Parents Of Preschool-aged Children Research Articles

The Correlation of Self-Experience with Sex Education in Parents of Preschool-Aged Children In Paud Al-Irsyad Sumedang Regency

Background: Sex education for preschool is appropriate to prevent sexual violence. Teachers and parents can work together. But, one phenomenon from parents is taboo for given sex education to early childhood. Several factors that influence of implemented is perceptions of behavioral control. One thing that influences that is self-experience.Objective: The purpose of this study was to analysis correlation of self-experience and sex education in parents of preschool-aged children.Methods: The design of this study was observational analytic with a cross sectional approach. The population is 30 parents who have children aged 3-6 years in PAUD Al-Irsyad through total sampling. The research instrument used a primary data collection questionnaire. Data analysis was performed univariate and bivariate using the chi-square test. Results: The results showed that 56,7 %had provided sex education. The chi-square test showed p value 1,000 > α= 0,050.Conclusion: There is no relationship between parents’ self-experience and the implementation of sex education in preschool. This can encourage further studies of other factors, so that dominant factors can be found that encourage parents to carry our early sex education.

Co-design and content validity of the movement measurement in the early years (MoveMEY) tool for assessing movement behaviour of pre-school aged children

BackgroundMovement behaviours (physical activity, sedentary behaviour, and sleep) are important for pre-school children’s health and development. Currently, no tools with appropriate content validity exist that concurrently capture these movement behaviours in young children. The aim of this study was to co-design and assess the content validity of a novel tool to concurrently measure movement behaviours in pre-school aged children (aged 3–4 years).MethodsWe followed four distinct steps to develop and assess the content validity of Movement Measurement in the Early Years (MoveMEY): (1) We conducted an extensive literature search, to identify pre-existing proxy measurement tools (questionnaires and diaries) to inform the design of a novel tool, which aimed to effectively capture movement behaviour guidelines of pre-school aged children. (2) We facilitated focus group discussions with parents and carers of pre-school aged children (n = 11) and (3) a qualitative survey with free text responses was completed by topic relevant researchers (n = 6), to co-design the measurement tool. (4) We assessed the content validity of the developed tool, MoveMEY, through interviews with parents of pre-school aged children (n = 12) following piloting of the tool.ResultsWe developed an initial version of MoveMEY based on the format of an existing questionnaire and by mapping the content of questions to the guidelines. Co-design of MoveMEY resulted in changes to the format (e.g. short questionnaire to a seven-day diary) and content (e.g. inclusion of ‘general information’ questions on illness, disabilities and sleep disturbances; question on screen time before bed). Content validity assessment demonstrated that the items of MoveMEY were relevant and comprehensive for the assessment of children’s movement behaviours. MoveMEY was felt to be comprehensible, however, parental suggestions were implemented to finalise and improve MoveMEY (e.g. adding examples to questions aiming to detect moderate to vigorous physical activity).ConclusionMoveMEY is the first co-designed measurement tool that has relevance for assessing the movement behaviour guidelines of pre-school aged children. Parent/carer and topic relevant researcher involvement throughout the development process resulted in a seven-day daily reported activity diary that is comprehensive of children’s movement behaviours and comprehensible to parents and carers.

Модель формирования педагогической готовности родителей дошкольников к участию в инклюзивном образовательном процессе школы

The study aims to substantiate the necessity and potential of forming the pedagogical readiness to participate in the inclusive educational process at school among parents of preschool-aged children. The paper presents a model for the formation of the pedagogical readiness to participate in the inclusive educational process at school among parents of preschool-aged children; describes the blocks of the model – methodological, organizational and content-related, performance-evaluative; presents empirical data confirming the effectiveness of the formation of the pedagogical readiness to participate in the inclusive educational process at school among parents of preschool-aged children in accordance with the proposed model. The scientific novelty of the study is determined by the enrichment of the theory of inclusive education by substantiating and developing the model for the formation of the pedagogical readiness to participate in the inclusive educational process at school among parents of preschool-aged children as a theoretical guideline for building interaction with parents of preschoolers in the context of their pedagogical readiness formation considered in this study as an integral personal parameter; by recording facts proving the possibility of increasing the level of formation of this readiness based on the developed scientific and methodological support in the form of the author’s program and its components – the constituents of the model. As a result, the author comes to the conclusion that the formation of the pedagogical readiness to participate in the inclusive educational process at school among parents of preschool-aged children is possible, but cannot be limited to the parents’ mastery of only the procedural side of the activity. Purposeful work is needed to develop their personal qualities and positive parental attitudes related to the acceptance of the value of inclusion and the child in it, changing the parental mentality.

COVID-19 pandemic impact on primary immunization uptake.

Pediatricians across the world are seeing a steep drop in the number of children coming in for appointments due to COVID-19 pandemic. To prevent outbreaks of serious diseases that pose an even greater threat to children than COVID-19, it is important that children not skip their routine vaccines. The aim of this study was to determine the impact of COVID-19 pandemic on primary immunization activities in Saudi Arabia. Cross-sectional design. The study was conducted at a community pediatric clinic. All parents of preschool-age children who visited the community pediatric clinics were asked to complete a self-administrated questionnaire on primary immunization uptake during the pandemic. The Chi-square and Fisher's exact test were performed to examine the demographic differences between participants who missed vaccination during the pandemic and reasons for missing the vaccination. Three hundred study participants completed our questionnaire. In total, 90.6% of respondents were up to date with their vaccinations prior to the pandemic, and most respondents believed that children should be immunized at an appropriate age, it is essential for children to be fully immunized, vaccination is effective in preventing serious disease, and childhood immunization is essential during the pandemic (98.3%, 98.7%, 97.3%, and 93.7%, respectively). In total, 72.4% of respondents did not miss their vaccinations during the pandemic, while 26.6% missed vaccinations. The most common reason for missing vaccinations during the pandemic was transportation difficulty and curfew, followed by fear of contracting COVID-19 infection (40.9% and 35.5%, respectively). Those who did not believe that childhood immunization was necessary during the pandemic were more likely to miss vaccinations during the pandemic (P < 0.001). In addition, those who did not have a family member with COVID-19 infection were more likely not to miss the vaccine (P < 0.001). Moreover, those who thought taking vaccinations in a primary care setting or hospital is safe were more likely not to miss the vaccination during the pandemic (P < 0.027) and (P < 0.001). Significant portion of the population was affected and missed immunizations during the pandemic. The perceptions on the importance of immunization and having a family member affected with COVID-19 during the pandemic were important factors in missing immunizations. Moreover, transportation and fear of contracting COVID-19 during the curfew were also common reasons for missing immunizations during the pandemic.

A preliminary investigation of the mental health of parents of young children who stutter

IntroductionWhile research has shown that parents of preschool-aged children who stutter (CWS) may be negatively affected by their child's stuttering, few studies have investigated their mental health. If parents of CWS have poor mental health, this may impact stuttering treatment choices, the conduct of treatment, stuttering treatment outcomes, and the development of stuttering treatments. Methods82 parents (74 mothers and 8 fathers) of preschool-aged children who stutter (aged 1–5) were recruited upon application for an assessment for their child. A survey battery extracting quantitative and qualitative information about symptoms of potential depression, anxiety, stress, and psychological distress, as well as the emotional effect of stuttering on parents was administered and the results summarized. ResultsData from standardised measures revealed similar incidence as normative data for the presence of stress, anxiety or depression (1 in 6 parents) and distress (almost 1 in 5 parents). However, more than half of the participants reported experiencing a negative emotional effect due to their child's stuttering and a large proportion also reported that stuttering influenced their communication with their child. ConclusionsSpeech-language pathologists (SLPs) should broaden the scope of their duty of care to include the parents of CWS more fully. Parents should be provided with informational counselling or other support services that will help reduce worry and anxiety related to negative emotions.

Supplemental Material for Cognitive and Psychophysiological Predictors of Inductive and Physical Discipline Among Parents of Preschool-Aged Children

Supplemental Material for Cognitive and Psychophysiological Predictors of Inductive and Physical Discipline Among Parents of Preschool-Aged Children

Когнитивный компонент педагогической готовности родителей детей дошкольного возраста к участию в инклюзивном образовательном процессе школы

The aim of the study is to substantiate the necessity of developing the cognitive component of the pedagogical readiness for the inclusive educational process at school among parents of preschool-aged children. The paper considers the notions of “pedagogical competence of parents” and “pedagogical readiness of parents”, as well as the cognitive component of the pedagogical readiness for the inclusive educational process at school among parents of preschool-aged children. The work presents the results of a survey of parents and identifies the level of formation of the cognitive component of the pedagogical readiness for the inclusive educational process at school among parents of preschool-aged children. Scientific novelty lies in recording empirical data on the state of the cognitive component of parents’ readiness to participate in the inclusive educational process at school. As a result, it has been determined that parents’ knowledge in the field of inclusive education is not sufficiently developed; it is necessary to form the cognitive component of the pedagogical readiness among parents of preschool-aged children for their full participation in the inclusive educational process at school.

Food security and feeding behaviours in low-income, Latinx families with preschool-aged children.

To examine the association between food security and feeding practices in Latinx parents of pre-school-aged children and examine possible effect modification by parental self-efficacy. Cross-sectional assessment using the US Department of Agriculture screener for food insecurity as the exposure and sub-scales of the Comprehensive Feeding Practices Questionnaire as the outcome with the General Self-Efficacy Scale as an effect modifier. Non-parametric descriptive statistics were used to compare groups based on food security status. Two Latinx communities with low-socioeconomic status in Texas in 2017 and in Oregon in 2018-2019. Latinx parents of preschool aged children, English and Spanish speaking. Dyads were excluded if they had moderate-severe developmental disabilities, a seizure disorder with a restrictive diet or taking medications known to influence typical growth. Of the 168 families in Oregon, 65 (38 %) reported food insecurity, and 10 (21 %) of the 48 families in Texas reported food insecurity. Food security was associated with greater parental monitoring practices in both the Texas and Oregon samples. We observed no differences in creating a healthy home food environment by food security status in either sample. Parental general self-efficacy showed evidence of effect modification in Oregon - only parents with lower self-efficacy showed a significant association between food security and feeding practices. Latinx parents of preschool children experience high levels of food insecurity, which are associated with maladaptive parental feeding practices. Greater parental general self-efficacy moderates this association and could buffer the effects of food insecurity on children's health.

A descriptive assessment of a broad range of food-related parenting practices in a diverse cohort of parents of preschoolers using the novel Real-Time Parent Feeding Practices Survey

BackgroundMuch of the research to-date on food parenting has evaluated typical use of various parent feeding practices via questionnaire. The Real-Time Parent Feeding Practices Measurement survey was developed for use within an Ecological Momentary Assessment (EMA) protocol to capture momentary use of parent feeding practices in real-time.MethodsThis manuscript describes the development of the EMA-based Real-Time Parent Feeding Practices survey and highlights initial descriptive data on the real-time use of 22 individual parent feeding practices (e.g., pressure-to-eat, guided choices, etc.) as reported via EMA by parents of preschool-aged children (n = 116) over a 10-day data collection time period. A total of 3382 eating occasions were reported, with an average of 29.2 reported eating occasions per participant.ResultsResults revealed that most participants used a variety of food-related parenting practices day-to-day that span four higher-order domains: structure, autonomy support, coercive control and indulgence. Supportive feeding practices, defined as those from the structure and autonomy support domains, were reported most frequently, with one or more structure behavior (e.g., specific mealtime rules/routines) was used at 88.9% of reported eating occasions and one or more autonomy support behavior (e.g., involvement of the child in meal preparation) was used at 87.3% of eating occasions. While unsupportive feeding practices, defined as practices from within the coercive control (e.g., pressure-to-eat) and indulgent (e.g., anticipatory catering) feeding domains, were reported less frequently, one or more behaviors from each of these domains were still reported at over 25% of all eating occasions.ConclusionsResults of the current study take a next step towards deepening our understanding of the use of a broad range of food-related parenting practices in real-time. Findings revealed that the vast majority of practices used by parents fall within the structure and autonomy support domains. However, most parents did not exclusively use supportive or unsupportive practices, rather they used a combination of food-related parenting practices across all domains. Future research should continue to explore a broad range of food-related parenting practices and seek to understand how parent approaches to feeding are associated with long-term child outcomes, including dietary intake, food preferences, and eating patterns.

Feasibility of Using Facebook to Engage SNAP-Ed Eligible Parents and Provide Education on Eating Well on a Budget.

This study examined the use of Facebook to provide education on food resource management and healthy eating on a budget to parents of preschool aged children participating in Head Start. A convenience sample of 25 parents participated in a Facebook group based on Sesame Street’s Food for Thought: Eating Well on a Budget curriculum over a 3-week period. Parent engagement was assessed by examining views, likes, and comments on posts. Qualitative data were used to assess knowledge, attitudes, and barriers experienced related to healthy eating on a budget. The results suggest that parents were engaged throughout the intervention, as evidenced by views, likes, and comments on Facebook posts, as well as by study retention (90%). Interactions with the intervention materials varied by post content, with discussion questions having the highest level of interaction. Facebook was found to be a feasible platform for delivering the intervention, and the Facebook-adapted version of the Sesame Street curriculum was shown to engage Head Start parents living in rural areas. Further research should explore the use of social media platforms for delivering nutrition education interventions to rural populations that are otherwise difficult to reach.

Relative predictive utility of the original and Autism-Specific Five-Minute Speech Samples for child behaviour problems in autistic preschoolers: A preliminary study.

Parental Expressed Emotion refers to the intensity and nature of emotion shown when a parent talks about their child, and has been linked to child behaviour outcomes. Parental Expressed Emotion has typically been measured using the Five-Minute Speech Sample; however, the Autism-Specific Five-Minute Speech Sample was developed to better capture Expressed Emotion for parents of children on the autism spectrum. In each case, parents are asked to talk for 5 min about their child and how they get along with their child. Parents' statements are then coded for features such as number of positive and critical comments, or statements reflecting strong emotional involvement. While both the Five-Minute Speech Sample and Autism-Specific Five-Minute Speech Sample have been used with parents of autistic school-aged children, their relative usefulness for measuring Expressed Emotion in parents of preschool-aged children - including their links to child behaviour problems in this group - is unclear. We collected speech samples from 51 parents of newly diagnosed autistic preschoolers to investigate similarities and differences in results from the Five-Minute Speech Sample and Autism-Specific Five-Minute Speech Sample coding schemes. This included exploring the extent to which the Five-Minute Speech Sample and Autism-Specific Five-Minute Speech Sample, separately, or together, predicted current and future child behaviour problems. While the two measures were related, we found only the Autism-Specific Five-Minute Speech Sample - but not the Five-Minute Speech Sample - was related to child behavioural challenges. This adds support to the suggestion that the Autism-Specific Five-Minute Speech Sample may be a more useful measure of parental Expressed Emotion in this group, and provides a first step towards understanding how autistic children might be better supported by targeting parental Expressed Emotion.

Works of Fine Art as an Incentive for Artistic Expression of Children with Disabilities In Inclusive Education – a Case Study

In this paper we have explored the influence of sculptures and paintings by the author of this article as an incentive for motivation and artistic work of preschool-age and school-age children with disabilities in inclusive education through the application of the qualitative research method of observation in all three phases of the method of aesthetic transfer: perception, reception, and reaction. The research was carried out at CIERI (Centre for research, education, development, and training) at the Hercegovina University in Mostar on a sample of 15 children with disabilities in inclusive education, whereof 7 boys (2 preschool-age and 5school-age children) and 8 girls (3 preschool-age and 5 school-age children). In research by using free conversation, we have examined attitudes and opinions about the use of works of fine art as an incentive for motivation and artistic expression of children on a sample of three experts in education and rehabilitation and three parents of preschool-age children with disabilities in inclusive education. By applying the method of analysis and comparative analysis we have determined positive influences of use of works of fine art on the motivation and artistic creation of children with disabilities in inclusive education regardless of age: influence on increased motivation to work, choice of motives, more intensive use of colors and tonal painting, playful composition solutions and the making of complex art volumes. The research has determined that the boys prefer making three-dimensional shapes more than the girls. The research has shown positive attitudes and opinions of the educational and rehabilitation experts and parents towards the use of the mentioned works of art as an incentive for the artistic creation of children.

Exploration of Parental Advertising Literacy and Parental Mediation: Influencer Marketing of Media Character Toy and Merchandise

This study uncovers parents’ advertising literacy and their mediation strategies of influencers’ commercial videos that contain media character merchandise. Thirty-five semi-structured interviews were conducted with parents of preschool-aged children currently living in the United States. Few parents could articulate how influencer marketing works on social media in detail. For a majority of parents, influencer marketing was powerful and alluring but also inappropriate for young children. Popular media characters were limitedly discussed as a strategy to attract young children. While multiple mediation strategies were shared, parents with higher affective and moral advertising literacy tended to practice either restrictive mediation or active mediation. Practical implications for scholars and educators are discussed.

Social Media Accompanying Reading Together: A SMART Approach to Promote Literacy Engagement

Dialogic reading, in which parents engage children in discussion of books, is associated with long-term literacy success. Social media is an emerging platform for promoting behavioral change, but it has yet to be tested as a platform for engaging parents in use of dialogic reading strategies with their young children. This exploratory study was intended to determine whether social media is an appropriate platform through which to promote parent–child literacy behaviors in families of preschool-aged children, thus supporting future intervention development. We examined parents’ use of dialogic reading strategies following a social media–delivered training program, using an A-B single case research design. Seven parents of preschool-aged children received 27 one-minute videos delivered via Twitter over a 9-week treatment period. These videos provided instruction on dialogic reading strategies including asking comprehension questions, referencing print, and discussing vocabulary. Parents demonstrated increased use of dialogic reading strategies while reading consistent with instruction throughout the study. Children demonstrated gains on measures of comprehension and oral language from pretest to posttest, although gains on print awareness measures were less robust. Results support further development and evaluation of a social media parent training program. Social media is free, accessed by millions of people every day, and provides an adaptable avenue to reach families and promote engagement. Although further research is required, social media seems like a viable option to explore for changing parent behaviors.

Using the ImPAACT program with preschoolers with Down syndrome: a hybrid service-delivery model

Three parents of preschool-aged children with Down syndrome using mobile augmentative and alternative communication (AAC) technologies to communicate participated indirect, systematic communication-partner instruction. Intervention featured an adaptation of the ImPAACT Program (Improving Partner Applications of Augmentative Communication Techniques; Kent-Walsh, Binger, & Malani, 2010) that included six face-to-face and three telepractice sessions. Parents learned to use the evidence-based Read–Ask–Answer (RAA) instructional strategy (Kent-Walsh, Binger, & Hasham, 2010) during shared storybook reading with their children. A single-case, multiple-probe across participants design was used to assess parents’ accurate implementation of the instructional strategy and children’s multimodal communicative turns. All three parents increased their use of the RAA strategy and maintained strategy use over time, and all three children increased their frequency of communicative turns taken and maintained higher turn-taking rates. Results support the use of the ImPAACT Program with parents of children with complex communication needs, including the integration of hybrid learning as part of the instructional approach.

Barriers and facilitators of household provision of dairy and plant-based dairy alternatives in families with preschool-age children.

This study aimed to explore barriers and facilitators of the provision of dairy and plant-based dairy alternatives (PBDA) by parents of preschool-age children, a previously unexplored area of research. Five focus groups of parents were conducted and audio-recorded. Verbatim transcripts were analysed using thematic analysis. University of Guelph, in Guelph, ON, Canada in 2019. Thirty-two (n 19 mothers, 13 fathers) parents of preschool-age children. Most (59 %) were university or college educated. Facilitators common to both dairy and PBDA provision included perceived nutritional benefits, such as dairy's Ca, protein and fat content, and PBDA's protein content, and the perception that PBDA adds variety to the diet. Facilitators unique to dairy v. PBDA provision included the taste of, familiarity with, and greater variety and accessibility of dairy products, specifically child-friendly products. A facilitator unique to PBDA v. dairy provision was ethical concerns regarding dairy farming practices. Barriers common to both dairy and PBDA provision included perceived cost, concerns regarding the environmental impact of production, and high sugar content. Barriers specific to dairy included use of antibiotics and hormones in dairy production. A barrier specific to PBDA was the use of pesticides. Behaviour change messages targeting parents of preschoolers can emphasise the nutrition non-equivalence of dairy and some PBDA and can educate parents on sources of affordable, unsweetened dairy and PBDA.

Exploring Parental Self-regulation and Feeding Practices: a qualitative study of Parents of Pre-school aged Children’s Emotional Eating.

Exploring Parental Self-regulation and Feeding Practices: a qualitative study of Parents of Pre-school aged Children’s Emotional Eating.

Results of the 3 Pillars Study (3PS), a relationship-based programme targeting parent-child interactions, healthy lifestyle behaviours, and the home environment in parents of preschool-aged children: A pilot randomised controlled trial.

BackgroundEarly childhood is a critical period for the development of obesity, with new approaches to prevent obesity in this age group needed. We designed and piloted the 3 Pillars Study (3PS), a healthy lifestyle programme informed by attachment theory for parents of preschool-aged children.MethodsA 2-arm, randomised controlled pilot study was conducted to assess the effectiveness of 3PS, a 6-week programme involving a half-day workshop plus 6-week access to a study website. The programme was designed to promote routines around healthy lifestyle behaviours, including sleep, limited screen use, and family meals, within the context of positive, reciprocal parent-child interactions. Parents (n = 54) of children aged 2–4 years who regularly exceeded screen use recommendations (≥1 hour per day), were randomised to the 3PS programme (n = 27) or a wait-list control group (n = 27). Child screen time at 6 weeks was the primary endpoint. Frequency of family meals, parent feeding practices, diet quality, sleep, Child Routine Inventory (to assess predictability of commonly occurring routines), and household chaos were also assessed. Study data were collected online at baseline, 6 weeks, and 12 weeks via REDCap.ResultsNo group differences were observed for changes from baseline in screen time (primary endpoint), feeding behaviour scores, Child Routine Inventory scores, or total night time sleep duration at 6 and 12 weeks, although all measures improved in the hypothesised direction in the 3PS group. Compared with controls, the intervention group demonstrated significant improvements from baseline in household chaos scores (i.e. a reduction in chaos) and a number of measures of sleep outcomes, indicating improved sleep continuity. The programme was highly acceptable to parents.Conclusions and recommendationsA relational approach appears promising as a novel way to promote healthy lifestyle behaviours associated with the prevention of childhood obesity in children aged 2–4 years. A larger study is warranted.

Parent concerns regarding paediatric obesity in community-based programmes serving children with developmental disabilities.

Previous studies show a higher prevalence of obesity among preschool-age children with developmental disabilities (DDs) versus children who are typically developing (TD). Little is known about parent concerns about obesity in young children with DD. The purpose of this study was to examine concerns regarding paediatric obesity among parents who had a preschool-age child with DD compared with parents with a child who is TD. A cross-sectional analysis occurred at baseline entry into one of three community-based programmes. Parents of a child with DD (n = 815) or TD (n = 563) were asked obesity-related questions about their child and in general. Multinomial and logistic regression unadjusted and adjusted models were run to generate the odds of obesity concerns based on disability status. The average child age was 38 months. Parent concerns about paediatric obesity differed by disability status. Unadjusted odds of parents 'doing anything to control their child's weight' was 38% lower among parents of a child with DD versus TD (OR: 0.62, 95% CI: 0.48, 0.82). The adjusted odds of perceiving that their child was underweight was 83% higher among parents of a child with DD compared with parents of a child who is TD (aOR: 1.83, 95% CI: 1.27, 2.64). Parents of a child with DD were 179% more likely to believe that childhood obesity is a public health problem (aOR: 2.79, 95% CI: 1.88, 3.96). The models were adjusted for age, sex and race/ethnicity. Findings indicate that parents of preschool-age children with DD are more likely to acknowledge that obesity is a public health concern. Because some parents of children with DD are concerned about their child's weight, families of preschool-age children with DD may be receptive to the delivery of healthy weight strategies in community-based programs.

Perception of parents of preschool-age children about education for sustainable development through metaphor analysis

Perception of parents of preschool-age children about education for sustainable development through metaphor analysis