Parenting young children

Parents have the primary role of guiding and nurturing their child, ensuring all the child’s physical, social and emotional needs are met, enabling them to develop and become an important part of the community in which they live. The challenge is to effectively support parents to be able to undertake this vital role in a manner that provides the best outcomes for the child, the family and the community as a whole. This Policy Brief explores the factors that influence parenting practices and the impact of these factors on a child’s development. The features of effective parental support are also examined. Why is this issue important? Scientific evidence shows that parenting plays a central role in the cognitive, language, social and emotional development of children (Shonkoff & Phillips, 2000), and is \u27probably the most important public health issue facing our society\u27 (Hoghughi, 1998). Surveys of parents in Australia and overseas show that parents view the task of parenting as critically important and personally rewarding; they also report that being a parent is demanding and can be stressful (Sanders et al, 1999; Oldershaw, 2002). Of particular concern is that many parents feel unsupported (Oldershaw, 2002) and relatively few participate in formal parenting education (Sanders et al, 1999).&nbsp

WIC Improves Child Health and School Readiness

New research by Children's HealthWatch demonstrates that young children who participate in the Special Supplemental Nutrition program for Women, Infants, and Children (WIC) are more likely to be in excellent or good health and have a reduced risk of developmental delay. Investing in WIC supports the nutritional and health needs of young children during a critical window of brain and body growth.Progam improvements that decrease access barriers, provide the full amount of fruits and vegetables recommended by the Institute of Medicine, and accommodate working parents' schedules will help young children reach their full potential

Healthy Environments

This issue of Early Childhood in Focus draws attention to some key global challenges in providing healthy environments for young children. Section 1 recognises that multisectoral policy responses are needed to ensure adequate housing and improved water and sanitation, as well as recreational spaces. For young children, physical spaces are closely intertwined with emotional security and feelings of well-being. Section 2 explores the opportunities and challenges of living in urban environments. Young children are especially vulnerable to the physical harm that urban environments create from pollution in the air, toxins in the ground, contaminated water and waste dumps, traffic, and unsafe housing. Their homes, as well as their neighbourhoods, may be unhealthy places to grow up in. Section 3 is about the design of environments specifically for young children, including innovative ‘democratic spaces’, and ‘child-friendly spaces’ in areas affected by disasters and emergencies

Parenting Latino Toddlers and Preschoolers: Clinical and Nonclinical Samples

Parenting practices contribute significantly to the social-emotional development of young children. There is limited literature that addresses the role of culture in parenting, particularly among Latino families who have very young children with significant behavior problems. The current study compared the parenting practices of 30 low-income Latino mothers whose young children had been referred for mental health services for their behavior problems with a similar group of 30 mothers of children without behavior problems. Results showed that mothers in the clinical sample nurtured their children less often and used more frequent verbal and corporal punishment as discipline than the nonclinical sample. The clinical sample also had a significantly higher incidence of mental health problems in their families. Results also showed the significant toll that raising young children with challenging behaviors takes on their mothers. The implications of these findings for the early identification of these children are discussed

Child Care Costs Exceed 10 Percent of Family Income for One in Four Families

In this brief, authors Marybeth Mattingly, Andrew Schaefer, and Jessica Carson analyze families’ child care expenses and identify, among families with young children who pay for child care, the share that are “cost burdened,” defined in this context as spending more than 10 percent of their gross income on child care. Using data from the 2012–2016 Current Population Survey, they present their findings by number of children; age of youngest child; parental characteristics; family income measures; and U.S. region, metropolitan status, and state. They report that about one in four families with young children who have child care costs are “burdened” by the cost, spending more than 10 percent of family income on child care. Across families with young children, an average of 8.8 percent of family income is spent on child care. More than half of poor families with young children are cost burdened by child care, compared to 39.3 percent of low income families (those with incomes between one and two times the poverty threshold) and just 13.4 percent of families at or above five times the poverty threshold. One in five married couples, and two in five single parents with young children and child care expenses, pay more than 10 percent of their income on these costs. Access to quality, affordable child care is critical for American working families

Young children learning with mobile devices: Research on design and implementation

The increasing growth and usage of mobile devices, such as tablets and iPads, by young children has not yet been accompanied by systematic research about the effects they have on children's learning and the conditions that facilitate or hinder learning and engagement. As a result, only few empirically-based guidelines exist to guide parents, educators, and application (app) designers when choosing or designing apps for young children, often leading to non-evidence-based decisions, or the design of apps with little educational value. This symposium aims to bring together researchers from Australia, the UK and USA to discuss what evidence exist about the learning potential of mobile devices and apps for young children and how it could be used to inform relevant stakeholders

Parenting Young Children: Comparison of a Psychoeducational Program in Mexico and the United States

The purpose of this study was to compare the cross-cultural effectiveness of a psychoeducational program with 82 Mexican and 63 American mothers with very young children. The 10-hour program was presented by trained facilitators in Mexico and the United States to small groups of mothers. Results showed that the both groups of mothers significantly increased their expectations and use of nurturing strategies and reduced their use of verbal and corporal punishment with their young children following the program. In addition, the reported frequency of child behavior problems decreased significantly at post-test. The similar results obtained across cultures were explained based on research finding similar parenting practices with young children between Mexican and American parents

Media play: new (and old) pedagogies with young chldren

Modern technologies mean that the principles of quality arts education are the same (as they ever were) and different. Discussion in this paper is based on a small research project that used art as pedagogy, art as research method and, for the young children participants, celebrated art for art's sake. The project was designed with two aims. Firstly, the authors were interested in how young children engage with media as a strand of the arts. This also informed some of their thinking around the debates over Information and Communication Technology (ICT) as a process for the production of a media text. Secondly, they were interested in the extent to which digital media could enable young children to make their learning visible

The acquisition of spanish perfective aspect : A study on children's production and comprehension

This paper presents the acquisition of Spanish perfective aspect in production and comprehension. It argues that, although young children use perfective aspect to talk about completed events, young children have difficulty in assessing perfective meaning from perfective morphology. This paper proposes that in the process of acquiring aspectual meaning, children use local strategies to decode aspectual meaning from form: when analyzing a completed situation, young children depend on certain learnability factors to correctly assess the entailment of completion of the perfective, namely, their ability to determine if the object of the event measures out the event as a whole or not, and their ability to read the agent’s intentions. When those factors are removed from the situation, young children had difficulty determining the entailment of completion of perfective aspect. This study also suggests that the manner in which aspectual information is conveyed in a language, may play a role on the readiness of the acquisition of the semantic morphology of the language (e.g., verb+object vs. verb+affixes). The results of this study indicate that successful performance on the semantics of Spanish perfective aspect develops around the age of 5-6

Young Children Enacting Governance: Child's Play?

Schools, homes and communities are increasingly perceived as risky spaces for children. This concern is a driving force behind many forms of governance imposed upon Australian children by well-meaning adults. Children are more and more the subjects of both overt and covert regulation by teachers and other adults in school contexts. Are children, though, passive in this process of governance? It is this issue that is the focus of this paper. In order to respond to the question of how young children enact governance in their everyday lives, video-recorded episodes of naturally occurring interactions among children in a preparatory classroom were captured. These data were then transcribed and analysed using the methods of conversation analysis and membership categorisation analysis. This paper shows a number of strategies that the children used when enacting governance within their peer cultures in the classroom. It focuses specifically on how adult and childformulated rules and social orders of the classroom were drawn upon and developed in order to control and govern during the interaction. This paper illustrates that children are not passive in enacting governance, but actively and competently enact governance through their peer cultures. These findings are significant for educators to consider, as they help to develop an understanding of the complex social orders that children are continually constructing in the early childhood classroom