Role In Children Research Articles

Being a parent with a physical disability: A systematic review.

There is a significant gap in the literature with regards to the synthesis of qualitative research that explores the parenting experiences of parents with physical disabilities. This systematic review aims to synthesize the evidence regarding the experiences of parents with acquired and congenital physical disabilities. This article presents a thematic synthesis of qualitative research carried out in accordance with Preferred Reporting Items for Systematic Reviews and Meta-Analyses guidelines. Studies were identified through searches of Cumulative Index to Nursing and Allied Health Literature, PsycINFO, PubMed, Scopus, and Web of Science databases and backward snowballing. The Critical Appraisal Skills Programme qualitative checklist was used as a quality assessment tool. Eleven articles were included in this review, and all were deemed to be high quality. Seven themes were identified: stigmatization and the need to prove competence as a parent; feeling underrepresented as a parent with a physical disability; environmental limitations; experiences of accessing support; using skills and strategies to fulfill parenting role; children's roles and reactions, and changes as they grow; and safety, wellness, and health when parenting with a physical disability. The findings emphasize the adaptability and resourcefulness of parents with physical disabilities in navigating environments that can be unsupportive, while continuing to prioritize their children's safety and well-being. The need for community peer-support groups and health care professionals who can provide emotional support, further public education with regards to the capabilities of parents with physical disabilities, prioritization of accessibility in public and private spaces, and the development of adapted childcare equipment, were all highlighted. (PsycInfo Database Record (c) 2024 APA, all rights reserved).

Empowering Voices: Understanding Children's Roles and Preferences in Shared Decision-Making

Introduction: Shared decision-making (SDM) in paediatric healthcare presents a unique dynamic involving children, parents, and healthcare professionals. While previous research has focused on the roles of parents and healthcare professionals in this process, little attention has been given to the roles adopted by children themselves. This study aimed to explore the nature of children’s participation and their preferred roles in the SDM process during hospitalisation. Method: Using a genP6 qualitative approach, data was collected from 26 hospitalised children aged 7 to 12 years, their parents, and 48 healthcare professionals across three teaching hospitals in Malaysia. Data collection involved participant observation and a single interview with nine of the study’s child participants. Results: Children assumed either passive or active roles in the SDM process, with their roles fluctuating depending on the circumstances and adult involvement in communication. While some children were content with passive participation, others expressed a desire for greater involvement. Those who actively participated appreciated their role. Conclusion: The study highlights the challenge of determining the most appropriate role for children, as their preferences may not consistently align with their actual level of participation. Those involved in SDM with children must possess the ability to thoroughly understand their desires and communication needs, ensuring that their active involvement is both meaningful and fulfilling.

Readjustment of Children's Roles and Social Relationships after Parental Divorce

This article examined children’s adjustment to their social roles and relationships after their parents’ divorce. This research was based on empirical data collected through interviews and observations of children aged 18 years and under. The collected data was analyzed qualitatively and interpretatively. Research revealed that the dynamics of the relationship between parents after divorce have a direct influence on children’s readjustment. Positive adjustment was seen when parents maintained a good relationship (as friends), and children continued their normal activities such as school and social interactions. On the other hand, if the parental relationship is not friendly, children tend to make negative adjustments, which have a detrimental impact on children, such as boys often fighting, addicted to cigarettes and gambling, but are also found to work while going to school to contribute to the family income and get married at a young age. Girls tend to withdraw and stay at home. These findings emphasized the important role of parental relationships in helping children’s adjustment after divorce. Establishing a healthy co-parenting dynamic is critical to supporting their successful adaptation to the new family structure. Keywords: readjustment, parent’s divorce, children’s roles; social relationships

A Continuing Care Program at Home on Caregiver’s Role for Children with Congenital Heart Disease: A Pilot Study

Caregivers should have adequate caring roles knowledge of children to increase the quality of life of children with congenital heart disease (CHD). Aim: To develop and evaluate the effect of a home-based continuing care program on the role of caregivers for children with CHD. This pilot study was a quasi-experiment with one group pre-posttest without control group design and conducted between October 2018 and September 2019 in Narathiwat, Pattani, and Yala. Thirty caregivers were recruited using a multistage random sampling technique. The program covered teaching, demonstration, and feedback equipped with a manual of CHD for six weeks. The self-developed caregiver role questionnaire was provided to evaluate caregiver care roles. The paired t-test was applied to evaluate the different scores of the caring roles before and after the program with the significant p value < 0.05. The scores of the caregivers’ roles for children with CHD after receiving the program were significantly higher than the scores before receiving the program (t = 6.20, p < .001). Continuing care programs enhance caring roles related knowledge of children with CHD. This program is recommended to apply continuously for caregivers of children with CHD at the outpatient or as part of discharge planning

Conceptualizing the social networks of children of parents with serious mental illness: a thematic analysis.

Social networks, defined as the set of active and significant ties surrounding an individual, influence the wellbeing of vulnerable children. The best evidenced mechanism through which this occurs is where networks act as a vehicle to access social support. Little is known about the content and function of social networks of children of parents with severe and enduring mental illness (COPMI). COPMI are a frequently under-identified vulnerable child population at risk of negative outcomes. This qualitative study investigates the structure, role and function of these children's networks. Researchers conducted 17 semi-structured egocentric social network interviews. Interviews incorporated personal network mapping as a data collection method. COPMI were recruited through third sector organizations and interviewed across three sites in England. Data was analyzed using an inductive thematic analysis. Five network features were identified (i) parents as primary providers of support (i) limited networks and diminished connections over time (iii) substitutable ties (formal and informal) (iv) peer connections as source of both support and strain (v) coping strategies: self-censorship, avoidance and animals. Children of parents with severe and enduring mental illness networks are structurally typical of vulnerable children in that they are limited, rely on parents as primary ties but allow for some substitution of support ties. COPMI-specific features included peer relationships at times as source of strain and network level coping strategies used to manage wellbeing, including pets. This latter reflects previous findings in vulnerable adult populations so far unevidenced in children. Little evidence as to the mechanistic effect at work within networks was collected. However, COPMI were clearly shown to be engaged in active management and strategising in network navigation approaches, indicating the need to engage with children in this capacity, rather than approaching them as passive recipients of support. As such, effective network level interventions for this group are likely to prioritize access to beneficial substitute ties when support is limited. Additionally, interventions that promote network navigation skills and help foster productive coping strategies can capitalize on the child's active management role within their network.

The Role of Children's Picture Books in Promoting Innovation and Creativity among Children in China

This study explored the role of children's picture books in promoting innovation and creativity among young learners in China. Recognizing the potential impact of early literacy on cognitive development, this research aimed to objectively measure how engagement with picture books influences children's creativity. Employing a quantitative research methodology, the study gathered data from a diverse sample of 1000 children aged 5 to 8 years across various urban and rural schools in China. The study utilized a stratified random sampling technique to ensure a representative distribution across socioeconomic, educational, and cultural backgrounds. Our findings reveal a significant correlation between creativity, the frequency of reading, and the diversity of books read. Moreover, parental involvement emerged as the most influential predictor of creativity scores. Although digital books positively impacted traditional reading interactions, they substantially attained higher creativity levels. The study's robust statistical model explains 72% of the variance in creativity outcomes, emphasizing the predictability of factors. The conclusion underscores the essential role of diverse and interactive reading practices in fostering children's creativity. Implications of these findings suggest that integrating a variety of picture books and encouraging parental engagement in children's reading routines can significantly enhance creative development.

Effect of Intergenerational Trends on Parental Child-Rearing Gender Role Attitudes (PCGAs) in Single-Parent Families: A Relative Mediation.

Family structures are diverse, with single-parent families being special. Single-parent families have garnered interest regarding their impact on their children's development in relation to gender roles and social adaptation. This study investigated 532 children from single-parent families (mean age = 14.81, SD = 1.62) and their parents. We collected data on the parental child-rearing gender role attitudes (PCGAs) of grandparents and parents, as well as the gender role and social adaptation of the children. The results revealed four intergenerational trends in PCGAs: progression between generations, undesirability in both generations, desirability in both generations, and retrogression between generations. An ANOVA showed that families with intergenerational desirability tended to have children with the highest gender role and social adaptation scores among the four intergenerational trends, while families with intergenerational undesirability had the lowest. A relative mediation analysis showed that compared to intergenerational undesirable PCGAs, intergenerational progress and intergenerational desirable PCGAs are beneficial for children's gender traits, and their social adaptation development is also better. The results confirm the positive effect of children's gender roles on their social adaptation, which suggests that parents should pay attention to children's gender role education, transform their PCGAs, and create a nurturing environment for children's gender role development.

Fenomena Pengalaman Pengasuh Anak Korban Kekerasan Fisik di Kota Banda Aceh: Studi Kualitatif

Background: Violence against children is a global phenomenon that poses significant challenges to the health care system because it has serious consequences for victims. Purpose: To examine the experiences of caregivers in Banda Aceh who provide assistance to children who have been physically abused. The event under consideration involves perception, adaption reaction, physiological delivery, supporting the child's adaptation process concerning interdependence, and assisting the child's adaptation process concerning self-concept, role, and function. Methods: This study used a qualitative, phenomenological approach to its investigation. The caregiver serves as the major informant for this study, providing care and meeting the needs of children who are physically abused. Key informants have traits including providing for the everyday needs of the children they live with, living at home with child victims of violence, and effectively communicating their experiences. Interviews and pertinent literature reviews were used to gather research data, which was subsequently analyzed using the Colaizzi. Results: The study's findings are as follows: 1) The caregiver is aware that the child's perception of physical violence is a result of their wrongdoings, 2) The principal caregiver observes the detrimental effects of physical abuse on the kid, 3) The violent child receives physical assistance from the primary caregiver. current physiological requirements by obtaining resources, 4) By offering moral support, the caregiver assists children who experience physical abuse in their self-concept. 5) Using techniques to enhance the child's role function, the caregiver supports children who have experienced physical abuse in this area, and 6) The caregiver seeks counseling support in order to assist children who are physically abused in the area of interdependence. Conclusion: caregivers are capable of improving perception, adaptation reactions, physiological delivery, supporting the child's adaptation process based on interdependence, and helping the child adapt to self-conceptions, roles, and functions.

Techniques for Designing Puzzle Shapes and their Role in Children’s Learning

This research aims to study designing puzzle shapes techniques and their use in teaching children. Puzzle games contribute to developing cognitive, sensory, and motor skills that require concentration and logical thinking, which can be effective in stimulating learning in children and developing their mental skills. The design idea was studied in terms of simplicity, complexity, types of traditional and digital puzzle games, and their use. Structural elements in design, such as drawings, shapes, and typographic elements, according to the Gestalt theory in designing puzzle shapes that aim to teach children, and verifying their effectiveness in stimulating their learning. This study also included an analysis of some of the techniques used in designing puzzle shapes and some mechanisms and theories of learning through games.

Children's social–emotional learning as emotional labor: Recognizing children's contributions

AbstractIn the United States, the dominant contemporary understanding of childhood is one that is cultivated through children's role as dependents, served by adults who are their providers. This framework obscures how children contribute to society through their learning and practice. This paper proposes a reconsideration of children's learning to advance the theoretical conceptualization of emotional labor so that children's contributions can be recognized. To advance an expansion of how adults understand what children's contributions to society are, I frame their social–emotional learning as the practice of emotional labor, not as them simply obtaining the skills of emotional intelligence. In doing so, I advocate for seeing children as more than learners, but also as contributors and producers.

The Relationship Between Father's Attachment And Self-Disclosure In Adolescent Girls

Adolescence is a transitional phase from childhood to adulthood. Adolescents experience complex problems not only because of internal influences within themselves, but also from the influence of opportunities and support from adults, in this case parents. Fathers play a very important role in building a child's role in their environment and in determining the child's attachment status. By forming a good attachment between father and child, it is possible for teenage girls to be able to carry out self-disclosure. This study aims to determine the relationship between father attachment and self-disclosure in adolescent girls. The sample in this study consisted of 292 subjects aged 15-22 years. Data collection was carried out using a Likert scale, namely attachment scale and self-disclosure scales. Test the hypothesis using Spearman Rho correlation analysis with the help of SPSS 24. The results show that There is a significant relationship between father attachment and self-disclosure in adolescent girls, with a significance value of 0.000 <0.05. This means that the higher the attachment, the higher the self-disclosure in adolescent girls. The implications of this research are that it can be a reference for teenagers about the importance of attachment and making efforts to increase attachment.

Family language policy in a transnational family living in Finland: multilingual repertoire, language practices, and child agency.

Each multilingual transnational family is unique and thus deserves to be carefully studied in terms of its family language policy (FLP). Speaker-centered approaches can provide a deeper understanding of linguistic diversity in a multilingual setting. The studied Russian-Italian family is raising a multilingual boy (8:2) in Finland. The multilingual repertoire includes Russian, Italian, Finnish, English, and Hebrew. In this case-study, an ethnographic approach is used to explore the multilingual family repertoire by presenting their lived experiences and language practices. I discuss the FLP and child's active role in shaping the family's linguistic practices (child agency). The following methods were combined: semi-structured interviews, language background surveys, written diary entries, self-recordings of interactions in the family, and a language portrait that depicts the child's multilingual repertoire. The interviews and other recordings were transcribed manually. The following research questions guided the study: (1) How do the family members describe their FLP? (2) How does the FLP evolve through everyday interactions (language practices)? (3) How does the child exercise his agency in the family setting? The results reveal that the family's language practices follow predominantly an one person-one language (OPOL) strategy; consequently, the child speaks a different language with each parent. However, the analysis of the language ideologies reveals positive attitudes toward both multilingualism and all the languages in the family's repertoire, which explains the multilingual practices having multiplicity and unexpectedness. FLP is shaping the family language practices. Evidence of language hierarchy can be explained by a number of family-external and family-internal social factors.

Hubungan Attachment Ayah dengan Self-Disclosure pada Remaja Perempuan

Adolescence is a transitional phase from childhood to adulthood. Adolescents experience complex problems not only because of internal influences within themselves, but also from the influence of opportunities and support from adults, in this case parents. Fathers play a very important role in building a child's role in their environment and in determining the child's attachment status. By forming a good attachment between father and child, it is possible for teenage girls to be able to carry out self-disclosure. This study aims to determine the relationship between father attachment and self-disclosure in adolescent girls. The sample in this study consisted of 292 subjects aged 15-22 year. Data collection was carried out using a Likert scale, namely scale attachment and self-disclosure scales. Test the hypothesis using Spearman Rho correlation analysis with the help of SPSS 24. The results show that There is a significant relationship between father attachment and self- disclosure in adolescents girls, with a significance value of 0.000 <0.05. This means that the higher the attachment, the higher the self-disclosure in adolescent girls. The implications of this research are that it can be a reference for teenagers about the importance of attachment and making efforts to increase attachment.

Long-acting Muscarinic Antagonists and Their Role in Children with Recurrent Wheezing or Asthma: An Updated Review

Long-acting Muscarinic Antagonists and Their Role in Children with Recurrent Wheezing or Asthma: An Updated Review

Implementation of the Role-Playing to Develop Speaking Skills for Early Childhood

Some kindergarten children exhibit delayed speech development and require an appropriate learning methodology to enhance their speaking skills during early childhood, specifically between the ages of 4-5 years. This study aimed to investigate the application of role-playing in developing speaking skills and to identify the supporting and inhibiting factors for developing speaking abilities in kindergarten children aged 4-5 years in Samarinda, Indonesia. This qualitative study employed observations, interviews, and documentation as data-collection techniques. Data sources were derived from primary data, namely principals, homeroom teachers, and representatives of the curriculum section, whereas secondary data were obtained from documentation. Data were analyzed using the Miles and Huberman method in three stages: data reduction, presentation, and conclusion drawing. The results indicated that role-playing in developing the speaking skills of children aged 4-5 years in kindergarten is determined by the theme, sub-theme, topic of activities, and play materials. It is implemented using a rolling system wherein the teacher explains the child's role, provides examples, and elucidates the game's rules regarding subsequent play activities. The teacher then invited the children to select their roles and read storylines. Once the child comprehends the activities, the teacher encourages the child to engage in play. The teacher's responsibility is to supervise while posing questions to obtain information about the child's play experience while providing examples of communication by delivering appropriate vocabulary. Evaluation of role-playing involves indirect observations during children's play, assessment of children's work, notes on children's developmental observations, and indicators that serve as learning targets.

Cognitive Learning Theory: Skill Acquisition and Conditional Knowledge

Active learning that focuses on developing students' mental abilities has taken center stage in modern education. Cognitive strategies are key in helping students connect new information with existing knowledge, improve their retention capacity and memory. The thinking approach to learning not only encourages the development of students' cognition but also prepares them to use the brain more effectively in dealing with various situations. Cognitive learning theory emphasizes that a person's behavior is influenced by the perception and understanding of situations related to learning objectives. The focus on the process of learning, not just the outcome, is the cornerstone of this theory. Figures such as Gestalt and Kurt Lewin emphasize the overall organization of information in an individual's understanding. Meanwhile, theories from Jean Piaget and Jerome S. Bruner highlight the child's active role in learning, with an emphasis on discovering and organizing learning materials. The application of cognitive learning strategies has a significant impact on students' problem-solving abilities, strengthening conceptual understanding and developing creative skills. Through this approach, students can internalize their knowledge in everyday life, apply it in relevant contexts, and develop important adaptive skills. The research used a qualitative approach with a focus on case studies and narrative analysis, exploring the influence of cognitive learning strategies on students' ability to solve problems and internalize knowledge.

To what extent do children's expressions of time actually refer to time? An investigation into the temporal and discursive usages of temporal adverbs in family interaction.

Many studies have explored children's acquisition of temporal adverbs. However, the extent to which children's early temporal language has discursive instead of solely temporal meanings has been largely ignored. We report two corpus-based studies that investigated temporal adverbs in Finnish child-parent interaction between the children's ages of 1;7 and 4;11. Study 1 shows that the two corpus children used temporal adverbs to construe both temporal and discursive meanings from their early adverb production and that the children's usage syntactically broadly reflected the input received. Study 2 shows that the discursive uses of adverbs appeared to be learned from contextually anchored caregiver constructions that convey discourse functions like urging and reassuring, and that the usage is related to the children's and caregivers' interactional roles. Our study adds to the literature on the acquisition of temporal adverbs by demonstrating that these items are learned also with additional discursive meanings in family interaction.

Uncovering social and gender norms that perpetuate school‐related gender‐based violence in Albania

AbstractViolence among children has been considered one of the fundamental issues inhibiting optimal child well‐being and learning. Violence is widespread in Albania. Understanding the factors that affect it and the complex nature of violence itself requires looking at root social, cultural and economic factors and the normative influences on these factors. This study aimed to explore social and gender norms impacting school‐related gender‐based violence, and children's potential role in challenging these social norms. This article focuses on findings from research in two schools in Albania, particularly on what children and adult‐supporters shared about their understanding of social and gender norms that perpetuate violence, and their recommendations for policy and practice to address them.

Negative Co-Parenting and Children's Adjustment: The Role of Children's Appraisals and Triangulation

Existing literature has outlined how negative co-parenting could affect children's ad-justment through children's subjective appraisals and triangulation. However, no stud-ies have investigated whether children's cognitive appraisals and two distinct forms of children's triangulation (feelings and involvement) could be serial mediators of the associations between negative co-parenting and children's adjustment. Mediation analyses were performed using a sample of 125 Italian families of children aged 8-14. Results showed that negative co-parenting was linked to children's threat and self-blame appraisals. Data also suggested how both children's subjective appraisals (threat and self-blame) were associated with the two forms of children's triangulation (direct involvement and subjective triangulation). Finally, the results indicated two specific pathways for the serial mediation of children's cognitive appraisals and triangulation in the association between negative co-parenting and children's adjustment. On the one hand, subjective triangulation predicts children's internalizing behaviors. On the other hand, triangulation involvement promotes children's externalizing behaviors. .

Etch the Emotional Life: Mother-Child Emotion Socialization from Age 3 to 6 Years.

Emotion socialization is conceptualized as a relational process, yet children's role in socializing parents' emotions is rarely considered. This study explored longitudinal patterns of mother-child emotion socialization from early to middle childhood. Participants were 349 children (51% boys, 49% girls) and their mothers from the southeastern United States. Children were 79.4% White, 12% Black or African American, and 8.3% multi-racial or other; 6.3% were Hispanic/Latino. Mother-child dyads completed an etch-a-sketch task when children were 3, 4, and 6 years old. At each time, mothers' and children's expression, coaching, and dismissing of positive and negative emotions were observed. Hierarchical Linear Modeling analyses identified developmental trajectories and within-dyad associations of emotion coaching and dismissing with emotion expression. Over time, expression of positive emotions decreased and expression of negative emotions showed no change for both mothers and children. Mothers decreased in coaching children's positive emotions and showed no change in coaching children's negative emotions. Children increased in coaching mothers' positive emotions and showed no change in coaching mothers' negative emotions over time. Both mothers and children decreased in dismissing emotions over time. Within dyads, mothers' increases in coaching and in dismissing related to children's increased expression. Children's increases in coaching related to mothers' increased expression. Findings highlight complexity and dynamics of emotion socialization processes over time.