It is believed that parental behaviours play a critical role in the development of self-concept. Recent research studies have shown that parents' romantic attachments affect both their parental ...behaviours and their children's behaviours. The purpose of this research is to examine predictive levels of parents' level of dimensions of attachment (attachment anxiety and attachment avoidance) together with their participation in the development of their children's self-concept. In this research, which examines parents' level of interest towards their children, The Scale of the Mother's and Father's level of Interest towards their Children were used to examine the level of the children's self-concept through the Demoulin Self-Concept Developmental Scale for Children in order to obtain the parents' dimensions of attachment in the Experiences in Close Relationships-Revised II Scale. It was seen that both types of dimensions of attachment on the mothers' and on the fathers' affected the children's self-concept negatively.
The “game-movement-development” (GMD) approach was conceived in the light of contemporary scientific knowledge in the field of kinesiology, neuro-education, pedagogy, and psychology related to the ...pre-school period. The approach has been implemented for over 15 years in a selected kindergarten. The aim of the study was to examine the feasibility of applying the new GMD approach in different kindergartens depending on the children’s age and according to selected quality indicators.
We employed an experimental pedagogical exploratory method on a sample of 30 preschool teacher assistants who were employed in 30 kindergartens located in Slovenia. The sample also included a group of 512 children, who were divided into two subgroups: 318 (62%) of them were from an older age group (3-6 years old) and 194 (38%) of them were from a younger age group (1-3 years old). All the children were involved in a project with the same theme. The educators implemented it according to the principles of the approach presented in the article. Three types of variables were used to determine the effectiveness, advantages, and weaknesses of the approach.
A detailed analysis of the projects, semi-structured interviews, and surveys that were completed showed that both age groups adapted quickly to the new approach, especially the younger group of children. Different methods (e.g. that of using educational games), which involve the educator’s participation in the game as a team-mate, made it possible for all of the children to be rapidly integrated into the game and to choose how to move within its rules. However, the educators surveyed believed that they lacked knowledge concerning child development and that they needed more time to understand the new approach, more systematic assistance, and immediate feedback.
The research showed that the approach was effective in its essence for all age groups of children. The disadvantages of the approach are primarily related to the need to amend teachers’ subjective theories of learning, which requires a longer time.
We examined the link between trajectories of television contact time at ages 1-5 and externalizing problems at age 5, using data from a Japanese longitudinal study of media use and child development ...(N = 1,189). Despite the American Academy of Pediatrics recommendation for no television contact before age 2, growth mixture modeling identified 3 trajectory classes, comprising heavy-start contact (8%, mean contact time at age 0 = 331.44 min/day), characterized by remarkably long television contact time in infancy and maintenance of longer contact, while mild contact (51%, 147.57 min/day) and moderate contact (41%, 236.64 min/day) had relatively shorter contact in infancy and moderate declines in later years. The findings suggest that both infant temperamental difficulties and family characteristics predicted trajectory classification of television contact time. Scores for attention problems and conduct problems at age 5 did not significantly differ among trajectory groups, nor did regression coefficients.
ABSTRACT—
A mother’s mental illness may have a profound effect on her child’s development, including an increased risk of the child developing the same disorder. From a developmental psychopathology ...perspective, offspring provide an opportunity to examine pathways to disorder versus resilience. Borderline personality disorder (BPD) is a severe disorder diagnosed in early adulthood involving stormy relationships, an unstable sense of identity, and self destructive behavior. Interestingly, the domains of dysfunction are conceptually similar to developmental tasks in early childhood reworked in adolescence: attachment, self development, and self‐regulation. Early deviation may increase the risk for later disorder. There are 5 empirical studies of children whose mothers have BPD, 2 conducted from a developmental perspective. This article proposes a theoretical framework and an innovative methodology with which to extend this research and suggests an intervention to bring development back on track if necessary.
This descriptive study was carried out in order to determine the knowledge levels and attitudes of doctors and nurses regarding children’s sexual development and sex education. The study was ...conducted with doctors and nurses who work at various clinics of two state hospitals located in the province of Istanbul. The data collection tool consisted of 58 questions. The Statistical Program for the Social Sciences, version 18.0 (SPSS 18.0) was used for data analysis. It was determined that females comprised the majority of the respondents (61 %) and were over 36 years of age (54.1 %) (37.81 ± 8.82). Of the participants in the study, 63.5 % had bachelor’s degrees and 62.1 % were medical doctors. It was determined that the number of correct responses given by the respondents regarding some behaviors observed in children aged between 3 and 6 years and children’s sexual development and sex education showed significant differences according to age group (
p
= 0.007), marital status (
p
= 0.004), the status of having children (
p
= 0.004), educational status (
p
= 0.005) and occupation (
p
= 0.000). However, in a review of the study findings, it was observed that culture had an important impact on sex-related approaches and that embarrassment and shyness is very common.
In this study, it was aimed to evaluate the effects of a relationship-based intervention called Banking Time (BT) on child–teacher relationships in preschool period. Five- and six-year-old children (
...N
= 93) attending full-time private preschool and their teachers (
N
= 8) were included in the participant group. It was pretest–intervention–posttest design and data were collected using Semi-Structured Play Interview and Student–Teacher Relationship Scale to assess whether or not BT intervention would be effective on child–teacher relationship perceptions. It was hypothesized that both children and teachers in the experimental group would perceive more positive relationships than the control group. The analysis showed that BT intervention differentiated relationship perceptions of children between the experimental and the control group. However, BT intervention did not improve the relationship perception of teachers with children in the experimental group as compared to the control group.
The purpose of this study is to reveal the effect of perspective-taking skills of six-year-old children on their social competences. Determined by two independent kindergartens at Yenişehir district ...in Mersin as study groups, 115 children (59 girls, 56 boys) in the age group of 6, constituted the study group of the study. In order to reveal the predictor effect of perspective-taking skill on level of social competence, the technique of simple linear regression analysis was used in the data analysis. According to the results, the cognitive perspective-taking skill of six-year-old children predicted variables of entering a peer group, reaction to provocation, teacher expectations, and reactive aggression in a statistically significant manner. However, the cognitive perspective-taking skill of six-year-old children did not predict variables of reaction to failure, reaction to success, social expectations, and proactive aggression in a statistically significant manner. In addition, perceptual and affective perspective-taking skills did not predict the variables of entering a peer group, reaction to provocation, reaction to failure, reaction to success, social expectations, teacher expectations, reactive aggression, and proactive aggression in a statistically significant manner.
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