Diss. Uppsala : Univ., 2006.

No description available.

Authorities in early childhood education and child development point out the importance of the early years of a child's life in the development of habits and attitudes which are important as the basis of his mental and emotional health. / Typescript. / "January, 1960." / "Submitted to the Graduate Council of Florida State University in partial fulfillment of the requirements for the degree of Master of Science." / Advisor: Sarah Lou Hammond, Professor Directing Paper. / Includes bibliographical references (leaves 39-40).

This studied investigated parental involvement during the first year of a Chapter I extended-day kindergarten program which sought to promote parents taking an active role in their child's classroom and kindergarten educational experiences. A qualitative design was used to provide information about frequency and types of parental involvement as well as descriptive information about the interactions between parents and children within the classroom. This qualitative design also allowed investigation of the perceptions of the participants. Data analysis was ongoing and inductive; data were collected in the form of field notes, videotapes, audiotapes, interviews and classroom documents. Findings suggest that parental involvement provides benefits for the students, parents, teachers and the school as a whole. Findings also suggest that adult volunteers do not necessarily have to be parents; the adult volunteers could come from segments of the population that are not now fully utilized. Senior citizens and university teacher education students are two groups that could fill the volunteer positions. These findings have implications for the educational community in public schools and in teacher training programs of universities.

No description available.

The purpose of the current study is to examine emotional and behavioral interdependence within the triadic family system. Interdependence was assessed over time between 17 participant groups of mothers, fathers and preschoolers. Responses of each parent and preschooler were observed during story recitations that were chosen to elicit positive or negative responses; observations included measures of attention, external affect, and affective congruency. Parental self-report ratings of expressivity, negative emotions, and child temperament were compared to observations during story recitations, as well. Some father-child interactions appeared to be affected by story condition. However, parent gender had little effect on parent-child interactions overall in regards to child consistency. The findings suggest that children drive the interactions more so than parents. Further research with a larger sample size is needed to fully examine the emotional and behavioral interdependence between parents and preschoolers. / Includes bibliography. / Thesis (M.A.)--Florida Atlantic University, 2017. / FAU Electronic Theses and Dissertations Collection

No description available.

Parenting self-efficacy refers to the ability of parents to have confidence in their abilities to effectively parent their children. Parenting self-efficacy can be divided into two types: (a) general parenting self-efficacy, which is defined as a parent’s overall sense of ability to effectively parent; and (b) task-specific parenting self-efficacy, which is defined as a parent’s confidence level to perform specific parenting tasks, such as teaching and nurturing (tested in this study). The study applied Bronfenbrenner’s bioecological theory to an analysis of (a) the effect of the HIPPY program in interaction with family and neighborhood variables on parenting self-efficacy and (b) the effect of the interaction of family and neighborhood variables on parenting self-efficacy. A group of 138 HIPPY mothers and a group of 76 comparison mothers who did not receive HIPPY services were surveyed. The sample was largely Hispanic. Results indicated HIPPY predicts task-specific parenting self-efficacy for teaching tasks, but not general parenting self-efficacy or task-specific efficacy for nurturance. Many family variables that reflected Hispanic family values were unique predictors of all three types of parenting self-efficacy, both in analyses involving interactions with HIPPY and with neighborhood variables. Neighborhood variables solely predicted general parenting self-efficacy. Moderation effects were found for the interaction between family conflict and neighborhoods in predicting general parenting self-efficacy, and the interactions between family control and all three types of parenting self-efficacy. Overall, the bioecological model was inapplicable to urban, Hispanic mothers in the surveyed population because of the lack of interaction effects found in the study.

This dissertation includes three papers examining role of childcare stability in the lives of families, focusing on low-income households. Paper one considers the relationship between household instability and childcare instability for parents with young children in New York City. Paper two examines the relationship between universal pre-kindergarten in New York City and education and employment outcomes for parents. Finally, paper three explores the effect of federal childcare subsidies on education and employment outcomes for parents.

The purpose of this study was to examine the relationship between family characteristics and parent involvement in Head Start, and the differences between parents who participated in Head Start parent involvement activities and parents who did not participate, as to their behaviors and attitudes concerning education, their children, their communities, and their children's academic achievement. This study analyzed existing data collected for a national parent involvement study. The sample consisted of 2,051 parent-child pairs (1,443 Head Start and 606 non-Head Start). Findings indicated a significant relationship between numerous family characteristics and parent involvement in Head Start, with variables related to a higher level of education of the mother or primary caregiver being the most dominant. Significant differences were found between the parents who participated in Head Start activities and parents who did not participate. The involved parents felt more strongly about teachers needing knowledge of their children's families, parents having knowledge worthy of sharing with their children's teachers, and parents wanting advice or input from their children's teachers. They reported a higher frequency of behaviors such as talking, reading, and playing with their children, trying to teach their children basic concepts, and having materials available for their children's use. Involved parents rated their level of participation, acceptance, and influence in their communities to be greater than did the uninvolved parents. Also, they had higher expectations concerning their children's education. The involved parents and the non-Head Start parents had heard of the resources available in their communities more than the uninvolved Head Start parents had; however, both groups of Head Start parents had used the resources more than the non-Head Start parents had. The children of the involved parents and the non-Head Start parents scored significantly higher on the Preschool Inventory than did the children of the uninvolved Head Start parents.