scholarly journals Family-based prevention of adolescents’ co-occurring internalizing/externalizing problems through early childhood parent factors.

2019 ◽  
Vol 87 (11) ◽  
pp. 1056-1067 ◽  
Author(s):  
Frances L. Wang ◽  
Julia S. Feldman ◽  
Kathryn Lemery-Chalfant ◽  
Melvin N. Wilson ◽  
Daniel S. Shaw
Keyword(s):  
Early Childhood ◽  
Externalizing Problems ◽  
Family Based ◽  
Parent Factors

Does parental psychological control relate to internalizing and externalizing problems in early childhood? An examination using the Berkeley puppet interview

2013 ◽  
Vol 37 (4) ◽  
pp. 309-318 ◽  
Author(s):  
Lisanne L. Stone ◽  
Roy Otten ◽  
Jan M. A. M. Janssens ◽  
Bart Soenens ◽  
Emmanuel Kuntsche ◽  
...  
Keyword(s):  
Early Childhood ◽  
Externalizing Problems ◽  
Child Psychopathology ◽  
Psychological Control ◽  
Community Sample ◽  
Behavioural Control ◽  
Parental Psychological Control ◽  
Internalizing And Externalizing Problems ◽  
Berkeley Puppet Interview ◽  
Internalizing And Externalizing

Parental psychological control has been linked to symptoms of psychopathology in adolescence, yet less is known about its correlates in childhood. The current study is among the first to address whether psychological control is related to internalizing and externalizing problems in early childhood. A community sample of 298 children aged 7.04 ( SD = 1.15) years participated. Along with two other parenting dimensions (i.e., responsiveness and behavioural control), psychological control, internalizing and externalizing problems were assessed by means of the Berkeley Puppet Interview. Psychological control was associated with internalizing and externalizing problems, and this association remained significant while controlling for parental behavioural control and responsiveness. Results suggest that the maladaptive correlates of psychological control also manifest in developmental periods prior to adolescence. Still, it is unknown how psychological control and child psychopathology are related over time in childhood.

Relations Between Internalizing and Externalizing Problems in Early Childhood

2015 ◽  
Vol 44 (5) ◽  
pp. 635-653 ◽  
Author(s):  
Lisanne L. Stone ◽  
Roy Otten ◽  
Rutger C. M. E. Engels ◽  
Rowella C. W. M. Kuijpers ◽  
Jan M. A. M. Janssens
Keyword(s):  
Early Childhood ◽  
Externalizing Problems ◽  
Internalizing And Externalizing Problems ◽  
Internalizing And Externalizing

scholarly journals Impact of Behavioral Inhibition and Parenting Style on Internalizing and Externalizing Problems from Early Childhood through Adolescence

2009 ◽  
Vol 37 (8) ◽  
pp. 1063-1075 ◽  
Author(s):  
Lela Rankin Williams ◽  
Kathryn A. Degnan ◽  
Koraly E. Perez-Edgar ◽  
Heather A. Henderson ◽  
Kenneth H. Rubin ◽  
...  
Keyword(s):  
Early Childhood ◽  
Parenting Style ◽  
Behavioral Inhibition ◽  
Externalizing Problems ◽  
Internalizing And Externalizing Problems ◽  
Internalizing And Externalizing

scholarly journals Reasons Given by ECEC Professionals for (Not) Being in Contact With Parents During the COVID-19 Pandemic

2021 ◽  
Vol 12 ◽  
Author(s):  
Fabian Hemmerich ◽  
Hande Erdem-Möbius ◽  
Lars Burghardt ◽  
Yvonne Anders
Keyword(s):  
Early Childhood ◽  
Early Childhood Education ◽  
Institutional Care ◽  
Nationwide Survey ◽  
Childhood Education ◽  
Parent Collaboration ◽  
Parents And Children ◽  
Education And Care ◽  
Family Based ◽  
Temporary Closure

In response to the COVID-19 pandemic, the German government took drastic measures and ordered the temporary closure of early childhood education and care services (apart from emergency care). Most pedagogical professionals in early childhood education and care (ECEC) settings were unable to provide institutional care for children during this period, and thus experienced difficulties fulfilling their legally mandated professional obligation to educate children. Building on the importance of professional–parent collaboration, this study investigates the reasons ECEC professionals gave for (not) being in contact with parents during the pandemic. The database comprises a nationwide survey conducted between April and May 2020 (n = 2,560 ECEC professionals). The results show that the vast majority of respondents were in contact with parents; their stated motives include providing informational or emotional support for parents and children, maintaining a relationship, or inquiring about family wellbeing. The explanations for not being in contact with parents include already existing contact with parents by another member of the ECEC staff, an employer-mandated contact ban, problems on the parents’ side, or personal reasons. We find some differences between managers in center-based childcare, pedagogical employes in center-based childcare, and professionals in family based childcare. Practical implications concerning professional–parent collaboration and the temporary closure of ECEC services are discussed.

scholarly journals Pengembangan PAUD Berbasis Keluarga untuk Meningkatkan Ketrampilan Pengasuhan

2017 ◽  
Vol 1 (1) ◽  
pp. 1-24
Author(s):  
Jazariyah Jazariyah
Keyword(s):  
Early Childhood ◽  
Early Childhood Education ◽  
Independent Learning ◽  
Average Score ◽  
Parenting Skills ◽  
Childhood Education ◽  
The Family ◽  
Family Based ◽  
Early Childhood Institutions ◽  
Very High

Alignment between early childhood education (PAUD) in the family with the implementation of education in early childhood institutions become a key to optimal development of early childhood. Parents with good parenting skills can be a factor supporting the PAUD institution in achieving its vision and mission. Family-Based Early Childhood where there are some activities involving parents can be a bridge to establish cooperation between parents, educators and institutional managers. For this purpose, this research is conducted in an effort to develop family-based PAUD program, by creating a practical module that can be used by educators and parents. Research results show that the developed product is feasible to be used as an independent learning media that can be used by parents. This is based on the average score of the overall validator in this case media experts, material experts, peers and educators obtained score of 4.53 which is in the category of "very good". Furthermore, based on the pretest results with the value of 23.3 and posttest a number of 32.27 indicates an increase in knowledge of upbringing of 8.9 with a standard gain of 0.75 in the "high" category. Observation of parenting activities shows an average score of 4.6 in 92% percentage that is categorized as "very high". Based on these results, the modules developed are effective in improving parenting skills.

scholarly journals PENDIDIKAN KARAKTER ISLAMI DAN PEMBERDAYAAN KEARIFAN LOKAL DALAM PAUD

2015 ◽  
Vol 1 (1) ◽  
pp. 75
Author(s):  
Syamsul Bachri Thalib
Keyword(s):  
Early Childhood ◽  
Character Education ◽  
Character Development ◽  
Social Care ◽  
Cultural Changes ◽  
Environmental Care ◽  
Attitudes And Behaviors ◽  
The Social ◽  
The Family ◽  
Family Based

Character education as an effort designed to systematically and continuously to form the personality of students based on noble norms which are upheld highly by society. Cultural factors and social environment including religious values, norms, socio-cultural changes, and the goals or expectations to be achieved which reflected in the social interaction relationship is potentially have an effect and contribution to the character development of students. Therefore, the family-based and the local Islamic wisdom character education should become the main focus from the beginning or from the early childhood. Character values that can be developed include obedient attitudes and behaviors in implementing the values of religion, honesty, discipline, environmental care, social care, and values oriented to the development of noble character. Teachers and education personnels play an important role in stimulating the development of the character and personality of early childhood.

scholarly journals Early Childhood OCD: Preliminary Findings From a Family-Based Cognitive-Behavioral Approach

2008 ◽  
Vol 47 (5) ◽  
pp. 593-602 ◽  
Author(s):  
JENNIFER B. FREEMAN ◽  
ABBE M. GARCIA ◽  
LISA COYNE ◽  
CHELSEA ALE ◽  
AMY PRZEWORSKI ◽  
...  
Keyword(s):  
Early Childhood ◽  
Behavioral Approach ◽  
Cognitive Behavioral ◽  
Family Based
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