Pub Date : 2023-05-02DOI: 10.21814/childstudies.4526
Diana Navas Navas
Although it is not a contemporary creation, there is evidence in our context of the growth of multimodal narratives addressed primarily to Brazilian children readers. This is the offer of narratives that, based on different strategies, are built not only through the literary text, but also through its dialog with other languages, of which we highlight here illustration and graphic design. Among such works, we propose the reading of Pra lá, by Luiz Tatit (2012), Dante Onzzetti and Edith Derdyk; Era uma vez outra vez, by Edith Chacon and Priscilla Ballarin (2022); and O que é que isso é? (2020), by Alexandre Rampazo. We aim to highlight the need for a synergic reading of the different languages that make up the book object in order to different reading layers can be reached. We also aim to discuss how the reading of multimodal works demands a different kind of reading and reader.
虽然它不是当代创作，但在我们的背景下，有证据表明主要针对巴西儿童读者的多模式叙事的增长。这是基于不同策略的叙事，不仅通过文学文本，而且通过与其他语言的对话，我们在这里强调插图和平面设计。在这些作品中，我们推荐阅读路易斯·塔蒂特(2012)、但丁·昂泽蒂和伊迪丝·德戴克的《Pra ll》;伊迪丝·查孔和普里西拉·巴拉林的《我爱你，我爱你》(2022);O que ? que isso ?(2020)，亚历山大·兰帕佐。我们的目标是强调对构成图书对象的不同语言进行协同阅读的必要性，以便达到不同的阅读层次。我们也试图讨论多模态作品的阅读如何要求不同类型的阅读和读者。
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Pub Date : 2023-05-02DOI: 10.21814/childstudies.4734
Spyros Spyros
This paper takes the theme of uncertainty as a starting point to argue for a critical childhood studies which does not only wish to produce knowledge about children and childhood but is also responsive to the calls of our uncertain times and seeks to produce knowledge that matters for children’s lives. To do this, the paper argues, it is important to critique and deconstruct the current conditions of children’s lives but to also produce the kind of knowledge which would have the capacity to offer us new insights into the possibilities for crafting alternative futures for children—with children—that address the uncertainties and difficulties which lie ahead. Developing a critical childhood studies will ultimately help the field move towards decolonizing itself by becoming more inclusive and democratic as well as becoming more socially relevant by engaging with its diverse publics.
{"title":"A promoção de estudos críticos da infância para tempos incertos","authors":"Spyros Spyros","doi":"10.21814/childstudies.4734","DOIUrl":"https://doi.org/10.21814/childstudies.4734","url":null,"abstract":"This paper takes the theme of uncertainty as a starting point to argue for a critical childhood studies which does not only wish to produce knowledge about children and childhood but is also responsive to the calls of our uncertain times and seeks to produce knowledge that matters for children’s lives. To do this, the paper argues, it is important to critique and deconstruct the current conditions of children’s lives but to also produce the kind of knowledge which would have the capacity to offer us new insights into the possibilities for crafting alternative futures for children—with children—that address the uncertainties and difficulties which lie ahead. Developing a critical childhood studies will ultimately help the field move towards decolonizing itself by becoming more inclusive and democratic as well as becoming more socially relevant by engaging with its diverse publics.","PeriodicalId":92615,"journal":{"name":"Child studies in Asia-Pacific context","volume":"49 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-05-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"80980376","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-05-02DOI: 10.21814/childstudies.4511
Sumeyra Yalcintas, A. Pike
The current study identifies associates of mother-first-born-child relationship quality of an important period that is when expecting a second child. Based on Belsky’s determinants of parenting model (Belsky, 1984), we suggested three domains to relate to mother-child relationship quality, maternal personal resources (well-being, effortful control), child characteristics (temperament, behaviour problems) and contextual factors (household chaos, child-care support, marital satisfaction). Forty-five mothers (Mage= 34.78 years; SDage = 3.86 years) and their typically developing first-born children (Mchild age=32.26 months; SDage = 6.27) were visited at home in the south of England, Sussex, UK, where mothers completed questionnaires and mother-child interactions were videotaped. Results demonstrated that easier child temperament, better maternal well-being, less household chaos and more child-care support were related to more positive mother-child relationship quality. Together the variables explained 23% of the variance in relationship quality. The child’s easy temperament, chaos and child-care support provided unique variance in explaining the mother-child relationship. These results contribute to the literature on expecting a second child and yield several implications. The findings also provide guidance for future intervention programs. In order to improve the mother-child relationship quality, child executive functioning may be a fruitful target for intervention, as well as increased support for child-care and decreased household chaos.
{"title":"Child Temperament and Child-care Support are Related to Better Mother-child Relationship Quality","authors":"Sumeyra Yalcintas, A. Pike","doi":"10.21814/childstudies.4511","DOIUrl":"https://doi.org/10.21814/childstudies.4511","url":null,"abstract":"The current study identifies associates of mother-first-born-child relationship quality of an important period that is when expecting a second child. Based on Belsky’s determinants of parenting model (Belsky, 1984), we suggested three domains to relate to mother-child relationship quality, maternal personal resources (well-being, effortful control), child characteristics (temperament, behaviour problems) and contextual factors (household chaos, child-care support, marital satisfaction). Forty-five mothers (Mage= 34.78 years; SDage = 3.86 years) and their typically developing first-born children (Mchild age=32.26 months; SDage = 6.27) were visited at home in the south of England, Sussex, UK, where mothers completed questionnaires and mother-child interactions were videotaped. Results demonstrated that easier child temperament, better maternal well-being, less household chaos and more child-care support were related to more positive mother-child relationship quality. Together the variables explained 23% of the variance in relationship quality. The child’s easy temperament, chaos and child-care support provided unique variance in explaining the mother-child relationship. These results contribute to the literature on expecting a second child and yield several implications. The findings also provide guidance for future intervention programs. In order to improve the mother-child relationship quality, child executive functioning may be a fruitful target for intervention, as well as increased support for child-care and decreased household chaos. ","PeriodicalId":92615,"journal":{"name":"Child studies in Asia-Pacific context","volume":"23 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-05-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"82522046","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-05-02DOI: 10.21814/childstudies.4537
R. Laranjeira, A. Serrano
Ages and Stages Questionnaires (ASQ-PT) is a screening instrument that has already been standardized and adapted to Portuguese child population. We conducted a study to understand professionals and parents perceptions on the use of Ages and Stages Questionnaires (ASQ-PT). Families and professionals (early intervention, health and education) from three geographical areas of Portugal (North, Center and Lisbon and Tagus Valley) used this instrument to screen children. After we analyze the screening system implemented and the collected data, a set of key words allowed us to reflect on the practical implications of screening and the ASQ system: Motivation; Collaboration; Trust; Knowledge/empowerment; Coordination; Dissemination; Training. Results of this qualitative study are presented with suggestions on enhancing ASQ-PT uses.
{"title":"Challenges on implementing a screening system with ages and stages questionnaires (ASQ-PT) in Portugal","authors":"R. Laranjeira, A. Serrano","doi":"10.21814/childstudies.4537","DOIUrl":"https://doi.org/10.21814/childstudies.4537","url":null,"abstract":"Ages and Stages Questionnaires (ASQ-PT) is a screening instrument that has already been standardized and adapted to Portuguese child population. We conducted a study to understand professionals and parents perceptions on the use of Ages and Stages Questionnaires (ASQ-PT). Families and professionals (early intervention, health and education) from three geographical areas of Portugal (North, Center and Lisbon and Tagus Valley) used this instrument to screen children. After we analyze the screening system implemented and the collected data, a set of key words allowed us to reflect on the practical implications of screening and the ASQ system: Motivation; Collaboration; Trust; Knowledge/empowerment; Coordination; Dissemination; Training. Results of this qualitative study are presented with suggestions on enhancing ASQ-PT uses.","PeriodicalId":92615,"journal":{"name":"Child studies in Asia-Pacific context","volume":"54 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-05-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"80172931","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-05-02DOI: 10.21814/childstudies.4533
Daniela Baldez Diniz, Lília Iêda Chaves Cavalcante, Daniela Castro dos Reis
This study aimed to identify positive and negative parenting practices carried out in childhood based on the reports of perpetrators of sexual assault. Therefore, we used a database consisting of 20 interviews with these individuals, whose textual content was submitted to exploratory reading, organization of a system of categories and subsequent evaluation by judges. From the Kappa value, it was verified of the presence of at least three categories to analyse the interviewees' reports, two negative and one positive. Positive follow-up was associated with school and leisure time, which emphasizes the concern of parents for the education of their children and their well-being, even though the use of physical and psychological punishments has been reported in the process of guidance and supervision. Negligence was present in the report of authors of sexual assault researched, associating this practice with the experience of being left alone at home.
{"title":"Parental practices exercised in the childhood of authors of sexual assault","authors":"Daniela Baldez Diniz, Lília Iêda Chaves Cavalcante, Daniela Castro dos Reis","doi":"10.21814/childstudies.4533","DOIUrl":"https://doi.org/10.21814/childstudies.4533","url":null,"abstract":"This study aimed to identify positive and negative parenting practices carried out in childhood based on the reports of perpetrators of sexual assault. Therefore, we used a database consisting of 20 interviews with these individuals, whose textual content was submitted to exploratory reading, organization of a system of categories and subsequent evaluation by judges. From the Kappa value, it was verified of the presence of at least three categories to analyse the interviewees' reports, two negative and one positive. Positive follow-up was associated with school and leisure time, which emphasizes the concern of parents for the education of their children and their well-being, even though the use of physical and psychological punishments has been reported in the process of guidance and supervision. Negligence was present in the report of authors of sexual assault researched, associating this practice with the experience of being left alone at home.","PeriodicalId":92615,"journal":{"name":"Child studies in Asia-Pacific context","volume":"103 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-05-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"87911325","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-05-02DOI: 10.21814/childstudies.4498
Jackie Sydnor
Amid the national teaching shortage in the United States, it is now more critical than ever to sustain teachers. Consequently, the purpose of this study is to understand which mentoring experiences and induction support can aid in this objective. Framed by Bakhtin’s theory of dialogism, this study's longitudinal, qualitative nature explores the experiences of novice teachers (NTs) in elementary schools in the United States whose critical first years occurred amid a global pandemic. More specifically, we focus on the formal and informal support they experienced while becoming a teacher. Analysis of the data, which included in-depth interviews with the NTs revealed two key themes: 1) deprioritizing mentoring, and 2) inconsistencies in mentoring. The implications of this study aim to extend the existing literature, offering action-based evidence to improve mentoring and induction. Focusing on the retention of NTs via support and mentoring benefits the field now and into the future.
{"title":"Novice Teachers Navigating Mentoring Relationships in the United States","authors":"Jackie Sydnor","doi":"10.21814/childstudies.4498","DOIUrl":"https://doi.org/10.21814/childstudies.4498","url":null,"abstract":"Amid the national teaching shortage in the United States, it is now more critical than ever to sustain teachers. Consequently, the purpose of this study is to understand which mentoring experiences and induction support can aid in this objective. Framed by Bakhtin’s theory of dialogism, this study's longitudinal, qualitative nature explores the experiences of novice teachers (NTs) in elementary schools in the United States whose critical first years occurred amid a global pandemic. More specifically, we focus on the formal and informal support they experienced while becoming a teacher. Analysis of the data, which included in-depth interviews with the NTs revealed two key themes: 1) deprioritizing mentoring, and 2) inconsistencies in mentoring. The implications of this study aim to extend the existing literature, offering action-based evidence to improve mentoring and induction. Focusing on the retention of NTs via support and mentoring benefits the field now and into the future.","PeriodicalId":92615,"journal":{"name":"Child studies in Asia-Pacific context","volume":"8 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-05-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"72629714","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-09-12DOI: 10.21814/childstudies.4124
E. Wood
International research promotes the value of play for children’s learning and development. However, in early childhood education the development of national policy frameworks highlights a tension, and possible contradiction, between play for its own sake, and educational play. This paper explores these two positions, drawing on contemporary socio-cultural theories. Freely chosen play reflects children’s choices, interests and inquiries, and is understood as complex socio-cultural activity. Educational play focuses on curriculum goals and outcomes, and requires early childhood educators to plan for play in ways that direct children’s learning towards those goals. Recent research on children’s interests and inquiries offers solutions for pedagogical approaches that connect the curriculum as lived experiences, and curriculum as planned experiences, both of which reflect children’s cultural repertoires and peer cultures.
{"title":"Play and learning in early childhood education: tensions and challenges","authors":"E. Wood","doi":"10.21814/childstudies.4124","DOIUrl":"https://doi.org/10.21814/childstudies.4124","url":null,"abstract":"International research promotes the value of play for children’s learning and development. However, in early childhood education the development of national policy frameworks highlights a tension, and possible contradiction, between play for its own sake, and educational play. This paper explores these two positions, drawing on contemporary socio-cultural theories. Freely chosen play reflects children’s choices, interests and inquiries, and is understood as complex socio-cultural activity. Educational play focuses on curriculum goals and outcomes, and requires early childhood educators to plan for play in ways that direct children’s learning towards those goals. Recent research on children’s interests and inquiries offers solutions for pedagogical approaches that connect the curriculum as lived experiences, and curriculum as planned experiences, both of which reflect children’s cultural repertoires and peer cultures.","PeriodicalId":92615,"journal":{"name":"Child studies in Asia-Pacific context","volume":"24 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-09-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"90112400","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-09-12DOI: 10.21814/childstudies.4126
C. Dunst
The foundations of an applied family social systems theory for explaining the multiple determinants of child well-being, learning, and development, parenting beliefs, behavior and practices, and family well-being are described. The theory is derived from tenets of Bronfenbrenner’s ecological systems theory and other social, family, and contextualized theories. The applied theory was used to develop an activity setting model of young children’s everyday learning opportunities and a family systems intervention practices model for ensuring parents and other caregivers have the time and psychological energy to provide young children with development-instigating and development-enhancing learning opportunities in the contexts of everyday family and community life. Results from three different lines of research are described which provide support for the applied systems model and the two associated intervention models. Results showed that different child characteristics, setting characteristics, parenting behavior and practices, family and social systems variables, and practitioner measures were empirically related to variations in child, parent, and family outcomes. There were also discernable pathways of influence between family systems intervention model practices, parenting practices, and child outcomes mediated by parent self-efficacy beliefs and parent well-being. The contributions of the theory, models, and research findings to child studies are described.
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Pub Date : 2022-09-12DOI: 10.21814/childstudies.4125
José António Gomes
The present article outlines a non-exhaustive overview of the presence of Christian values, and other aspects related to Christianism, in contemporary Portuguese writing for childhood and youth. Different modalities/genres (narrative, poetry, drama) are considered and some of the most relevant voices in this domain, such as Sophia de Mello Breyner Andresen, Luísa Dacosta, Nuno Higino, Alice Vieira and others, are highlighted. The author acknowledges the strong presence, and recurrence, in this literature, of values and themes of Christian inspiration, regardless of the confession of faith and the Christian conviction of the authors in appreciation.
{"title":"Christian values in portuguese children's and youth literature","authors":"José António Gomes","doi":"10.21814/childstudies.4125","DOIUrl":"https://doi.org/10.21814/childstudies.4125","url":null,"abstract":"The present article outlines a non-exhaustive overview of the presence of Christian values, and other aspects related to Christianism, in contemporary Portuguese writing for childhood and youth. Different modalities/genres (narrative, poetry, drama) are considered and some of the most relevant voices in this domain, such as Sophia de Mello Breyner Andresen, Luísa Dacosta, Nuno Higino, Alice Vieira and others, are highlighted. The author acknowledges the strong presence, and recurrence, in this literature, of values and themes of Christian inspiration, regardless of the confession of faith and the Christian conviction of the authors in appreciation.","PeriodicalId":92615,"journal":{"name":"Child studies in Asia-Pacific context","volume":"46 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-09-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"85687301","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-09-12DOI: 10.21814/childstudies.4127
M. Rodrigo
The Council of Europe’s Recommendation (Rec 2006/19) to promote positive parenting, aimed at fostering child development and protecting child rights, has emphasized a preventive approach to support all families, the need to strengthen parental capacities and empowering communities, and the adoption of evidence-based practices (EBP) to improve the quality of professional work with families. This paper, revolved around this Recommendation and expanded in three related directions: (a) described the modern view of parenting as articulated in three facets: dyadic parenting, team parenting, and social parenting, and their corresponding support needs; (b) proposed the challenges and redefinition of EBP for the field of child and family services; and (c) showcased the building of the national agency-university partnership, the translational research-practice bidirectional process, and the implementation and evaluation of evidence-based programmes to foster the adoption of EBP in Spain. The conclusions highlighted the benefits involved in this complex process of quality assurance.
{"title":"Benefits and challenges in the adoption of evidence-based practices in the child and family services","authors":"M. Rodrigo","doi":"10.21814/childstudies.4127","DOIUrl":"https://doi.org/10.21814/childstudies.4127","url":null,"abstract":"The Council of Europe’s Recommendation (Rec 2006/19) to promote positive parenting, aimed at fostering child development and protecting child rights, has emphasized a preventive approach to support all families, the need to strengthen parental capacities and empowering communities, and the adoption of evidence-based practices (EBP) to improve the quality of professional work with families. This paper, revolved around this Recommendation and expanded in three related directions: (a) described the modern view of parenting as articulated in three facets: dyadic parenting, team parenting, and social parenting, and their corresponding support needs; (b) proposed the challenges and redefinition of EBP for the field of child and family services; and (c) showcased the building of the national agency-university partnership, the translational research-practice bidirectional process, and the implementation and evaluation of evidence-based programmes to foster the adoption of EBP in Spain. The conclusions highlighted the benefits involved in this complex process of quality assurance.","PeriodicalId":92615,"journal":{"name":"Child studies in Asia-Pacific context","volume":"6 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-09-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"87343488","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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