Parents Of Elementary School Children Research Articles

부모와 자녀간의 긍정적 상호작용을 위한 부모코칭 프로그램 개발과 적용

The purpose of this study is to develop a parent coaching program for positive interaction between parents and children and verify its effectiveness. To help parents have positive interactions with their children through coaching program education, the C-PLUS coaching conversation model was used to ask coaching questions and improve empathy skills. In order to determine the effectiveness of the parent coaching program for positive interaction between parents and children developed in this study, 16 parents of elementary school children were surveyed from September 2023 to October 2023. A total of 8 sessions of 2 hours and 30 minutes each were conducted to test parents' parental efficacy and parent coaching competency in pre- and post-tests. Parental coaching competency was t=-4.64 (p < .001), and parent efficacy was t=-4.64 (p < .001). The result was significant at -8.799 (p < .001). This indicated that the parent coaching program was effective in improving parents' coaching capabilities and parental efficacy. In addition, the parent coaching program allows parents to become coaches and communicate with their children, which has a positive effect on parents' self-efficacy, parent-child communication, parent self-concept, self-esteem, problem-solving ability, parenting competency, and communication. indicated.

Effect of information provision on parental intention toward COVID-19 vaccination for children: a nationwide survey experiment

The reluctance of parents to vaccinate their children against COVID-19 was prevalent particularly when uncertainty over vaccination outcomes prevailed. We conducted a nationwide randomized online survey experiment to assess the effect of information provision on parental intention for COVID-19 vaccination before the government started vaccination for children in South Korea. Parents of elementary school children were provided with either no information (Control), information on vaccine profile (vaccine informed group; VI), or COVID-19 (disease informed group; DI). Among 359,110 participants, parental intention for vaccination of children was significantly higher in both VI and DI groups compared with the Control group. In terms of effect size, information on COVID-19 vaccine increased likelihood to vaccinate by 1620 per 100,000 parents and reduced vaccine hesitancy by 1340 per 100,000 parents. Consistently with the positive effect on vaccination intention, both VI and DI interventions increased participants’ perceptions on vaccination benefits being higher than its risks and vaccination risks being lower than health risks of COVID-19 infection, and self-reported trust in COVID-19 information. Our results lend strong support to the claim that the provision of targeted, tailored information on COVID-19 vaccine and infection increases parental intention to vaccinate children and reduces vaccine hesitancy.

Overparenting in Parents of Elementary School Children: The Direct Association with Positive Parent-Child Relationship and the Indirect Associations with Parental Self-Efficacy and Psychological Well-Being

Overparenting in Parents of Elementary School Children: The Direct Association with Positive Parent-Child Relationship and the Indirect Associations with Parental Self-Efficacy and Psychological Well-Being

Phological safety of the educational environment from the perspective of parents of elementary school children Автор

Phological safety of the educational environment from the perspective of parents of elementary school children Автор

Reflections of Parents of Elementary School Pupils in the Republic of Croatia About the Use of Tablets in Class

In the last three years, there have been changes that contributed to the introduction of modern technology, i.e., tablets, into the teaching process. "Refreshment" was needed to continue. The need for effective, interesting, and motivating teaching has become evident. The use of tablets in class can certainly meet these needs. The goal was to determine the thoughts and attitudes of parents of elementary school children about the use of tablets: do they agree that tablets should replace classic textbooks in classes? Research was conducted on a sample of 1,403 parents of children who attended elementary school. The results show that 49.0% of respondents state that their child often uses a tablet in class. Furthermore, 69.6% of parents fully agree with the statement that the use of modern technology in teaching is good to know. 67.3% strongly disagree with the possibility of replacing classic textbooks with tablets in class. Parents: 42.6% of them think that the tablet does not make it easier for the child to learn, and 34.0% of the research participants could not make up their minds about the set items. 80.4% of parents believe that excessive use of tablets by children is addictive.

From Risk Perception to the Use of Technical Restrictions of SVoD Services in Mexico, the Mediating Role of Parent Involvement and Knowledge

ABSTRACT Using parental mediation and protection motivation theory, a serial moderated mediation model was developed to study what drives parents to employ technical restriction tools offered by Subscription Video on Demand (SVoD) services. Based on a survey of 1,022 parents of elementary school children (generally between the ages of 5–12) in Mexico, it was found that for Netflix and Amazon Prime Video, the use of technical restrictions appears to be triggered by parents’ perception of risk and that parental involvement in children’s media use and perceived knowledge of the available technical restrictions mediates the usage of the parental control tools.

“Tolerance is inherent to our family:” White German parents’ racial-ethnic socialization in an eastern German city

Parents help youth make sense of current society, including in relation to racial-ethnic inequity. The goal of the current study was to assess white racial-ethnic socialization (RES) in Germany. We conducted semi-structured interviews with 28 white German parents of elementary school children in an eastern German city and analyzed the data using reflexive thematic analysis. The most prominent theme was silence about race. One form this took was socialization into white normativity, with parents situating their families as “normal.” Another cross-cutting theme was insecurity about language and age-appropriate ways to address race-ethnicity. Many parents engaged in diversity socialization, though this generally remained abstract. Some parents actively engaged in stereotyping and Othering. These findings underscore the need for more attention to RES in Germany, including how context shapes the interplay of national, racial, and ethnic identities within global systems of power and oppression.

Parental involvement in English as foreign language learners’ education: Challenges and solutions in a post-pandemic era

The role played by English language young learners’ parents in enhancing literacy skills has become central since the outbreak of COVID-19 which imposed the online mode of education. This increase in the magnitude of the parents’ involvement in their children's education has called for the exploration of the new role mandated on the parents to take the lead in their children's learning of English. The current study seeks to investigate the challenges, solutions and recommendations as seen through the lens of 28 parents of elementary school children in the UAE who reflected on their role in improving their children's performance in the English language subject during and after the pandemic. Data was collected using semi-structured interviews that consisted of three main questions on the parents’ challenges, solutions and suggestions regarding their involvement. The study adopted a mixed method approach that incorporated Grounded Theory Approach for the qualitative data, and descriptive statistics for the quantitative data. Findings show that most parents indicated that the most significant challenges they had were their lack of English proficiency and their children's lack of motivation. The strategies that were implemented by the parents were mainly using audio-visual resources and hiring tutors. On the other hand, they suggested that teachers and schools should provide support for the children and the parents. The implications of the study are significant for language educators, policymakers, and parents. For example, the findings of the study show that there should be a division of labour between schools, teachers and parents by having schools provide training for the parents, and effectively communicate with them. Curriculum developers should design content that targets the children's independent learning.

Description of Mental Emotional Disorders in School-Age Children

Introduction: Mental emotional development that is not good will have several impacts on children, especially in the maturation of their character. This results in emotional mental disorders which can be in the form of high-risk behaviors such as feeling unhappy, having difficulty establishing relationships with other people, and so on. Method. Research using a simple descriptive research design. The population in this study were parents of elementary school children in the Sri Meranti Village area, the number of samples in this study were 210 respondents, taken using an accidental sampling technique. Results. The results obtained from this study indicate that around (80.0%) children experience mental emotional disorders which are in the normal range on the difficulty score, while on the strength score (proportional) it is found that approximately (82.4%) experience mental emotional disorders at normal range. Conclusion. The conclusions obtained in children with mental emotional disorders are in the normal range both in difficulty scores and strength scores (proportional).

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.

Parenting in Cerebral Palsy: Understanding the Perceived Challenges and Needs Faced by Parents of Elementary School Children

Cerebral palsy (CP) can be considered the most frequent childhood physical disorder. The severity and type of dysfunction depend on the brain injury. Movement and posture are the most affected areas. CP is a lifelong condition, and parenting a child with this disorder brings additional challenges (e.g., dealing with grief) and needs (e.g., information). Identifying and characterizing their challenges and needs are pivotal to enrich the knowledge in this field and help draw more suitable support for parents. Interviews with 11 parents of children with CP attending elementary school were conducted. The discourse was transcribed, and a thematic analysis was performed. Three themes emerged from the data: (i) challenges of parenting a child with CP (e.g., internal challenges), (ii) crucial needs for parents to cope with a child with CP (e.g., information), and (iii) the intersection between challenges and needs of parents of children with CP (e.g., unawareness). Regarding the challenges and needs characterization, lifespan was the most frequent period of child development, and the microsystem was the context of life most reported. The findings may inform the design of educational and remediation interventions to support families of children with CP attending elementary school.

Parenting self-efficacy and time involvement in remote schooling of elementary school children with and without hearing and/or speech disorders

During the COVID-19 pandemic, remote schooling was conducted on several occasions in the Republic of Croatia. The aim of this study is to compare the remote schooling experiences of parents of elementary school children with hearing and/or speech and language disorders and those of parents of typically developing children during the COVID-19 pandemic. Parental time involvement and predictors of general parenting self-efficacy were examined using two online surveys based on the same questionnaire. The first survey involved 267 parents of typically developing children, while the second involved 109 parents of children with hearing and/or speech and language disorders. Data were analysed using chi-square tests and hierarchical regression analysis. Our results show that, on working days and on weekends, parents of children with developmental disorders invested significantly more time in their child’s remote schooling than parents of typically developing children. Furthermore, higher general parenting self-efficacy was reported by parents who had more children, those whose children were more independent regarding remote schooling, those whose children did not suffer from developmental disorders, as well as those who experienced less stress due to their child’s remote schooling. Our study highlights the importance of adapting the remote schooling model based on the different needs and abilities of students, as well as the requirements of their families in order to prevent low parenting self-efficacy and improve students’ educational achievements.

ФОРМУВАННЯ У МАЙБУТНІХ УЧИТЕЛІВ ПОЧАТКОВИХ КЛАСІВ ГОТОВНОСТІ ДО РОБОТИ З БАТЬКАМИ УЧНІВ З ВИКОРИСТАННЯМ КОУЧИНГОВИХ ТЕХНІК

One of the components of a teacher's readiness for professional activity is his mastery of various educational and upbringing technologies. Coaching techniques develop the potential of people and teams on the basis of subjectivity, reveal the inner potential of the individual, contribute to the achievement of pre-agreed goals, self-generation of optimal ways and methods of achieving goals, self-assessment, monitoring and monitoring tasks, change behavior patterns, implement educational process. In terms of improving the preparation of future elementary school teachers in partnership with parents of primary school children, we pay attention to the use of coaching technologies in the work of teachers with parents and in vocational education. Coaching technology is new for future elementary school teachers, as it is practically not used in work with younger students. However, in working with parents of students, this technology is effective in terms of taking into account the peculiarities of interaction with adults who already have some life experience. The advantage of using coaching technology in working with parents of elementary school children is that it helps adult participants in the educational process to independently determine the goals of activities, quickly find ways to solve difficult situations in the upbringing and development of children based on their own experiences. The article reveals the components of the readiness of primary school teachers to work with parents of primary school children (value- motivational, cognitive, activity-operational and reflective) and gives examples of the use of coaching techniques (transformational conversation, "Cartesian questions"), case studies, R. Dilts ", method" SWOT ", techniques" What if? ") In teaching students of pedagogical specialties in order to achieve professionalism of teachers in further communication with participants in the educational process. Further research should be aimed at detailing the topics of educational and life situations that will inevitably arise in the pedagogical career of working with parents.

The Effectiveness of Educational Psychological Program on Solving Jealousy Between Children and Their Favorable Interaction

Background and Aim: The current research was conducted with the aim of the effectiveness of the educational psychological program on solving jealousy between children and their favorable interaction. The statistical population of the research was all the parents of elementary school children along with their children in Kish Island in 2018-2019. Method: The research method was quasi-experimental, 40 parents of elementary school children along with their children were selected by staged cluster sampling method and with a pre-test, post-test and follow-up plan with the control group and then randomly divided into two equal groups of test and control. The experimental group underwent jealousy control training for 8 sessions of 90 minutes and one session every week. The control group did not receive any intervention during this period. The research subjects were evaluated by the jealousy questionnaire (Velizadeh and Azarbaijani, 2010) and the sister-brother relationship questionnaire (Hetherington et al., 1999) in the pre-test, post-test and follow-up stages. Results: Analysis of covariance test was used to analyze the data. The results of the test findings showed that the educational psychological program of jealousy control has improved the resolution of jealousy between children and their favorable interaction, and these results are stable in the two-month follow-up. Conclusion: The training of this program is suggested for couples in counseling centers and in schools.

Revisiting Cybersecurity Awareness in the Midst of Disruptions

The awareness of cybersecurity and knowledge about risks from a variety of threats, which present harm or steal private information in internetworking could help in mitigation of vulnerabilities to risks of threats in safeguarding information from malware and bots. Revisiting cybersecurity awareness of every member and evaluation of organization’s posture might help to protect sensitive or private information from a network of computers, working together and forming into botnets. The purpose of the qualitative case study narrative was to explore prospects for integrating cybersecurity education into elementary school children’s curriculum through interviews of elementary schoolteachers, IT experts, and parents to gain feedback about perceptions on cybersecurity knowledge and awareness. The analysis of schools’ organizational security postures related to all levels of education, recommending in raising awareness of the underlying and unprecedented security vulnerabilities. One area of greatest need is in protecting the wellbeing of people in securing private or protected assets and sensitive information, most valuable and vulnerable amid disruption. The possible lack of cybersecurity awareness in online settings could increase an organizational vulnerability to risks of threats and outsider attempts to install malware during a variety of cyber-attacks. Organizations with online ambiguity face a threat from botnets to infect networks. This qualitative exploratory single case-study into perceptions of teachers and leaders, information technology (IT) experts, and parents of elementary school children about cybersecurity awareness level of children in elementary schools helped to reinforce the important role of education in building foundational cyber-safety practices.

Lower-Income Predicts Increased Smartphone Use and Problematic Behaviors Among Schoolchildren During COVID-19 Related School Modification: A Longitudinal Study.

BackgroundAs the coronavirus disease 2019 (COVID-19) has continued for a couple of years, the long-term effects of the pandemic and the subsequent school curriculum modification on the mental health of children and parents need to be investigated. To clarify the changes that can occur during one school year and to predict the risk factors for vulnerable groups, this study identified parameters relative to children’s screen time, their problematic behavior, and parental depression.MethodsA total of 186 participants were analyzed who were parents of elementary schoolchildren in South Korea. These parents were required to complete a web-based questionnaire twice. The questionnaires were conducted in June 2020 and September 2021. Participants’ general demographics including family income, children’s screen time, sleep patterns, problematic behavior, and parental depression were assessed via the parental questionnaire that included various measurement tools.ResultsChildren’s body mass index (BMI) increased significantly in 2021 (18.94 ± 3.75 vs. 18.14 ± 3.30, P < 0.001). Smartphone frequency of use per week (5.35 vs. 4.54, P < 0.001) and screen time per day (3.52 vs. 3.16, P < 0.001) significantly increased during the period of the COVID-19 pandemic. The television screen time (2.88 vs. 3.26, P < 0.001), frequency of viewing (3.77 vs. 4.77, P < 0.001), and children’s problematic behaviors significantly decreased (9.15 vs. 11.85, P < 0.001). A lower income household was a key predictor of increased smartphone frequency (B = 1.840, 95% confidence interval [CI], 0.923–2.757, P < 0.001) and smartphone screen time (B = 1.992, 95% CI, 1.458–2.525, P < 0.001). The results showed that the lower income household (B = 5.624, 95% CI, 2.927–8.320, P < 0.001) and a child’s psychiatric treatment history (B = 7.579, 95% CI, 5.666–9.492, P < 0.001) was the most significant predictor of problematic behaviors of children and parental depression (B = 3.476, 95% CI, 1.628–5.325, P < 0.001; B = 3.138, 95% CI, 1.827–4.450, P < 0.001).ConclusionThis study suggested that children’s smartphone screen time and BMI increased during COVID-19 because of the school curriculum modification following school closures in South Korea. The increased children’s problematic behaviors and parental depression were predicted by lower-income households and the previous psychiatric history of children. These results indicate that multiple social support systems to the vulnerable group are needed during the ongoing pandemic and that a modified school setting is required.

Relationship between Parenting Stress and Risk of Attention Deficit Hyperactivity Disorder (ADHD) in Elementary School Children

Background: Attention Deficit Hyperactivity Disorder (ADHD) is a neurodevelopmental disorderduring child development with three symptoms which are comprised of inattention, hyperactivity, andimpulsiveness that may persist into adulthood. This condition can be a stressor for parents in performingparenting and may lead into a state of parenting stress. Objective: To analyze the relationship betweenparenting stress and the risk of developing Attention Deficit Hyperactivity Disorder (ADHD) inelementary school children. Methods: This research was conducted in Surabaya from November 2020to January 2021 with respondents consisting of parents of elementary school children who have ADHDrisk and agreed to participate in this study with a total of 55 samples selected using a purposive samplingtechnique. The research design was cross-sectional using demographic questionnaire, AbbreviatedConners Rating Scale (ACRS), and Parenting Stress Index-Short Form (PSI-SF) which were filledout by respondents through an online form. The data were processed and analyzed using One-SampleChi-Square analysis test program with a p-value &lt;0.05, considered statistically significant. Results:The majority of parents experienced moderate parenting stress levels (58.2%). There was a significantrelationship between each level of parenting stress and the risk of ADHD in children (p &lt; 0.001).Conclusions: There is a significant relationship between parenting stress and the risk of ADHD inchildren.

Influences of Windblown Particulate Matter on Children’s Respiratory Health Residing Near the Salton Sea, California

BACKGROUND AND AIM: The production of wind-blown dust and dust storms is expected to accelerate as climate change drives land use changes and diminishes water resources. For instance, in the rural U.S./Mexico border region of the Imperial Valley, sources of wind-blown particulate matter (PM) are growing due to anthropogenic activities and the shrinking of the Salton Sea, a land-locked saline “sea” situated in the Southern California region. Residents of this environmental justice community have expressed growing concern about these environmental changes, including the health implications of worsening air quality. METHODS: To assess the impacts of PM on children’s respiratory health in a structurally marginalized community, we administered a survey to parents of elementary school children (n=456). We estimated children’s exposure to PM2.5 and PM10 using air monitoring data from governmental regional monitors based on residence at time of survey. RESULTS:22% of children reported wheeze in the past 12 months. Individual annual exposure estimates for children were on average 7.55μg/m3 (SD: 1.9) and 42.44μg/m3 (SD: 6.75) for PM2.5 and PM10, respectively. In models adjusted for age, sex, parental education, and survey language, a 1SD increase in PM10 was associated with an increased risk of wheezing in the last 12 months (OR: 1.35, 95% CI: 0.9-1.8, P=0.06). Among asthmatics, a 1SD increase in PM2.5 or PM10 was associated with an increased risk of wheezing (PM2.5 OR: 2.2, 95% CI: 1.4-3.4, P=0.0006; PM10 OR: 1.9, 95% CI: 0.9-4.0, P=0.07), and any asthma medication usage (PM2.5 OR: 1.9, 95% CI: 1.2-2.9, P=0.005; PM10 OR: 2.4, 95% CI: 1.1-4.9, P=0.01). CONCLUSIONS:These results suggest that PM2.5 and PM10 air pollution may influence children’s risk of wheezing in this rural border region. Future work aims to identify additional environmental and modifiable risk factors to facilitate implementation of targeted intervention programs to improve health. KEYWORDS: Environmental Justice, rural health, border health, respiratory health

The Role of Parents in Shaping the Disciplined Character of Home Learning in Online Learning During the COVID-19 Pandemic

This study aims to determine the role of parents in shaping the disciplined character of studying at home during the covid19 pandemic and knowing about parental supervision when studying at home. This research is a qualitative research using an descriptive approach. The subjects in this research are parents of elementary school children. The results of this study indicate that the role of parents carries out two roles at once, the first to be a parent and the second to be a teacher at home; provide facilities that support children's learning spirit; supervising children's learning activities while at home; Supervise the good use of study time, as well as guide and encourage learning.

Factors associated with concussion symptom knowledge and attitudes towards concussion care-seeking among parents of children aged 5–10 years

Background: Understanding parents’ concussion-related knowledge and attitudes will contribute to the development of strategies that aim to improve concussion prevention and sport safety for elementary school children. This study investigated the association between parent- and child-related factors and concussion symptom knowledge and care-seeking attitudes among parents of elementary school children (aged 5–10 years). Methods: Four hundred parents of elementary school children completed an online questionnaire capturing parental and child characteristics; concussion symptom knowledge (25 items, range = 0–50; higher = better knowledge); and concussion care-seeking attitudes (five 7-point scale items, range = 5–35; higher = more positive attitudes). Multivariable ordinal logistic regression models identified predictors of higher score levels. Adjusted odds ratios (aOR) with 95% confidence intervals (CI) excluding 1.00 were deemed statistically significant. Results: Select parent and child characteristics were associated with higher score levels for both outcomes. For example, odds of better knowledge level in parents were higher with increased age (10-year increase aOR = 1.59; 95% CI = 1.10–2.28), among females (aOR = 3.90; 95% CI = 2.27–6.70), and among white/non-Hispanics (aOR = 1.79; 95%CI = 1.07–2.99). Odds of more positive concussion care-seeking attitude levels were higher among parents with a college degree (aOR = 1.98; 95%CI = 1.09–3.60). Child sports participation was not associated with higher score levels for either outcome. Conclusions: Certain elementary school parent characteristics were associated with parents’ concussion symptom knowledge and care-seeking attitudes. While the findings suggest providing parents with culturally and demographically relevant concussion education might be helpful, they also emphasize the importance of ensuring education/prevention regardless of their children’s sports participation. Practical Applications: Pediatric healthcare providers and elementary schools offer an optimal community-centered location to reach parents with this information within various communities.