parents

  • Family as One of the Key Determinants of Media Education of Young School-age Children

    Author: Stanislaw Juszczyk
    Author: Mária Vargová
    Author: Miriam Uhrinová
    Author: Zuzana Chanasová
    Author: Alojz Kostelanský
    Author: Mária Karasová
    Year of publication: 2017
    Source: Show
    Pages: 94-108
    DOI Address: https://doi.org/10.15804/tner.2017.50.4.08
    PDF: tner/201704/tner20170408.pdf

    The attitude of parents influences formation of children’s attitude to life. It is even more noticeable when speaking about media. The proposed contribution shows partial results of research carried out as a part of VEGA project No. 1/0913/15: Media literacy of young school-age children in the context of family and school cooperation. The character of the empirical research was diagnostic and quantitative-qualitative. The aim of the research was to examine media education performed in formal and non-formal ways among young schoolaged children in Slovakia. 28 schools from all over Slovakia were examined in the presented research. The contribution focuses mainly on findings from questionnaires given to parents and other focus groups, i.e. pupils.

  • What a Teacher Should not be Like

    Author: Marlena Plavšić
    Institution: Juraj Dobrila University of Pula
    Author: Marina Diković
    Institution: Juraj Dobrila University of Pula
    Year of publication: 2019
    Source: Show
    Pages: 246-255
    DOI Address: https://doi.org/10.15804/tner.2019.55.1.20
    PDF: tner/201901/tner5520.pdf

    The teacher’s misbehaviour has an adverse influence on students’ motivation and adjustment in school. It even has more permanent effects on students than the teacher’s good behaviour. The objective of this study was to apply Korthagen’s model of levels of change in exploring teachers’ most unacceptable characteristics from the perspective of students (n = 158), teachers (n = 78) and parents (n = 148), and to reveal possible differences depending on primary and secondary school and the length of teachers’ experience. The listed characteristics fit Korthagen’s model mostly in the levels of mission, behaviour and identity. Some differences were found between primary and secondary school, as well as ones related to teachers’ length of experience.

  • Ego-Resiliency and Parental Satisfaction Among Parents of Children with Down Syndrome

    Author: Anna Kózka
    Author: Hanna Przybyła-Basista
    Year of publication: 2017
    Source: Show
    Pages: 239-249
    DOI Address: https://doi.org/10.15804/tner.2017.48.2.19
    PDF: tner/201702/tner20170219.pdf

    Parents of children with Down syndrome face many challenges related to their children’s disability. They manage to raise their children primarily thanks to their internal resources, protective psychological traits and help from other people. The aim of this study was to investigate the level of ego-resiliency as an important personality trait in a group of mothers and fathers of children with Down syndrome. The relationship between ego-resiliency and parental satisfaction was also studied. The sample consisted of 126 parents (75 mothers and 51 fathers). Our results show that there is no difference in the level of ego-resiliency between mothers and fathers of children with Down syndrome. Nevertheless, it is noticed that there is a difference in perceived stress, psychological well-being and some aspects of parental satisfaction between parents with high and low levels of ego-resiliency. These results give an interesting insight into the internal func- tioning of parents of children with Down syndrome.

  • The relationships between perceived stress and psychological well-being among mothers and fathers of children with down syndrome

    Author: Anna Kózka
    Author: Hanna Przybyła-Basista
    Year of publication: 2016
    Source: Show
    Pages: 285-294
    DOI Address: https://doi.org/10.15804/tner.2016.44.2.23
    PDF: tner/201602/tner20160223.pdf

    The aim of this study was to investigate the relationship between perceived stress and psychological well-being among parents of children with down syndrome. The relationship between perceiving one’s parenthood and well-being was also studied. The sample consisted of 126 parents (75 mothers and 51 fathers, aged 25-69) of children with down syndrome. our results show that ego-resiliency is a partial mediator of the relationship between perceived stress and psychological well-being. Moreover, there is a difference in well-being between parents who perceive their parenthood as a burden or challenge, and parents who report happiness and satisfaction.

  • Parents Nominating Gifted Children in Their Early Years - The Case of Slovenia

    Author: Gorela Keli
    Institution: University of Primorska
    Author: Kukanja Gabrijelčič Mojca
    Institution: University of Primorska
    Year of publication: 2021
    Source: Show
    Pages: 170-181
    DOI Address: https://doi.org/10.15804/tner.21.66.4.14
    PDF: tner/202104/tner6614.pdf

    The article deals with the field of gifted children, who are considerably neglected from the point of view of programmatic and legislative approaches in the field of education in the Republic of Slovenia. The substantive research focus is therefore mainly on understanding and detailing the role of parents in discovering characteristics of potential giftedness and the role that parents have in promoting the child’s potential in one of the areas of giftedness. In the empirical part of the paper, we examined the extent to which parents perceive potential giftedness in their preschool children and whether they encourage them in developing their potential in different areas of giftedness. We used a descriptive, noncausal, and nonexperimental method. The survey sample included 201 parents of preschool children in the developmental period of early childhood from 4 to 6 years. Data were obtained using a questionnaire developed based on Giftedness Rating Scale to identify gifted children in elementary school and adapted to survey participants. Based on the established hypotheses, we reviewed the differences in the perception and promotion of different areas of potential giftedness in relation to the child’s gender and age, the parents’ educational level, and the outstanding strong area subjectively assessed by the parents. We also examined the relationship between the variables of perception and promotion of potential giftedness. The results of the study are relevant to the field of potentially gifted preschool children and the further recognition and promotion of their potential in kindergarten and in the family.

  • Inclusive Education in Ukraine: parents of Children with Disabilities Perspective

    Author: Olha Telna
    Institution: Municipal Establishment” Kharkiv Humanitarian-Pedagogical Academy” of the Kharkiv Regional Council
    Author: Yevhenii Klopota
    Institution: Zaporizhzhya National University
    Author: Olha Klopota
    Institution: Khortytska National Educational Rehabilitation Academy
    Author: Olena Okolovych
    Institution: Zaporizhzhya National University, Zaporizhzhya
    Year of publication: 2021
    Source: Show
    Pages: 225-235
    DOI Address: https://doi.org/10.15804/tner.21.64.2.18
    PDF: tner/202102/tner6418.pdf

    Social and political transformations inevitably cause changes in people’s mindsets and result in conversion of a national educational system. Ukraine, as a post soviet country, is still trying to put away its totalitarian past and adopt the latest human rights policies that have been successfully functioning in the “developed” world for several decades. This study evaluates the quality of inclusive education in Ukraine, specifically focusing on services provided to families of students with disabilities whose views and opinions are often neglected by governmental officials responsible for creating inclusive environments.

  • Cooperation, Effective Classroom Prevention and Intervention Strategies: Teachers’ and Parents’ Views

    Author: Barbara Žužek Lackovič
    Institution: Primary school Beltinci, Beltinci, Slovenia
    Author: Mateja Pšunder
    Institution: University of Maribor
    Year of publication: 2019
    Source: Show
    Pages: 233-243
    DOI Address: https://doi.org/10.15804/tner.19.56.2.19
    PDF: tner/201902/tner5619.pdf

    Teachers and parents are partners; each has an important role in achieving a common goal, which is rearing and educating children. Research has shown that successful teacher-parent cooperation positively contributes to holistic child development, academic success and behaviour, as well as reducing disciplinary problems. For teachers and parents to acquire a better mutual understanding and support is striving towards this common goal, it is important that each knows the other’s views and perspectives. The presented study focused on how teachers and parents perceive cooperation when managing disciplinary problems in the classroom and what they believe are the most successful classroom prevention and intervention strategies. The pooled survey used in this research included 107 class teachers and 291 parents from eleven primary schools in the North-East Region of Slovenia. The research has shown some important differences in the attitudes of teachers and parents, which should be taken into account when improving classroom management.

  • Rumination and Mental Health among Parents of Differently-Abled Children

    Author: Mubashir Gull
    Institution: Aligarh Muslim University
    Author: Akbar Husain
    Institution: Aligarh Muslim University
    Year of publication: 2019
    Source: Show
    Pages: 285-301
    DOI Address: https://doi.org/10.15804/tner.19.56.2.23
    PDF: tner/201902/tner5623.pdf

    Ample research has been done on rumination and mental health. However, minimum effort has been exerted to investigate these variables among parents of differently-abled children. The presented study investigates the relationship between rumination and mental health among parents of differently-abled children. The study also aimed to revisit the psychometric characteristics of the rumination scale. Two hundred parents were selected from different rehabilitation schools of the Kashmir Valley. The mean age and standard deviation of the respondents were 40.04 and 5.31, respectively. Results of the Confirmatory Factor Analysis (CFA) indicated that model fit for the rumination scale was poor (c2 /df = 2.33; CFI =.65; AGFI;.76; RMSEA;.08; TLI;.61), whereas the model fit of the mental health was excellent. A negative relationship was found between rumination and mental health on the composite score as well as on their dimensions.

  • Aggressive Education of Children in the Family Environment

    Author: Grażyna Poraj
    Institution: University of Łódź
    Year of publication: 2014
    Source: Show
    Pages: 162-181
    DOI Address: https://doi.org/10.15804/kie.2014.05.10
    PDF: kie/105/kie10510.pdf

    Children’s individual experience gained within families may lead to the development of both prosocial and aggressive behaviours. The aim of the paper is to analyse the phenomenon of aggression in the family environment. Extensive specialist literature indicates that there are often many co-occurring factors that determine child aggression. Children live in a dysfunctional family, in conditions of poverty and parental pathology, experience parental hostility and violence, are neglected, their vital biological and psychological needs are not met, they undergo inadequate upbringing training. They also experience aggression in sibling relations. Thus, the family provides them with comprehensive aggressive education for years. An important issue is to prevent and control aggression in the family. It is not easy and requires actions at three levels: social, individual and family. The article also presents an interesting intervention model in a sibling aggression situation.

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