Parental Teaching Research Articles

The longitudinal interplay of mothers’ and fathers’ literacy teaching and Chinese preschool children’s literacy interest and word reading abilities

AbstractThis study examined the longitudinal interplay of fathers’ and mothers’ literacy teaching and children’s word reading skills and interest in literacy. A total of 194 second-year kindergarten (K2) children and their fathers and mothers in Hong Kong participated. At the three time points from K2 to K3 (i.e., the third year in kindergarten), fathers and mothers independently reported the frequency of their own literacy teaching activities. Mothers reported their children’s interest in literacy-related activities. The children were individually assessed on Chinese word reading. The results from cross-lagged panel analysis showed that the children’s prior literacy interest was associated with later frequency of parental literacy teaching, but not the other way around. No significant relations were observed between the children’s word-reading skills and the literacy teaching provided by their mothers or by their fathers. Additionally, it was the children’s earlier word reading skills that predicted their later development of literacy interest, but not vice versa. Thus, the parents seemed to adjust their home literacy teaching flexibly in response to their perceptions of their children’s literacy interest. The findings also underscore the potential importance of word reading abilities in fostering children’s literacy interest.

Parent Teaching Using the Enhanced Moved by Reading to Accelerate Comprehension in English Intelligent Tutoring System to Teach Question-Asking During Shared Book Reading in Latino Families.

The Parent-Enhanced Moved by Reading to Accelerate Comprehension in English (Parent EMBRACE) program offers a bilingual parent-training literacy intervention for Latino families. Within the context of shared book reading, the application leverages both the home language and technology to increase parent question-asking during shared reading. Research goals were to (a) examine the potential of the Parent EMBRACE tutoring system at teaching parents to increase the quantity and variety of their question-asking during shared book reading, (b) examine changes to parents' reading attitudes or motivation, and (c) examine whether children's reading attitude is correlated with parent interactions. Twenty-one participants were randomized into three conditions: a digital storybook (DS) group (n = 7), an interactive storybook (EMBRACE) group (n = 6), and a parent-teaching interactive storybook (Parent EMBRACE) group (n = 8). Participants received iPads with digital storybooks for use during the intervention (in which the parent-teaching group received prompts from the app to ask questions while reading). Shared book reading assessments before and after the intervention involved hard-copy books, and behaviors were analyzed using video-recorded reading sessions before and after the intervention. Group differences were explored using descriptive analysis. Reading attitude and motivation were measured through pre- and post-intervention surveys. The relationship between parent interactions and reading attitudes was explored through regression. Results indicate that after the intervention, four out of seven parents in the parent-teaching interactive storybook group asked more questions to their children. Parents' reading attitudes and motivations did not significantly change. There was a nonlinear relationship with parent interactions and children's reading attitude. Overall, the Parent EMBRACE tool shows feasibility and warrants further study on its efficacy as a linguistically responsive literacy-based language intervention for Latino parents to develop shared book reading strategies.

Parental teaching of nonprejudiced values toward sexual minorities during adolescence

IntroductionThe current study examined adolescents’ nonprejudiced values toward sexual minorities over three years to determine change over time, as well as parenting and child characteristics as predictors of initial levels and change in values over time.MethodsParticipants included 573 US adolescents (M age at Wave 1 = 14.56, SD = 1.68, range 12–17; 49% identifying as female; 82% completely heterosexual) and their mother (n = 573, 83% completely heterosexual) and father (n = 341, 99% completely heterosexual), all of whom responded to surveys given annually over three years, starting in 2020.ResultsGrowth curve analysis suggested that adolescents’ nonprejudiced values toward sexual minorities increased from ages 14–16 for both males and females. Results also suggested that both maternal and paternal teaching of nonprejudiced values were consistent predictors of initial levels of adolescent nonprejudiced values, and mothers’ teaching was associated with increases in nonprejudiced values over time, over and above other parenting variables like parental warmth and frequency of parental communication about sexual minority topics.DiscussionThe discussion focuses on the importance of parental teaching of nonprejudiced values on the development of adolescents’ own nonprejudiced values.

Implementing complex attachment-based interventions: Perspectives on the circle of security-Virginia family intervention

There are many promising attachment-based interventions that are accumulating an evidence-base, one of which is Circle of Security (COS). The COS-Virginia Family (COS-VF) model is one of several versions of COS. The aim of the study was to evaluate strengths and weaknesses of COS-VF from therapists’ viewpoint. Furthermore, we wanted to examine opportunities to further develop the intervention, to make it more efficient for therapists and families. There were 25 therapists in this study (5 males and 20 females). Participants took part in a semi-structured interview and online questionnaire. Results indicated that therapists had positive perceptions about the effectiveness of COS-VF, though the lack of effectiveness studies on the intervention was perceived as a weakness. They praised the graphic illustrations designed for COS. Furthermore, therapists stated that the assessment tools used for COS-VF gave in-depth information that enabled them to efficiently get to the root of the families’ problems. Therapists argued that teaching parents the COS-language facilitated communication and alliance between therapists and parents. However, therapists also mentioned the danger of parents developing a pseudo-language without internalizing the behavior. As such, it was considered a weakness that they only see the children at the beginning and end of treatment, which also threatens their ability to assure children’s welfare. Thus, they recommended including home-visits as part of COS-VF. There is a need for evaluating the effectiveness of COS-VF and assessment tools that have previously not been validated, to assure families get the help they need and ensure children safety.

Korean nurses' knowledge, opinions and current practice of trauma-informed pediatric nursing care in South Korea: a descriptive study.

This study aimed to investigate the knowledge, opinions, competence, and barriers of nurses providing trauma-informed care (TIC) to children in hospitals. Data were collected from 198 nurses nationwide using the TIC Provider Survey developed by the Center for Pediatric Traumatic Stress in July, 2024. Descriptive statistics, t tests, and one-way ANOVA were conducted using the IBM SPSS Statistics software (ver. 23.0, IBM Corp.). Of the 13 items assessing knowledge of TIC, seven had a correct response rate of over 90%. However, the correct response rate for these three items were less than 30%. Regarding opinions on the TIC, more than 90% of participants agreed with five of the seven items. In self-rated competence in providing TIC, they were not competent in responding to a child's (or parent's) questions about whether the child is going to die or understanding how traumatic stress may present differently according to developmental stages. The major barriers to providing TIC were time constraints, lack of training, and organizational support. Items with relatively low performance rates were 'teach parents what to say to their child after a difficult/sick/scary experience, and teach child or parents the specific ways to cope with unpleasant experiences'. This study suggests that it can contribute to the development of specific guidelines for nurses to effectively apply TIC in pediatric and family nursing practice, emphasizing the need for educational programs to support this implementation.

Importance of Parental Teaching in Shaping Children's Islamic Character

This study explores the importance of parent teaching practices in shaping Islamic morals in children within the context of a modern society facing moral and ethical challenges. Using a quantitative approach through surveys, data were collected from 100 parents with children aged 5-12 years. The survey instrument was used to identify parent teaching practices, parents' perceptions of their impact, and factors influencing their effectiveness. The survey was then analyzed using percentages to determine the percentage level of parents' opinions. The results indicate that parental involvement, the quality of teaching materials, and consistency in teaching play crucial roles in shaping children's character. The implications of this research emphasize the importance of increasing parental involvement, diversifying teaching methods, and maintaining consistency in Islamic religious education at home. By strengthening parent teaching practices, it is hoped that children will be better equipped to face moral and ethical challenges in modern society.

Enhancing Elementary School Students' Soft Skills Through the Parent Teaching Program: Leveraging Local Resources for Optimization

This study employed an explanatory sequential design to investigate the implementation of the parent teaching program and its impact at an elementary school in Yogyakarta, Indonesia. It was conducted in two stages: distributing and analyzing questionnaires to 76 students in the first stage and interviewing teachers and parents in the second stage. Data analysis employed basic statistics for quantitative analysis and thematic analysis for qualitative aspects. The results indicate that the parent teaching program at this school commences with the program's planning stage, during which teachers directly involve parents in meetings. The program is implemented after final exams or a week before the school holidays. It has a positive impact on the development of students' soft skills. Following the program's implementation, students demonstrated increased teamwork, communication, and creativity activities. Additionally, the program boosted students' self-confidence and critical thinking skills, which could benefit them in the future. It can be concluded that this program represents an innovative approach to enhancing students' soft skills by making use of local resources.

Satisfaction and Effectiveness of Telepractice for Parents of Young Children with Language Delay

Objectives: This study aims to provide parent teaching techniques to mothers of 2-3-yearold children with language developmental delays via telepractice and to analyze the effectiveness and participant satisfaction. The training focuses on techniques to promote language development in their children.Methods: The study involved training and coaching seven mothers in parallel talk, self-talk, mand-model and time delay techniques via telepractice. The interactions between mothers and children were recorded at home and analyzed to observe changes in mothers’ use of the techniques and the characteristics of children’s speech. After completing the training-coaching procedure, a satisfaction survey was conducted among the participants.Results: Most participants showed improvement in the production rate per utterance and the total frequency of the techniques after the telelpractice for parent training and coaching. The children also exhibited more diverse types of utterances and increased production rates and frequencies following their mothers’ improvements. The satisfaction with remote parent training was reported to be high.Conclusion: The results of this study suggest that for parent intervention, training and coaching via telepractice can be an effective alternative for educating parents of young children with language developmental delays, enabling them to engage in interactions that promote their children’s language development.

Telehealth general case parent training for children at risk for autism.

Parent-mediated interventions for infants and young children with an increased likelihood of autism may help ameliorate developmental concerns; however, generalization of parents' teaching strategies to novel child target skills has not been consistently demonstrated. This study expanded our parent training program, Parent Intervention for Children at-Risk for Autism (PICARA), by incorporating telehealth general case training (PICARA-TGCT) to promote generalization of teaching skills. Five parent-child dyads participated. Child target skills were chosen from the categories of imitation, receptive language, and expressive language. A concurrent multiple-baseline-across-participants design was used to evaluate the effect of training across two cohorts of parent-child dyads. Dependent variables included the percentage of correct parent teaching skills and the percentage of child correct responses. Parent teaching skills increased across all participants for both trained and untrained child target skills, as did child skills. This study provides support for PICARA-TGCT as an efficacious and efficient early intervention model.

Introducing a self-managed early communication resource for parents – A mixed methods feasibility study of the Swedish “ComAlong online”

Background Web-based programmes offer parents of children with communication difficulties promising access to parent-mediated, early interventions. However, empirical evaluations of such programmes are limited. This study focused on parents and used mixed methods to examine the feasibility of ComAlong online. Methods ComAlong online is a Swedish, self-managed web-resource teaching parents supportive strategies to promote child communication. Data of different types were collected from a total of 71 parents: ten individual parent interviews, 21 pre-questionnaires and 10 post-questionnaires, and finally 50 anonymous digital evaluation surveys. Descriptive statistics and deductive qualitative content analysis were used. Results Findings indicate that parents perceived improved child communication and own competence after using the ComAlong online. The most valued parts included podcasts with experts and videos of parent-child interaction. Parents reported that the resource was easy to use, but they wanted to have gained access to the resource when the child was younger. Suggestions for changes included adding a chat function with experts, a parent net forum, and the possibility of creating personalised playlists of videos and podcasts. Evaluation of the research process revealed difficulties in recruiting parents from local child healthcare services and parents of children not yet with a diagnosis. Conclusions This study supports the potential for self-managed, web-based resources to disseminate evidence-based parent training for supporting early communication development. Importantly, parents lack individual guidance from experts and contact with other parents. Also, measures need to be made to disseminate the resources within local child healthcare services.

Dysfunction and the Parents Assistance Role to Study Elementary School Children during the Covid 19 Pandemic in Ambon City

During the covid pandemic home or family were used in the learning process. First and foremost parents who do not have the necessary tools or competence to educate their children at an early age, were expected to fill the role as a teacher. This writing aims to test : How is there a connection between dysfunction and the role of parental teaching assistance from professional groups such as civil servants compared with merchants , builders and farmers . Research data sourced from online news and interviews with parents and children are the basis used for this study . A total of 15 parents and their children in two schools in the center of the city of Ambon, that use System Online learning, and an area in the mountains that carry out the learning process offline and online. Studies show that dysfunction happens most often related to the different characteristics of the parents involved. Civil servants, traders, hunters, builders and farmers were companions for elementary school children to study at home. Most, although not yet ready, found even that through online and offline learning processes were used, dysfunction occurred. Status and parental assistance_as civil servants, traders, hurry up builders and farmers with various educational levels and different economic levels has raised complaints from parents for accompanying at home child learning program.. In line with that, this post recommends a “necessity involvement institution” and efforts to develop strategies for parent-teacher collaborations to help solve education problems during the covid 19 pandemic in Ambon City.

The Impact of Parental Financial Teaching on University Students’ Financial Attitudes: The Mediating Role of Self-Control

The Impact of Parental Financial Teaching on University Students’ Financial Attitudes: The Mediating Role of Self-Control

Parental Financial Socialisation of Young Black African Adults in South Africa

Purpose: Parental financial socialisation is necessary to help young adults to effectively manage their finances and improve their financial well-being. This study examined parental financial socialisation of young black African adults by their parents in rural and low-income area in South Africa.
 Design/methodology/approach: Parental financial socialisation was measured through parental financial behaviour, parental financial monitoring, parental financial discussions, parental financial communications, and parental finan-cial teaching. This study adopted quantitative research approach and self-administered questionnaire to collect data from young black African adults in Fetakgomo Tubatse and Intsika Yethu municipalities because these municipal-ities are the most rural and low-income areas in South Africa. Descriptive statistics were used to analyse data. The composite score was calculated to determine parental financial socialisation.
 Findings: The overall score of Parental financial socialisation was 53%, which is moderate. Thus, young black African adults are financially socialised by their parents. This result was surprising as parents in rural and low-income areas uphold cultural norms and values and consider discussing certain issues like money with children a taboo.
 Research limitations/implications: Due to the low levels of general literacy among the respondents, which neg-atively affected data collection; some young adults did not understand the questionnaire and withdrew from partic-ipating in the study. Furthermore, even though confidentiality and anonymity were guaranteed, respondents were reluctant to participate in the study. They feared exposing their financial position and displayed a lack of trust.
 Originality/value: This study is the first to investigate parental financial socialisation of young black African adults in rural and low-income area in South Africa. This study concluded by providing recommendations and suggestions for future research.

The inhibition of musicality: Perspectives of piano teachers in Malaysia and Singapore

In South East Asia, a nexus of social conditions influences private music education, creating situations where students’ musical development could be neglected or actively impaired. Such musical inhibition has not been widely researched nor well understood. This basic qualitative research study aims to explore how twelve private studio teachers in Singapore and the Klang Valley of West Malaysia understand the inhibition of musicality in their students. We made use of four factional stories in semi-structured interviews with purposefully sampled piano teachers. The factional stories described sources of inhibition, including parental disinterest, abusive teaching, student personality, and parental pressure. The interviews elicited stories from the participants that contradicted or confirmed elements of the factional stories. Our analysis identified some of the symptoms of musical inhibition: trauma, loss of interest, and loss of confidence. We also identified some causes of musical inhibition, including parental pressure, misuse of examinations, and teaching that is militaristic, threatening, abusive or fierce. Understanding the inhibition process allows teachers to be trained in recognising and circumventing inhibition processes, thereby contributing to the flourishing of the student in question.

Supporting English learning activities using hybrid communication and interaction

Covid-19 pandemic extended serious impact toward educational field in all countries. Most schools conducted teaching and learning activities fully online even hybrid to reach the best interaction and communication. This study aimed to explore and describe the implementation of hybrid communication, the benefits, the evaluation and assessment, and the perceptions of both students and parents in English language teaching for the primary education at Afkaaruna Islamic School (AIS) Sleman Yogyakarta, Indonesia. It was qualitative research with a case study research design. In collecting data, the researchers interviewed the principal, the head of curriculum, three English teachers, three students, and parents. The oservation of class activities, the documentation of teaching, and questionnaires of perceptions were also administered as supporting data. In analyzing the data, the researcher used interactive model by Miles Huberman including data collection, data reduction, data display and conclusions. The results showed that teachers used lab-rotation model (50:50) in teaching and learning. Hybrid communication offered contributions toward English language teaching and learning at primary education including students’ enhancement and engagement on English skills, technical skills, class management, and digital literacy as well. Also, it facilitated students to access and obtain many online resources and references such as PDF texts, websites, e-books, YouTube videos, and animations. Moreover, it helped the teachers explained materials easily due to various digital tools used in the classroom. This study is expected to serve as a hybrid learning model for educators as an alternative approach when full online is deemed challenging to implement.

Penggunaan Premises and Conclusions Gapped terhadap Makna “Memukul Dengan Rotan” Berdasarkan Amsal 23:14

Collections of Book Proverbs provide many thematic teachings such as: wealth, poverty, and parental upbringing to children. Much emphasis is also placed on teaching parents to children in collections of Proverbs, especially Proverbs 23:14. Proverbs 23:14 is widely used as a basis for teaching parents to children, especially in the meaning of the phrase "beat with a rattan." If using a qualitative sub-hermeneutic study, especially wisdom literature, this article finds the use of premises and conclusions gapped on the meaning of the phrase "beat with a rattan" in Proverbs 23:14. This is proven by the existence of a rationale for thinking in stich A in verse 14a from the use of "beating with a rattan" which gives consequences or results from wise upbringing to a child in stich B in verse 14b.

Parental Financial Socialisation and Financial Knowledge: A Structural Equation Modelling Analysis

Purpose: The main aim of the study was to investigate the impact of parental financial socialisation on financial knowledge of young black African adults in rural and low-income area in South Africa. This study was guided by family financial socialisation theory which is cognisant of the various family characteristics, such as family size and socioeconomic status, as predictors of financial outcome through their association with family socialisation process. Design/methodology/approach: The study used quantitative approach and survey design. Primary data on parental financial socialisation was collected from structured questionnaires. A survey was carried out on 500 young black African adults in Fetakgomo Tubatse and Intsika Yethu municipalities. The research hypotheses were tested using structural equation modelling (SEM) analysis. Findings: The study found that parental financial behaviour, parental financial discussion, parental financial communication, and parental financial teaching had significant positive impact on financial knowledge. It is observed that parental financial communication had the strongest impact on financial knowledge. Parental financial monitoring had a significant negative impact on financial knowledge. Thus, the overall results showed that parental financial socialisation has an impact on financial knowledge of young black African adults in rural and low-income area in South Africa. Research limitations/implications: Due to the low levels of general literacy among the respondents, which negatively affected data collection; some young adults did not understand the questionnaire and withdrew from participating in the study. Furthermore, even though confidentiality and anonymity were guaranteed, respondents were reluctant to participate in the study. They feared exposing their financial position and displayed a lack of trust. Originality/value: The current study contributed to the body of knowledge differently to the previous studies because it focused on parental financial socialisation of young black African adults in rural and low-income area. There is no study which has been conducted on parental financial socialisation impact on financial knowledge in rural and low-income area in South Africa. This makes this study so important and warrant that it should be carried out to provide the much-needed results that could help to improve the level of financial knowledge of young black African adults.

Parental Financial Socialisation and Child’s Gender

Parental financial socialisation is impactful to children’s development of healthy financial behaviour. This study determined the difference in parental financial socialisation across child’s gender in rural and low-income areas in South Africa. Parental financial socialisation was measured through parental financial behaviour, parental financial monitoring, parental financial discussion, parental financial communication, and parental financial teaching. Quantitative research was used in this study. The research design adopted is the survey design, a non-experimental research design. Self-administered questionnaire was used to collect data from young black African adults in Fetakgomo Tubatse and Intsika Yethu municipalities because they are the most rural and low-income areas in South Africa. Descriptive statistics and T-tests were performed to test hypotheses. The results showed that there is no significant difference in parental financial socialisation according to the child’s gender. Thus, this study does not support the notion that male children are more likely than female children to receive parental financial socialisation as argued in literature. This study recommended that financial educators and government must come up with financial programmes where issues of gender and financial socialisation will be addressed.

Parental financial socialization and life satisfaction of college students: mediation and moderation analyses

PurposeThis study aims to examine the association between parental financial socialization and life satisfaction and the mediating roles of desirable financial behavior in the association between parental financial socialization and life satisfaction of college students in India. Furthermore, this research also explores the moderating effects of parents’ socioeconomic characteristics (education, income and professions) in the association between parental financial socialization and desirable financial behavior.Design/methodology/approachA sample of 1,161 college students was collected in India. Parental financial socialization is measured by direct parental teaching in this study. The first stage moderated mediation model is performed to examine the direct and indirect effects through financial behavior of parental financial on life satisfaction as well as the moderating role of parents’ socioeconomic characteristics.FindingsThe mediation analysis shows that parental direct teaching is positively associated with young adults’ financial behavior, which in turn contributes to their life satisfaction. Furthermore, this study also finds negative moderation effects of parental education on the association between parental direct teaching and children's financial behavior.Originality/valueThis study extends the knowledge of family financial socialization in the context of India. Moreover, it examines the mediation roles of desirable financial behavior in the association between parental direct teaching and children’s life satisfaction. Furthermore, this paper explores the potential influence of parents’ education, income and professions on children’s financial behavior and life satisfaction.

The moderator effect of socioeconomic status on the relationship between parental financial teaching and financial literacy

The primary aim of this research was to investigate the potential moderating effect of parental Socioeconomic status (SES) on the association between parental financial education and the financial literacy of young black African individuals. Financial literacy was measured through financial knowledge, financial behaviour, financial attitudes, and financial decision-making. Parental SES was measured by parental income. A quantitative approach was adopted for this study. A self-administered questionnaire was used to collect data from young adults in South Africa. Moderated regression analysis was used to analyse data. The results showed that parental income did not moderate the relationship between parental financial teaching and financial decision-making. Furthermore, the results indicated that parental income moderated the relationship between parental financial teaching and financial knowledge, financial behaviour, and financial attitude. Therefore, the overall results indicated that the relationship between parental financial teaching and financial literacy is moderated by parental SES. This study represents one of the initial attempts to examine the moderated association between parental financial instruction, financial literacy, and parental socioeconomic status (SES). Government must improve parental SES as it influences parental financial teaching and financial literacy. This study concluded that parental SES is important as it moderates the relationship between parental financial teaching and financial literacy.