scholarly journals Parent-child dynamics and emerging adult religiosity: Attachment, parental beliefs, and faith support.

2013 ◽  
Vol 5 (1) ◽  
pp. 5-14 ◽  
Author(s):  
Kathleen C. Leonard ◽  
Kaye V. Cook ◽  
Chris J. Boyatzis ◽  
Cynthia Neal Kimball ◽  
Kelly S. Flanagan
Keyword(s):  
Emerging Adult ◽  
Parental Beliefs ◽  
Parent Child

Parenting and Family

2019 ◽  
pp. 88-127
Author(s):  
Scott A. Miller
Keyword(s):  
Decision Making ◽  
Self Efficacy ◽  
Transition To Parenthood ◽  
Parental Beliefs ◽  
Older Parents ◽  
Value Of Children ◽  
The Family ◽  
Children's Development ◽  
Children’S Development ◽  
Parent Child

The parental beliefs that affect children’s development are not limited to beliefs about children; they also include what parents believe about themselves as parents and what they believe about the family as a unit. The first half of this chapter addresses beliefs about parenting of several sorts: knowledge of parenting processes, feelings of self-efficacy as a parent, and attributions for parenting outcomes. Also discussed are effects of the transition to parenthood on how parents think. The second half of the chapter is directed to beliefs about the family. It begins with two topics that are often the source of parent–child conflicts: household responsibilities and decision-making and autonomy. The chapter concludes with beliefs about the value of children, including the beliefs of older parents whose children have grown.

scholarly journals Educational and Fun? Parent Versus Preschooler Perceptions and Co-Use of Digital and Print Media

AERA Open ◽  
2019 ◽  
Vol 5 (3) ◽  
pp. 233285841986108 ◽  
Author(s):  
Gabrielle A. Strouse ◽  
Lisa A. Newland ◽  
Daniel J. Mourlam
Keyword(s):  
Digital Media ◽  
Print Media ◽  
Media Use ◽  
Parental Beliefs ◽  
Digital Devices ◽  
Parents And Children ◽  
Digital Books ◽  
Print Book ◽  
Digital Book ◽  
Parent Child

This study was designed to assess parental beliefs, motivations, and facilitative co-use of print and digital media with preschoolers and identify differences between parents’ and children’s perceptions of these media. We surveyed 43 parents and interviewed their 3- to 5-year-old children. Parents reported their child enjoyed print more than digital books and predicted their child would choose a print over a digital book. Parents indicated they believed print was more educational and entertaining than digital media and were motivated to use print for children’s learning, relaxation, entertainment, and parent-child bonding. Parents also reported they use fewer facilitative behaviors when co-using digital than print media. Children more often chose to read the digital over the print book and more often selected digital devices across most motives. This study highlights a contrast between how parents and children view media and suggests that parents might better facilitate children’s digital media use by creating more interactive digital media co-use opportunities.

A Pilot Study of Early Storybook Reading With Babies With Hearing Loss

2019 ◽  
Vol 62 (9) ◽  
pp. 3397-3412
Author(s):  
Michelle I. Brown ◽  
David Trembath ◽  
Marleen F. Westerveld ◽  
Gail T. Gillon
Keyword(s):  
Hearing Loss ◽  
Pilot Study ◽  
Visual Analysis ◽  
Single Case ◽  
Eye Contact ◽  
Preliminary Evidence ◽  
Storybook Reading ◽  
Book Selection ◽  
Turn Taking ◽  
Parent Child

Purpose This pilot study explored the effectiveness of an early storybook reading (ESR) intervention for parents with babies with hearing loss (HL) for improving (a) parents' book selection skills, (b) parent–child eye contact, and (c) parent–child turn-taking. Advancing research into ESR, this study examined whether the benefits from an ESR intervention reported for babies without HL were also observed in babies with HL. Method Four mother–baby dyads participated in a multiple baseline single-case experimental design across behaviors. Treatment effects for parents' book selection skills, parent–child eye contact, and parent–child turn-taking were examined using visual analysis and Tau-U analysis. Results Statistically significant increases, with large to very large effect sizes, were observed for all 4 participants for parent–child eye contact and parent–child turn-taking. Limited improvements with ceiling effects were observed for parents' book selection skills. Conclusion The findings provide preliminary evidence for the effectiveness of an ESR intervention for babies with HL for promoting parent–child interactions through eye contact and turn-taking.

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