research Articles

The Internalization of Local Wisdom in the Buddhist Kampong for Mitigating COVID-19

Communities across the globe are grappling with the COVID-19 pandemic by leveraging their local wisdom, and the Buddhist Kampong in Sodong Hamlet is no exception. Buddhist Kampong has experienced minimal COVID-19 exposure, demonstrating a proficient response to the pandemic. However, this success story remains largely unknown to various stakeholders, necessitating comprehensive research to delineate and elucidate the intrinsic value of local wisdom and its assimilation process. Using an ethnographic approach, this two-year research project was carried out in Sodong Hamlet, Gelangkulon, Sampung Ponorogo, East Java, Indonesia. Primary and secondary sources were tapped, with research informants identified as traditional, religious, and community leaders. Data collection encompassed interviews, observations, and document recordings, all analyzed using an interactive model. The findings revealed a distinct value system within the Buddhist Kampong, shaping their approach to COVID-19 mitigation. This value system revolves around the principles of Memayu Hayuning Kulawarga, Memayu Hayuning Sasama, and Memayu Hayuning Bawana, influencing the community’s engagement in check-in rituals, care for sasomo and cooperation, and the restoration of padasan and diyang. The figures embodying this local wisdom guide community members in internalizing customs, religion, and parental teachings. The internalization process unfolds through exemplary habituation, socialization, and the cultivation of moral motivation, empowering citizens to navigate the challenges posed by the COVID-19 pandemic effectively.

Exploring the Use of the Behavior Change Technique Taxonomy and the Persuasive System Design Model in Defining Parent-Focused eHealth Interventions: Scoping Review.

Taxonomies and models are useful tools for defining eHealth content and intervention features, enabling comparison and analysis of research across studies and disciplines. The Behavior Change Technique Taxonomy version 1 (BCTTv1) was developed to decrease ambiguity in defining specific characteristics inherent in health interventions, but it was developed outside the context of digital technology. In contrast, the Persuasive System Design Model (PSDM) was developed to define and evaluate the persuasive content in software solutions but did not have a specific focus on health. Both the BCTTv1 and PSDM have been used to define eHealth interventions in the literature, with some researchers combining or reducing the taxonomies to simplify their application. It is unclear how well the taxonomies accurately define eHealth and whether they should be used alone or in combination. This scoping review explored how the BCTTv1 and PSDM capture the content and intervention features of parent-focused eHealth as part of a program of studies investigating the use of technology to support parents with therapy home programs for children with special health care needs. It explored the active ingredients and persuasive technology features commonly found in parent-focused eHealth interventions for children with special health care needs and how the descriptions overlap and interact with respect to the BCTTv1 and PSDM taxonomies. A scoping review was used to clarify concepts in the literature related to these taxonomies. Keywords related to parent-focused eHealth were defined and used to systematically search several electronic databases for parent-focused eHealth publications. Publications referencing the same intervention were combined to provide comprehensive intervention details. The data set was coded using codebooks developed from the taxonomies in NVivo (version 12; QSR International) and qualitatively analyzed using matrix queries. The systematic search found 23 parent-focused eHealth interventions described in 42 articles from various countries; delivered to parents with children aged 1 to 18 years; and covering medical, behavioral, and developmental issues. The predominant active ingredients and intervention features in parent-focused eHealth were concerned with teaching parents behavioral skills, encouraging them to practice and monitor the new skills, and tracking the outcomes of performing the new skills. No category had a complete set of active ingredients or intervention features coded. The two taxonomies conceptually captured different constructs even when their labels appeared to overlap in meaning. In addition, coding by category missed important active ingredients and intervention features. The taxonomies were found to code different constructs related to behavior change and persuasive technology, discouraging the merging or reduction of the taxonomies. This scoping review highlighted the benefit of using both taxonomies in their entirety to capture active ingredients and intervention features important for comparing and analyzing eHealth across different studies and disciplines. RR2-doi.org/10.15619/nzjp/47.1.05.

The direct and indirect effects of financial socialization and psychological characteristics on young professionals' personal financial management behavior

PurposePrior work expresses concern about young people's rising debt and lack of financial preparedness. This study focuses on how financial socialization and psychological characteristics affect the personal financial management behavior (PFMB) of young professionals in India. The authors examine both the direct effect of these factors and the indirect effects through financial literacy and aforementioned psychological characteristics as mediators.Design/methodology/approachThe authors develop a conceptual framework based on the extant literature and empirically test its hypotheses employing partial least squares structural equation modelling (PLS-SEM).FindingsAttitude towards money, financial self-efficacy, financial risk tolerance, financial socialization through parental direct teaching and peers, and media are all positively associated with young professionals' PFMB, whereas external locus of control and procrastination are negatively associated with their PFMB. Almost all psychological characteristics partially mediate the association between financial socialization and PFMB. Finally, financial literacy plays a partially mediating role in the association between procrastination and PFMB as well as between financial socialization and PFMB.Practical implicationsThis study helps regulators and policymakers understand PFMB among young professionals. Interventions should build on the positive role of financial socialization, cultivating a good attitude towards money and financial self-efficacy, and reducing reliance on an external locus of control and procrastination. This study also helps policymakers and financial educators develop societally beneficial personal finance programs.Originality/valueThis research investigates social, psychological and cognitive characteristics in a comprehensive framework to further the authors’ understanding of the topic of PFMB.

The role of self-efficacy in mediating parental financial teaching on financial management behavior: a study on youths in Malang

This study aims to examine and analyze the role of self-efficacy in mediating parental financial teaching on financial management behavior. The object of this research is the younger generation as reflected by students. Respondents in this study amounted to 100 students at the Faculty of Economics and Business, Universitas Brawijaya. This study uses quantitative data which is then analyzed using PLS Structural Equation Modeling and hypothesis testing. The results of the analysis in this study illustrate that parental financial teaching, self-efficacy, and financial management behavior have a direct relationship and show a significant positive effect. Self-efficacy is a mediator in this study. The implications of this research are expected to contribute to science and related parties.

Reconfiguring Crisis Management Skills of Teachers in the New Normal

Ten years have passed since the implementation of Mother Tongue-Based Multilingual Education (MTB-MLE) in the Philippines, in line with the K to 12 Curriculum. It was expected to be implemented in all public schools, particularly for students from Kindergarten to Grade 3. This program has been a significant change in the education system and in the study of the Filipino language in the country. It is a response to strengthening regional languages and addressing the decline of certain existing languages in the country. However, over time, the implementation of MTB-MLE remains a challenge for schools. The unforeseen crisis that has reshaped the world has also become an obstacle. In this context, the aim of this study is to identify and analyze the various issues and concerns of parents and teachers in teaching Mother Tongue-Based Multilingual Education during the pandemic in the town of Talugtug. Using Husserlian Descriptive Phenomenology as the research design, focus group discussions (FGDs) were conducted to gather data, and Colaizzi’s seven steps of data analysis were employed for data analysis. The study revealed that there are issues, concerns, and challenges experienced by teachers and parents in teaching and implementing MTB-MLE. The identified issues, concerns, and challenges include the lack of instructional materials, transliteration, vocabulary, inadequate teacher training, and a shortage of guidebooks. It was also discovered that MTB-MLE significantly contributes to the academic development of students and is crucial because students better understand the lessons being taught. However, parents were not adequately prepared to teach these lessons. Based on the study’s data, an action plan was developed as a guide to provide solutions to the issues and concerns of teachers and parents in teaching MTB-MLE. Keywords: issues, concerns, teacher, parent, Mother Tongue-Based Multilingual Education

Food handling practices, the prevalence of aflatoxin dietary exposure and its associated factors among children aged 6–23 months in Bukombe District, Tanzania

BackgroundComplementary foods are provided to newborns and early children to replace breast milk, which, after six months of exclusive breastfeeding, is no longer adequate to meet the child's nutritional needs. However, foods like dairy, grains like maize, sorghum, and millet, as well as nuts like groundnuts, which are frequently suggested as supplemental foods have all been linked to aflatoxin contamination. Understanding how caregiver preparation and storage practices of complementary flour affect children's aflatoxin exposure is crucial. ObjectiveTo determine the prevalence of dietary exposure to aflatoxin and its associated factors in children aged 6–23 months complemented with cereal-based foods in the Bukombe District of Geita Region in Tanzania. MethodologyAn analytical cross-sectional study was used to survey 342 households of children aged 6–23 months. Fifty complementary flour samples from 50 of the total households were chosen at random and tested for aflatoxin using the HPLC technique and standard methods. A semi-structured questionnaire was used to assess parents'/caregivers' food handling and preparation practices and the amount of food consumed. The obtained results were used to estimate aflatoxin dietary exposure of children in the study. ResultsMost of the children (86%) were exposed to aflatoxin through diet with a median value of 0.3 μg/kg-bw/day mainly linked to age and breastfeeding status. The majority of the exposed (86%) were above the reference limit of 0.04 μg/kg-bw/day. Most parents (98.5%) chose maize as the main component of complementary flour, either on its own or mixed with other cereals and winnowing and dehulling as the most and least common practices with the proportion of 78.9% and 9.4% respectively. Furthermore, a majority (88%) of flour samples were contaminated with aflatoxin B1 and total aflatoxin with log mean values of 1.2 ± 0.81 and 1.5 ± 0.68 μg/kg respectively which were above the Tanzania reference limit of 5 μg/kg and 10 μg/kg respectively. Contamination was significantly (p < 0.05) associated with location (Fisher's exact value = 6.68, p = 0.036), source of cereals (Fisher's exact value = 56.4 p = 0.025), and storage time (Fisher exact value = 23.8, p < 0.001). ConclusionIn view of the findings, aflatoxin contamination in flours used for complementary feeding was beyond tolerable limits, hence increasing the risk of children's dietary exposure. This suggests that strengthening strategies to control aflatoxin contamination of maize throughout the food chain and teaching parents about preparation and storage methods that reduce aflatoxin in cereals/flour are important.

Adolescents Externalizing Problem of Substance Use and the Reasons Behind

This paper mainly discusses the externalizing problem of adolescence, specifically the problem of substance use. Based on the research done to study adolescent psychology, the problems that occur during adolescence are mainly distinguished into two categories: the externalizing problem and the internalizing problem. Externalizing problems refers to problems that influence the external world. While internalizing problems refers to the problems that influence the internal world of the adolescent. Substance use is one of the most common externalizing problems occurring during adolescence. It is defined as the use of materials that can alter your mood and cognition, which are often addictive. For instance, substance use includes using drug, alcohol and smoke. The data and studies in this paper are all adopted from other researchers or organizations, focusing on adolescents ageing between 10 to 18. This paper indicates that there is a high rate of substance use all across the world and substance use is mainly carried out in four types, including experimental substance use, social substance use, medicinal substance use, and addictive substance use. And the causes of substance use can be distinguished into two types, including socialization causes and individual causes. For socialization costs, this paper includes explanations of how family relationships, family structure, parental teaching, friend influence, and others influence the substance use rate of teenagers and adolescents. And for individual causes, this essay analyzes how low impulse control, gender, personality and optimism influence the rate of substance use among adolescents.

Feasibility of the NCTSN breakthrough parenting curriculum: A pilot study of an online trauma-informed training for birth parents involved in the child welfare system

Unresolved trauma can negatively impact parenting and increase chances of child maltreatment. With the passing of the Family First Prevention Services Act (FFPSA) in 2018, new attention has been focused on strengthening family connections and expanding the community-based service array focused on preventing maltreatment and out of home placement. The purpose of this paper is twofold: (1) to describe preliminary outcomes from a pilot evaluation of a new curriculum teaching parents trauma-informed strategies to address and resolve their own trauma while supporting healthy attachment; and (2) assess the feasibility of conducting a large scale study. Forty parents involved in the state child welfare system were recruited to participate. Statistical analyses included T-tests, propensity score analysis, and repeated measures MANOVA. Assessments, which occurred at Pre and Post for the intervention group and comparable times for the quasi-waitlist group, indicated the following: A high retention rate (72%) for the intervention group, an increase in parent knowledge of trauma, skills to address trauma behavior, and parent well-being for the intervention, relative to the waitlist comparison group; and a decrease in child problem behavior in the intervention, relative to the waitlist group. Fidelity data was strong, with trainers completing 100% of activities for each module. Parental satisfaction in the intervention group was also high and costs to implement the training were reasonable. The findings of this pilot study provide strong support for evaluating the BPC in a large-scale outcome investigation.

Home literacy environment and early reading skills in Japanese Hiragana and Kanji during the transition from kindergarten to primary school.

We examined the reciprocal associations between home literacy environment (HLE) and children's early reading skills in syllabic Hiragana and morphographic Kanji in a sample of Japanese parent-child dyads. Eighty-three children were followed from kindergarten to Grade 3 and tested on Hiragana reading accuracy in kindergarten, Hiragana word reading fluency in kindergarten and Grade 1, and Kanji reading accuracy in Grade 1 to Grade 3. Their parents answered a questionnaire about HLE [parent teaching (PT) in Hiragana and Kanji, shared book reading (SBR), and access to literacy resources (ALR)], parents' needs for early literacy support by teachers, parents' expectations for children's reading skills, parents' worry about children's homework, and mother's education level. Results showed first that ALR, but not PT and SBR, was associated with reading skills in Hiragana and Kanji. Second, whereas Hiragana reading in kindergarten was not associated with PT in Hiragana in kindergarten, it negatively predicted PT in Hiragana in Grade 1. However, Kanji reading accuracy was not associated with PT in Kanji across Grades 1 to 3. Third, parents' worry was negatively associated with children's reading performance across Grades 1 to 3 but positively associated with PT in Hiragana and Kanji. Finally, while parents' expectations were positively associated with children's reading performance across Grades 1 to 3, they were negatively associated with PT in Hiragana and Kanji in Grades 1 and 2. These results suggest that Japanese parents may be sensitive to both their children's reading performance and social expectations for school achievement and adjust their involvement accordingly during the transition period from kindergarten to early primary grades. ALR may be associated with early reading development in both Hiragana and Kanji.

Personality of the Main Character in Eat,Pray,Love Novel by Elizabeth Gilbert

Psychoanalysis is a theory that is used to analyze the human psyche where the behavior that occurs is due to the mindset that is controlled under the human consciousness. One that can be influenced is the human personality which is described through literary works such as a novel. The purpose of this study is to identify how the personality of the main character depicted in Eat, Pray, Love novel. The researcher uses qualitative methods. The data used in this study are utterances and dialogues. The results of this study indicate that there are three aspects of personality structure found in Eat, Pray, Love novel. The aspects are id (biological aspect) has a role to fulfill the inner satisfaction to get pleasure, ego (rational aspect) plays a role in controlling the inner satisfaction by the id and prioritizes reality, and superego (moral aspect) focuses on morality where it comes from parental teachings and norms that exist in society. These three aspects bridge other to regulate the steps taken by Elizabeth as the main character in the novel.

DAMPAK PANDEMI CORONA VIRUS DISEASE (COVID-19) TERHADAP PROSES PEMBELAJARAN DARING PADA MATA PELAJARAN AKUNTANSI DASAR DI SMK NEGERI 1 PURWASARI KARAWANG

The purpose of this research is to obtain information in the form of obstacles during the online teaching and learning process at home as a result of the global COVID-19 pandemic. The research used the exploratory case study method and the research approach used the qualitative case study method which was used to obtain information on the constraints and consequences of the COVID-19 pandemic on teaching and learning process activities at SMKN 1 Purwasari, Karawang Regency. Respondents for this study were teachers, students and parents of students at SMKN 1 Purwasari, Karawang Regency. The results of this study are that there are several obstacles experienced by students, teachers and parents in online teaching and learning activities.

Parental mentalization goes to school: a brief online mentalization-based intervention to improve parental academic support

ABSTRACT Parental support of children’s learning contributes to children’s motivation, efficacy, and academic success. Nonetheless, in the context of homework, many parents struggle to offer adequate academic support and intervene in a manner that can curtail children’s academic progress. A mentalization-based online intervention was proposed for improving parental homework support. The intervention involves teaching parents to dedicate the first 5 minutes of homework preparation to observation of the child’s and the parent’s mental states. Thirty-seven Israeli parents of elementary school children randomly assigned to intervention or waitlist conditions participated in a pilot study assessing the feasibility and initial efficacy of the intervention. Participants completed self-report measures before and after the intervention or a 2-week waiting period and provided feedback on the intervention. Pilot findings suggest that this low-intensity online intervention can be effective in improving parenting practices in the homework supervision context. A randomized controlled trial is required to further establish the intervention’s efficacy.

Motivasi Siswa Dalam Melaksanakan Ibadah Shalat Jum’at (Studi Analisis di SMA Negeri 1 Jebus)

The problem of this research is based on the motivation of students in carrying out Friday prayers is still not good, there is no self-awareness to carry out Friday prayers, because there are still students who do not carry out Friday prayers. Students who do not perform Friday prayers prefer to smoke cigarettes and hang out with friends in hidden places. The purpose of this study is to find out the motivation of students to carry out Friday prayers at SMA Negeri 1 Jebus. This type of research uses descriptive research with a qualitative approach, namely research that views objects as dynamic, and describes a phenomenon as it is. Researchers collect data through interview, observation, and documentation methods as well as in data analysis techniques researchers use data collection, data reduction, data presentation, and conclusions or verification. The results of this study show that (1) the motivation of students to carry out Friday prayers is self-awareness to worship, school rules and parental teachings that require carrying out Friday prayers, invitations from teachers and friends to worship. (2) Supporting factors for students to carry out Friday prayer services are self-willedness, cohesiveness of teachers and parents in guiding students, providing knowledge about Friday prayers, the presence of cctv in the classroom and gates to monitor students. The inhibiting factors are inadequate facilities and infrastructure, the influence of friends, parents are less assertive, students are lazy to worship, and lack knowledge about Friday prayers.

The Effect of Environment and Parental Teaching on the Formation of Adolescent Morales and Behavior

Literature articles are articles used to create research hypotheses about relationships between variables that will be used in further research within the framework of. The writing method of this literature review article is the library search method from online media such as Google Scholar, Mendeley and other online academic media. The findings of this literature review article are: 1) the environment affects adolescents’ morals and behaviors; 2) parenting affects adolescents’ morals and behaviors; in addition to these two exogenous variables affecting attitudes and behaviors endogenous variables, there are other factors, including associations, mindset, heredity, and heredity.

The Relationship between Culture and Parental Financial Socialization

Culture has become an important aspect of parental financial socialization in rural and low-income areas across the world, and there is an increasing need for these studies in this field. This study heeds this call and investigates the relationship between culture and parental financial socialization in rural and low-income areas in South Africa. Parental financial socialization is measured through parental financial behavior, parental financial monitoring, parental financial discussion, parental financial communication, and parental financial teaching. A quantitative research approach is adopted in this study. A self-administered questionnaire is used to collect data in Fetakgomo Tubatse and Intsika Yethu municipalities, as they are the most rural and lowincome areas in South Africa. Correlation analysis is used to analyze data. The results show a negative relationship between Culture and Parental financial socialization. Thus, parents who uphold cultural values are less likely to engage in parental financial socialization. Based on the results, this study provides important recommendations to parents, financial educators, and the government to improve parental financial socialization. This study also offers suggestions for future studies in the field of culture and parental financial socialization

The impact of parental financial socialisation on financial attitude of young black African adults in rural and low-income area in South Africa

This study investigated the impact of parental financial socialisation on financial attitude of young black African adults in rural and low-income area in South Africa through quantitative research approach, survey design and self-administered questionnaire. Data was collected from young black African adults in Fetakgomo Tubatse and Intsika Yethu local municipalities, low-income and rural areas in South Africa. Multiple regression analysis was used to test the relationship between parental financial behaviour, parental financial monitoring, parental financial discussion, parental financial communication, and parental financial teaching with financial attitude. The results showed that parental financial communication and parental financial teaching had a significant positive relationship with financial attitude. While parental financial behaviour, parental financial monitoring and parental financial discussion had no significant positive relationship with financial attitude. Therefore, the overall results indicated that parental financial socialisation has no impact on financial attitude of young black African adults in rural and low-income area in South Africa. This study provided recommendations to parents, young black African adults, financial educators, financial services institutions, financial counsellors and the government.

Perspectives and performance changes of parents in aural–oral rehabilitation: From in-person to telepractice

Introduction The coronavirus disease 2019 pandemic has reinforced the necessity and importance of telepractice. Although studies suggest frameworks to facilitate telepractice implementation, how parents learn related therapeutic skills via telepractice remains unexplored. The purpose of this study was to explore the perspectives and performance changes of parents with children enrolled in aural–oral rehabilitation who transition from in-person sessions to telepractice. Methods A total of 456 parents were enrolled in an aural–oral rehabilitation program with different online session formats [telepractice (n = 392), consultation (n = 23), and hybrid (n = 41)] during the pandemic. The Parental Teaching Skil Scale and the Parental Behavioral Skills Scale were used to examine parent performance changes before and during the lockdown. Furthermore, semi-structured interviews were conducted with 10 parents. Results Parents who scored higher in in-person courses were more likely to enrol in telepractice and make steady progress. Parents who participated in hybrid sessions tended to score lower on Parental Teaching Skill Scale before lockdown and reported that the dual-track, parallel learning method provided them with a set amount of time to discuss teaching difficulties with their therapists without being disturbed by their children. Parents who attended the consultation sessions scored higher on Parental Behavioral Skills Scale than on Parental Teaching Skill Scale during the in-person courses. Discussion Parents who continued online courses during the lockdown showed consistent and significant gains in most skills related to aural–oral rehabilitation, regardless of session format. Moreover, parents who scored better on Parental Behavioral Skills Scale than in Parental Teaching Skill Scale during in-person courses tended to request consultation sessions during the lockdown.

Parents' perception on the use of augmentative and alternative communication by children with complex communication needs in Malaysia

Purpose Children with developmental disabilities who have complex communication needs (CCN) frequently need to use augmentative and alternative communication (AAC) to communicate effectively and efficiently. Speech–language pathologists (SLPs) often work closely with parents and other professionals when deciding on the best AAC system to introduce to these children. This study aimed to describe the use of AAC by children with CCN in Malaysia as reported by their parents. Materials and method An online survey distributed for this study was completed by 235 parents. Results Most of the parents of children with CCN who participated in this study reported that their children used low-tech AAC systems. A majority of respondents were satisfied with their child’s AAC system. Parental satisfaction was positively associated with the frequency of use and whether the use of AAC helped parents understand the child better. Challenges reported by parents when using AAC and the reason some families abandoned the use of AAC were similar. Examples of challenges include parents having limited time and the child lacking the motivation to use the AAC system. Conclusion The findings of this study suggest the importance of SLPs actively involving parents in the selection of their children’s AAC system so they are agreeable with the system introduced and continuously supporting children and their families to encourage and sustain the use of AAC. Implications for rehabilitation Speech–language pathologists (SLPs) can create communication opportunities for the child to use augmentative and alternative communication (AAC) and experience success, teach parents how to incorporate AAC into the family’s daily routine and activities, and reduce the demands on parents by preparing the AAC materials and programming the AAC system where possible. SLPs can provide ongoing support to school teachers to equip them with the necessary knowledge and skills to support the use of AAC in the classroom.

Family and Caregiver Characteristics Contribute to Caregiver Change in Use of Strategies and Growth in Child Spoken Language in a Parent-Implemented Language Intervention in Fragile X Syndrome.

This study examined relationships among family characteristics, caregiver change in use of strategies, and child growth in spoken language over the course of a parent-implemented language intervention (PILI) that was developed to address some of the challenges associated with the fragile X syndrome (FXS) phenotype. Participants were 43 parent-child dyads from two different PILI studies, both of which taught parents various language facilitation strategies to support child language. Before starting the intervention, parents reported on their mental health, parenting stress, and parenting competence. This study focused on potential barriers to treatment gains by examining correlations between the measures of parent well-being and (a) parent change in use of intervention strategies taught in the PILI and (b) changes in child language outcomes from preto post-intervention. Parents in this study had elevated mental health symptoms across several domains and increased rates of parenting stress. Furthermore, although PILI resulted in treatment gains for both parents and children, a variety of parent mental health symptoms were found to be significantly and negatively associated with change in use of strategies and growth in child language over the course of the intervention. Some inconsistent findings also emerged regarding the relationships between parenting stress and competence and change in parent strategy use and growth in child language. This study provides preliminary evidence that parents who are experiencing significant mental health challenges may have a more difficult time participating fully in PILIs and that there may be subsequent effects on child outcomes. Future PILIs could benefit from addressing parent well-being as a substantial part of the intervention program.

The influence of the literacy environment on children's writing development in Chinese.

The present study investigated the influence of literacy environment on the performance of writing narratives for primary school students. Two hundred and fifty Chinese children participated in this study. There were 146 third graders (71 boys and 75 girls) and 104 fifth graders (53 boys and 51 girls). Results showed that children’s writing abilities differed at the word level and sentence level between third grade and fifth grade. Formal literacy experience (parent teaching of characters) predicted the writing performance of third graders, while informal literacy experience (the visiting frequency of various places) predicted the writing performance of fifth graders. After controlling the effect of reading efficiency on the writing skills, the prediction of formal and informal literacy experiences on the writing performance remained. The results suggest the importance of formal and informal literacy experiences on the writing development of primary school students.