Positive parenting and its mediating role in the relationship between parental resilience and quality of life in children with developmental disabilities in Java Island, Indonesia

Backgrounds Developmental disabilities exert severe physical, cognitive and social-emotional consequences, such as low quality of life, not only on children but also on their families. However, the extent of the effect of such consequences on quality of life is partially dependent on how parents address the situation. Aims The study aimed to examine whether positive parenting mediates the link between parental resilience and quality of life of children with a developmental disability in Indonesia. Methods and procedures Data were derived from a three-wave longitudinal study on 497, 224 and 209 families in waves one, two and three, respectively. The study determined parental resilience by assessing the knowledge of parents about the characteristics of their child, perceived social support and positive perception of parenting. Quality of life consisted of five aspects: material well-being, communication and influence, socio-emotional well-being, development and activity. Positive parenting was assessed through observed levels of support, encouragement and praise. Conclusions and implications The results demonstrated that positive parenting mediated the impact of positive perception of parenting on quality of life. This finding implies that positive perception and positive parenting should be encouraged when families with children with developmental disabilities receive care or support

How Executive Functions contribute to Reading Comprehension

Background Executive functions have been proposed to account for individual variation in reading comprehension beyond the contributions of decoding skills and language skills. However, insight into the direct and indirect effects of multiple executive functions on fifth‐grade reading comprehension, while accounting for decoding and language skills, is limited. Aim The present study investigated the direct and indirect effects of fourth‐grade executive functions (i.e., working memory, inhibition, and planning) on fifth‐grade reading comprehension, after accounting for decoding and language skills. Sample The sample included 113 fourth‐grade children (including 65 boys and 48 girls; Age M = 9.89; SD = .44 years). Methods The participants were tested on their executive functions (working memory, inhibition and planning), and their decoding skills, language skills (vocabulary and syntax knowledge) and reading comprehension, one year later. Results Using structural equation modelling, the results indicated direct effects of working memory and planning on reading comprehension, as well as indirect effects of working memory and inhibition via decoding (χ2 = 2.46). Conclusions The results of the present study highlight the importance of executive functions for reading comprehension after taking variance in decoding and language skills into account: Both working memory and planning uniquely contributed to reading comprehension. In addition, working memory and inhibition also supported decoding. As a practical implication, educational professionals should not only consider the decoding and language skills children bring into the classroom, but their executive functions as well

The Impact of the Digital Home Environment on Kindergartners’ Language and Early Literacy

We examined whether a digital home literacy environment could be distinguished from a (traditional) analog home literacy environment, and whether both were related to kindergartners’ language and literacy levels, taking parental expectations into account. Caregivers of 71 kindergarteners filled out a questionnaire on the home environment (expectations, activities, and materials), and the children were assessed on language (vocabulary and grammar) and literacy (begin phoneme awareness, segmentation skill, and grapheme knowledge) skills. Results showed that a digital environment could be distinguished from an analog environment. However, only the analog environment was related to children’s language abilities. Parental expectations were related directly to both language and literacy abilities. The fact that there was no relation between the digital home environment and language and literacy outcomes might indicate large variation in the quality of the digital home environment. More attention is needed to this part of daily life when growing up in a digital society

Positive parenting and its mediating role in the relationship between parental resilience and quality of life in children with developmental disabilities in Java Island, Indonesia

Backgrounds Developmental disabilities exert severe physical, cognitive and social-emotional consequences, such as low quality of life, not only on children but also on their families. However, the extent of the effect of such consequences on quality of life is partially dependent on how parents address the situation. Aims The study aimed to examine whether positive parenting mediates the link between parental resilience and quality of life of children with a developmental disability in Indonesia. Methods and procedures Data were derived from a three-wave longitudinal study on 497, 224 and 209 families in waves one, two and three, respectively. The study determined parental resilience by assessing the knowledge of parents about the characteristics of their child, perceived social support and positive perception of parenting. Quality of life consisted of five aspects: material well-being, communication and influence, socio-emotional well-being, development and activity. Positive parenting was assessed through observed levels of support, encouragement and praise. Conclusions and implications The results demonstrated that positive parenting mediated the impact of positive perception of parenting on quality of life. This finding implies that positive perception and positive parenting should be encouraged when families with children with developmental disabilities receive care or support

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Data Preschool

Primary research data for the project "Individual variation in bilingual vocabulary in preschoolers with DLD" (Time 1, preschool

Documentation

Metadata and additional information on method

Individual Variation in Bilingual Vocabulary in Preschoolers with Developmental Language Disorder

Verbeek, L., Kleemans, T., Vissers, C., Segers, E., & Verhoeven, L. (2024). Individual variation in bilingual vocabulary in preschoolers with Developmental Language Disorder. Research in Developmental Disabilities, 147, 104695. https://doi.org/10.1016/j.ridd.2024.10469

Relations between home numeracy experiences and basic calculation skills of children with and without specific language impairment

Item does not contain fulltextThe present study examined the relations between home numeracy experiences (i.e., parent–child numeracy activities and parents’ numeracy expectations) and basic calculation skills (i.e., addition and subtraction) of children with Specific Language Impairment (SLI) and their peers with Normal Language Achievement (NLA), while taking into account their cognitive and linguistic capacities. Fifty children with SLI and 100 children with NLA were tested on cognitive, linguistic, and basic calculation skills, and their parents filled in questionnaires on home numeracy activities and numeracy expectations. The results showed parents of children with SLI report engaging in fewer numeracy-related activities and have lower numeracy expectations for their children than parents of children with NLA. Furthermore, parent–child numeracy activities were more strongly associated with addition and subtraction for children with SLI. It is thus especially important that parents of children with SLI are made aware of their important role in the development of their child's basic calculation skills