scholarly journals Opportunities in the Odds; Exploring Adult-Child Interactions and Their Effects on Children’s Cognitive and Learning Progress

2019 ◽  
Author(s):  
Angela K. Salmon ◽  
Stephanie C. Campo ◽  
Maria X. Barrera
Keyword(s):  
Adult Child ◽  
Learning Progress

Discussion: How adult-child collaborations and control co-occur in socialization in indigenous communities of the Americas

2013 ◽  
Author(s):  
Andrew Coppens ◽  
David F. Lancy ◽  
Pablo Chavajay ◽  
Katie G. Silva-Chavez ◽  
Jean Briggs ◽  
...  
Keyword(s):  
Adult Child ◽  
Indigenous Communities ◽  
And Control

Parental relationship stability and parent–adult child relationships in stepfamilies: A test of alternative models.

2019 ◽  
Vol 33 (2) ◽  
pp. 143-153
Author(s):  
Raymond E. Petren ◽  
David T. Lardier ◽  
Jacqueline Bible ◽  
Autumn Bermea ◽  
Brad van Eeden-Moorefield
Keyword(s):  
Adult Child ◽  
Relationship Stability ◽  
Alternative Models ◽  
Parental Relationship

Introduction: Kinship Bereavement in Later Life

1997 ◽  
Vol 35 (1) ◽  
pp. 1-7 ◽  
Author(s):  
Brian De Vries
Keyword(s):  
Adult Child ◽  
Later Life ◽  
Short Term ◽  
Traumatic Grief ◽  
Death Of A Parent ◽  
De Vries ◽  
Longitudinal Effects ◽  
Analysis Of Variation

This article introduces a volume devoted to the examination of later-life bereavement: an analysis of variation in cause, course, and consequence. Six articles address and represent this variation and comprise this volume: 1) Prigerson et al. present case histories of the traumatic grief of spouses; 2) Hays et al. highlight the bereavement experiences of siblings in contrast to those spouses and friends; 3) Moss et al. address the role of gender in middle-aged children's responses to parent death; 4) Bower focuses on the language adopted by these adult children in accepting the death of a parent; 5) de Vries et al. explore the long-term, longitudinal effects on the psychological and somatic functioning of parents following the death of an adult child; and 6) Fry presents the short-term and longitudinal reactions of grandparents to the death of a grandchild. A concluding article is offered by de Vries stressing both the unique and common features of these varied bereavement experiences touching on some of the empirical issues and suggesting potential implications and applications.

Awakening Children's Minds

2001 ◽  
Author(s):  
Laura E. Berk
Keyword(s):  
Adult Child ◽  
Educational Practice ◽  
Private Speech ◽  
Child Rearing ◽  
General Audience ◽  
Educational Environments ◽  
Problem Solving Strategies ◽  
Way Of Thinking ◽  
And Behavior ◽  
And Control

Parents and teachers today face a swirl of conflicting theories about child rearing and educational practice. Indeed, current guides are contradictory, oversimplified, and at odds with current scientific knowledge. Now, in Awakening Children's Minds, Laura Berk cuts through the confusion of competing theories, offering a new way of thinking about the roles of parents and teachers and how they can make a difference in children's lives. This is the first book to bring to a general audience, in lucid prose richly laced with examples, truly state-of-the-art thinking about child rearing and early education. Berk's central message is that parents and teachers contribute profoundly to the development of competent, caring, well-adjusted children. In particular, she argues that adult-child communication in shared activities is the wellspring of psychological development. These dialogues enhance language skills, reasoning ability, problem-solving strategies, the capacity to bring action under the control of thought, and the child's cultural and moral values. Berk explains how children weave the voices of more expert cultural members into dialogues with themselves. When puzzling, difficult, or stressful circumstances arise, children call on this private speech to guide and control their thinking and behavior. In addition to providing clear roles for parents and teachers, Berk also offers concrete suggestions for creating and evaluating quality educational environments--at home, in child care, in preschool, and in primary school--and addresses the unique challenges of helping children with special needs. Parents, Berk writes, need a consistent way of thinking about their role in children's lives, one that can guide them in making effective child-rearing decisions. Awakening Children's Minds gives us the basic guidance we need to raise caring, thoughtful, intelligent children.

Children’s ‘working theories’ as curriculum outcomes

2018 ◽  
Author(s):  
Sally Peters ◽  
Keryn Davis ◽  
Ruta McKenzie
Keyword(s):  
Early Childhood ◽  
New Zealand ◽  
Adult Child ◽  
Early Childhood Curriculum ◽  
Complex Thinking ◽  
Young Learners ◽  
Early Childhood Settings ◽  
Te Whāriki ◽  
Sense Of Wonder

This chapter explores how children make sense of their world through the development and refinement of ‘working theories’. Working theories are a key item for young learners, and are emphasized in the New Zealand early childhood curriculum Te Whāriki. Children’s working theories develop in environments where they have opportunities to engage in complex thinking with others, observe, listen, participate, and discuss, within the context of topics and activities. It is through interactions and activities that children begin to own the ideas and beliefs of their culture and begin to make sense of their worlds. However, fostering this learning in early childhood settings is not always easy, and requires skilled adults who can respond appropriately. We explore and discuss the nature of children’s working theories and ways in which adult–child interactions can enhance or inhibit a sense of wonder and curiosity.

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