Objective:The present study evaluated the effectiveness of a parenting program designed specifically for hyperactive preschoolers. Method: Participants were 31 preschool-aged children whose parents were randomly assigned to a treatment or waitlist group. Parents who were assigned to the treatment group took part in a 14-week parenting program that involved teaching parenting strategies to manage hyperactive and disruptive behavior as well as emotion socialization strategies to increase children's emotion regulation. Results: The present study's findings were mixed. There were significant changes on a number of measures of child functioning and parent behavior for families who took part in the parenting program, but these findings were tempered by several nonsignificant findings. Compared to control families, families who participated in the parenting program evidenced significant changes in mothers' reports of child inattentive and hyperactive/impulsive symptoms, observations of mothers' positive parenting and negative affect, and mothers' self-reported verbosity, punitive reactions, and minimizing/discouraging reactions. Moreover, parent training fathers reported decreases in child inattentive and hyperactive/impulsive symptoms. However, treatment families did not significantly differ on mothers' ratings of child lability/negativity and internalizing behavior; audiotaped child behavior; or mothers' self-reported overreactivity, laxness, expressive encouragement, and emotion- and problem-focused reactions. Conclusions: Results provide some support for the effectiveness of the parenting program for reducing ADHD symptoms in preschool-aged children.

BACKGROUND: While parents have central influence on children’s eating behaviors, an increasing number of grandparents participate in child feeding. The manner in which grandparents approach feeding young children as well as how that role is negotiated with parents is unclear. The purpose of the study was to explore maternal perceptions of grandparents’ influence on preschool aged children’s snacking and parental authority in child feeding. METHODS: Participants were 55 ethnically-diverse, low-income mothers of preschool children, aged 3 to 5 years. A qualitative design was employed where semi-structured interviews were used to examine mothers’ schemas around child snacks and the context of snacking. Interviews were recorded and transcribed verbatim. Analyses used NVivo 10 to identify major themes using a grounded-theory approach. Participant demographics and household food security were assessed by self-report. RESULTS: Three major themes emerged regarding mothers' perceptions of grandparents. First, many mothers described supportive or positive aspects of grandparents’ involvement in child feeding: 1) building bonds with grandchildren, 2) providing healthy foods, and 3) setting limits. Second, at the same time mother believed grandparents often to be unsupportive partners in child feeding by: 1) offering “junk foods” and 2) being permissive regarding the types, frequency, and portion sizes of snacks offered to children. Third, mothers’ authority in feeding was challenged by grandparents’ approach to feeding children snacks when at odds with the mothers’ the mothers approach. CONCLUSION: Findings suggest that grandparents may have important roles in family dynamics around feeding among low-income families with young children. / Urban Bioethics

This study was conducted to investigate the processes underlying the relation between executive functioning and false belief knowledge. We explored the hypothesis that children with advanced executive functioning skills are better equipped to capitalize on the experiences that are necessary to learn how to reason about others’ mental states. To examine this possibility, we recruited 3.5-year-old children with age-appropriate variability in executive functioning skills to participate in a training study designed to promote their performance on false belief tasks. We found that individual differences in executive functioning task scores strongly and consistently predicted the extent to which children benefited from false-belief training. Importantly, the relation between executive functioning and false belief improvement remained significant after controlling for age, initial performance on mental state reasoning tasks, language skills, and executive functioning improvement across the testing period. Thus, our results support the hypothesis that executive functioning skills influence the extent to which children are able to capitalize on relevant experience to better predict and understand others’ false-belief-based behaviour. This claim is discussed with respect to possible alternative explanations for our findings, and ensuing implications for understanding the interplay between neuromaturational factors and experience. / Thesis (Master, Psychology) -- Queen's University, 2007-09-28 14:43:16.88

Föreliggande studie syftar till att skapa en ordlista med tillhörande bildmaterial som kan utgöra ett underlag för att bedöma den fonologiska förmågan hos finskspråkiga barn. Ytterligare undersöks huruvida de utvalda målorden ingår i det aktiva ordförrådet hos finskspråkiga barn mellan 3-5 år och kan bli eliciterade utifrån de valda bilderna. Slutligen presenteras förbättringsförslag för det framtagna materialet. Ordlistan består utav 80 ord och utgår frånBirutés och Stembergers (2010) principer för att möjliggöra en ickelinjär analys. Samtliga fonemi det finska språket är representerade, med ett par undantag vad gäller marginella fonem.Ytterligare ingår ett stort antal diftonger, konsonantsekvenser och andra stavelse- och ordstrukturer. I studien deltog sammanlagt 24 finsktalande barn med ett åldersspann mellan 3–5år. Barnen delades in i två åldersgrupper för att möjliggöra en jämförelse mellan de yngre (3;0–3;11 år) och de äldre (4;0–4;9 år) barnen. Barnens svar kategoriserades utefter typen av promting och eliciteringsstrategier som användes för att elicitera målordet. Dessa kategorier var spontan benämning, semantisk promting, fonologisk promting, alternativ, eftersägning och utebliven produktion. Signifikant fler ord eliciterades genom spontan produktion hos barn i den äldre gruppen än i den yngre. För den yngre gruppen eliciterades signifikant fler ord inom semantisk promting, alternativ och eftersägning. Antalet ord där produktionen uteblev (utebliven produktion) var signifikant fler hos den yngre gruppen. Ytterligare noterades användning av oförväntade böjningsformer och varianter för respektive barn. Resultatet indikerade att fler av målorden förefaller finnas i de äldre barnens aktiva ordförråd än de yngres. Slutsatser från denna studie är att majoriteten av de framtagna orden och tillhörande bilder fungerar för elicitering men att ändringar behöver göras i det existerande materialet. Studiens resultat indikerar att 14 antal ord och 11 antal bilder inte fungerar för elicitering. Föreslagna ändringar är att 11 ord byts ut, tretas bort och 10 läggs till. Ytterligare föreslås att 10 bilder byts ut. / The aim of this present study was to create a word list and select appropriate pictures that can be used in a picture naming test to assess phonological abilities in Finnish speaking children.Further this study investigates whether the selected target words are present in the expressive vocabulary of Finnish speaking children aged 3-5 years and if they can be elicited with the chosen pictures. Suggestions for further improvement of the material are discussed. The wordlist includes 80 words that were chosen according to criteria for a phonological assessment material presented by Bérubé and Stemberger (2010) and enables a non-linear analysis. In the created material all phonemes in the Finnish language are represented with few exceptions regardingmarginal phonemes. Many different diphthongs, consonant sequences and other syllable and word structures are also included. The participants in this study consisted of 24 Finnish speaking children aged between 3-5 years. The children were divided into two age groups to enable comparisons between younger (3;0-3;11 years) and older (4;0-4;9 years) children. The children's answers were categorized according to the type of prompting or elicitation strategies that were needed to elicit the target word. These categories were spontaneous production, semantic prompting, phonological prompting, alternatives, imitation, and unproduced words.Significantly more words were elicited by spontaneous production among the older children than the younger children. In the younger group, significantly more words were elicited by semantic prompting, alternatives, and imitation. The number of unproduced words were significantly higher in the younger group. No significant differences were found for the remaining categories. Production of unexpected inflectional forms and other variations were also noted. The result indicates that a large amount of the target words was present in the older group's expressive vocabulary compared to the younger group. Conclusions of this study are that most of the selected words and pictures are appropriate in picture naming context, but that some alterations to the existing material are needed since 14 words and 11 pictures cannot be elicited to asufficient extent. Suggested alterations are that 11 words are exchanged, three removed, and tenadded, to improve the existing wordlist. A further suggestion is that ten pictures are exchanged.

No description available.

O fenômeno da fragilização dos papéis parentais, presente na família contemporânea, está relacionado a dificuldades que os pais possuem em educar seus filhos, na atualidade, devido à insegurança e dúvidas quanto ao posicionamento que devem assumir perante os mesmos. Frente o exposto acima, esta dissertação teve como objetivo compreender a correlação entre pais que apresentavam características da fragilização dos papéis parentais com o aparecimento de comportamentos freqüentes de agressividade, teimosia e/ou agitação em crianças de dois a cinco anos de idade, num ambiente escolar. Partimos da hipótese de que crianças que estivessem manifestando estes comportamentos na escola, diante do professor, pudessem estar revelando, como num sintoma, um posicionamento enfraquecido de autoridade de seus pais. Utilizamos uma metodologia de pesquisa de campo, de delineamento de estudo de caso-controle, através da comparação entre grupos com uma abordagem qualitativa. Visamos o contato com este fenômeno pela escola. Foram realizadas observações de crianças e entrevistas semi-estruturadas com os professores e pais, contando com roteiros de entrevista previamente desenvolvidos. Finalmente, uma observação de interação lúdica dos pais com seus filhos. O material coletado foi analisado, em cada família, através de quatro categorias de análise, tendo-se como referencial teórico a psicanálise, em especial, Freud e Winnicott; bem como, a construção teórica sócio-cultural, histórica e psicológica a respeito do fenômeno em questão. Verificamos que a presença da fragilização dos papéis parentais está relacionada aos pais cujos filhos manifestavam comportamentos freqüentes de agressividade, teimosia e/ou agitação na escola. Este fenômeno sofre influências de fatores e valores contemporâneos, contudo tais influências somente são capazes de gerar conflitos quando articuladas a dificuldades nas dinâmicas do casal conjugal e parental, favorecendo, desta forma, falta de coerência e consistência no relacionamento dos pais entre si e, conseqüentemente, destes com os filhos. / The phenomenon of the Weakening of parental role, in contemporary family, nowadays, is related to difficulties that parents have in educating their children, which is due to insecurity and doubts about the position that they should assume before their children. Facing that, this dissertation aimed to understand the correlation between parents who showed characteristics of the weakening of parental role and the frequent emergence of aggressive behaviors, stubbornness and/or agitation in children from two to five years old, in a school environment. We hypothesized that the children who were expressing these behaviors at school before the teacher could be revealing, as a symptom, a weakened position of their parents authority. We used a methodology of field work, the design study of \'case-control\', through the comparison among groups with a qualitative approach. We intended the contact with this phenomenon through school. Children were observed as well as parents and teachers were interviewed with routed interviews previously developed. Finally, it was observed the playful interaction of parents and their children. The material collected was analyzed in each family, in four categories of analysis, with a theoretical reference of the psychoanalysis, particularly, Freud and Winnicott, as well as the socio-cultural, historical and psychological theoretical construct about the phenomenon. We note that the presence of the \'weakening of parental roles\' is related to parents whose children demonstrated frequent aggressive behavior, stubbornness and/or agitation in school. This phenomenon is subjected to influences of contemporary aspects and values, although those influences are only able to generate conflicts when articulated with the difficulties in the dynamics of marital and parental couple, favoring for this, the lack of coherence and consistency of parents in their own relationship and consequently, with their children.

O fenômeno da fragilização dos papéis parentais, presente na família contemporânea, está relacionado a dificuldades que os pais possuem em educar seus filhos, na atualidade, devido à insegurança e dúvidas quanto ao posicionamento que devem assumir perante os mesmos. Frente o exposto acima, esta dissertação teve como objetivo compreender a correlação entre pais que apresentavam características da fragilização dos papéis parentais com o aparecimento de comportamentos freqüentes de agressividade, teimosia e/ou agitação em crianças de dois a cinco anos de idade, num ambiente escolar. Partimos da hipótese de que crianças que estivessem manifestando estes comportamentos na escola, diante do professor, pudessem estar revelando, como num sintoma, um posicionamento enfraquecido de autoridade de seus pais. Utilizamos uma metodologia de pesquisa de campo, de delineamento de estudo de caso-controle, através da comparação entre grupos com uma abordagem qualitativa. Visamos o contato com este fenômeno pela escola. Foram realizadas observações de crianças e entrevistas semi-estruturadas com os professores e pais, contando com roteiros de entrevista previamente desenvolvidos. Finalmente, uma observação de interação lúdica dos pais com seus filhos. O material coletado foi analisado, em cada família, através de quatro categorias de análise, tendo-se como referencial teórico a psicanálise, em especial, Freud e Winnicott; bem como, a construção teórica sócio-cultural, histórica e psicológica a respeito do fenômeno em questão. Verificamos que a presença da fragilização dos papéis parentais está relacionada aos pais cujos filhos manifestavam comportamentos freqüentes de agressividade, teimosia e/ou agitação na escola. Este fenômeno sofre influências de fatores e valores contemporâneos, contudo tais influências somente são capazes de gerar conflitos quando articuladas a dificuldades nas dinâmicas do casal conjugal e parental, favorecendo, desta forma, falta de coerência e consistência no relacionamento dos pais entre si e, conseqüentemente, destes com os filhos. / The phenomenon of the Weakening of parental role, in contemporary family, nowadays, is related to difficulties that parents have in educating their children, which is due to insecurity and doubts about the position that they should assume before their children. Facing that, this dissertation aimed to understand the correlation between parents who showed characteristics of the weakening of parental role and the frequent emergence of aggressive behaviors, stubbornness and/or agitation in children from two to five years old, in a school environment. We hypothesized that the children who were expressing these behaviors at school before the teacher could be revealing, as a symptom, a weakened position of their parents authority. We used a methodology of field work, the design study of \'case-control\', through the comparison among groups with a qualitative approach. We intended the contact with this phenomenon through school. Children were observed as well as parents and teachers were interviewed with routed interviews previously developed. Finally, it was observed the playful interaction of parents and their children. The material collected was analyzed in each family, in four categories of analysis, with a theoretical reference of the psychoanalysis, particularly, Freud and Winnicott, as well as the socio-cultural, historical and psychological theoretical construct about the phenomenon. We note that the presence of the \'weakening of parental roles\' is related to parents whose children demonstrated frequent aggressive behavior, stubbornness and/or agitation in school. This phenomenon is subjected to influences of contemporary aspects and values, although those influences are only able to generate conflicts when articulated with the difficulties in the dynamics of marital and parental couple, favoring for this, the lack of coherence and consistency of parents in their own relationship and consequently, with their children.

<p>  </p> <p>Although young children from low-income families may (or may not) have fewer quality literacy experiences at home before attending preschool or kindergarten, instruction from an exemplary teacher matters most for emergent comprehension development. This single, intrinsic case study describes how one exemplary teacher’s interactions with her low-income preschoolers promote their emergent comprehension during read-alouds, while on Zoom, during the COVID-19 pandemic. The unique context of the COVID-19 pandemic required interviews with the teacher and observations of read-alouds to be conducted via Zoom. Socio-cultural, social constructivist and semiotic theories framed this study’s design as a case study. Data analysis utilized Cambourne’s Model of Learning (Crouch & Cambourne, 2020) and Dooley & Matthews (2009) Model of Emergent Comprehension. Key findings were that the teacher formed positive relationships with and among her children, getting to know their families and cultural backgrounds. She used this knowledge along with what she observed during read-alouds to engage her students and personalize both academic and social-emotional instruction for them. Her young students’ responses during read-alouds evidenced how they constructed meaning by making connections between school- and home-based interactions.</p>

No description available.

No description available.