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.

“Does Change Last?”: Evaluating the Strengths-Based Intervention for Families Raising Children with Autism

Author: Olha Stoliaryk
Institution: Ivan Franko National University of Lviv, Ukraine
ORCID: https://orcid.org/0000-0003-1105-2861
Author: Tetyana Semigina
Institution: Member of the National Qualifications Agency, Ukraine
ORCID: https://orcid.org/0000-0001-5677-1785
Year of publication: 2022
Source: Show
Pages: 209-220
DOI Address: https://doi.org/10.15804/tner.2022.69.3.16
PDF: tner/202203/tner6916.pdf

The study evaluated the effectiveness of the intervention for families raising children with autism aimed to improve the family’s quality of life, strengthen its capacity, and expand rights and opportunities. The experimental intervention was implemented at the Educational and Rehabilitation Center for Children with Autism “Trust” (Lviv, Ukraine). It had one experimental group (30 people) and two control groups (60 people). The effectiveness and duration of the intervention effects were assessed using a before/after study design with the same questionnaire. Findings from the survey evidence the effectiveness of the intervention, in particular, for expanding the family’s capabilities, its capacity, improving relationships in family subsystems, increasing parental competence, and improving well-being. Limitations of the intervention are discussed.

Consequences of Restrictive Measures , and Not the Illness Itself, Predict Perceived Deterioration in the Quality of Daily Lives Due to the COVID-19 Pandemic in Parents of School-Aged Children

Author: Tihana Brkljačić
Institution: Institute of Social Sciences Ivo Pilar, Croatia
ORCID: https://orcid.org/0000-0001-8120-9540
Author: Marina Kotrla Topić
Institution: Institute of Social Sciences Ivo Pilar, Croatia
ORCID: https://orcid.org/0000-0001-9829-3056
Author: Andreja Brajša-Žganec
Institution: Institute of Social Sciences Ivo Pilar, Croatia
ORCID: https://orcid.org/0000-0003-0846-6297
Author: Marija Džida
Institution: Institute of Social Sciences Ivo Pilar, Croatia
ORCID: https://orcid.org/0000-0003-4969-2143
Author: Ljiljana Kaliterna Lipovčan
Institution: Institute of Social Sciences Ivo Pilar, Croatia
ORCID: https://orcid.org/0000-0002-2662-3156
Year of publication: 2023
Source: Show
Pages: 84-95
DOI Address: https://doi.org/10.15804/tner.23.72.2.06
PDF: tner/202302/tner7206.pdf

This study aims to analyse parents’ perception of the pandemic’s impact on their daily lives, considering experienced stressful COVID-19-related events, and effect on the condition of family members. A total of 1072 triads (mother, father, and child) participated in the study. We assessed the perceived changes in daily lives due to the pandemic and the occurrence of seven stressful COVID-19 events (for both parents) and positive and negative affective states experienced in the last few weeks (for both parents and their children). Fathers who were prohibited from doing their job or experienced a decrease in income during the pandemic were more likely to perceive greater negative changes in the quality of their daily lives. Mothers’ perception of negative changes was associated with decreased income, death of a close person, self-isolation and the father’s negative affect. Personal or child experience of the COVID-19 infection did not contribute to the explanation of the variance of perceived deterioration in daily lives in none of the samples.

When Parents and Teachers Assess Intellectual Giftedness of Preschool Children

Author: Jana Marie Havigerová
Institution: University of Hradec Králové
Author: Kateřina Juklová
Institution: University of Hradec Králové
Author: Jiří Haviger
Institution: University of Hradec Králové
Year of publication: 2013
Source: Show
Pages: 188-197
DOI Address: https://doi.org/10.15804/tner.13.34.4.15
PDF: tner/201304/tner3415.pdf

The paper deals with the possibility of using a screening method for the assessment of intellectual giftedness at preschool age by two groups of persons – nursery teachers and parents. It presents The Characteristics of Giftedness Scale (CGS) for preschool children from Linda Silverman and its Czech translation that was verified from the aspect of parallel validity with a standardized IQ test. The CGS was filled in by experienced nursery teachers and by parents of preschool children and their assessments were analysed from the aspect of similarity and diversity. The results show that teacher assessment is closer to the IQ test results compared with parents who tend to overestimate their children. Eight items with low agreement between the two groups of respondents were identified and their expected sources discussed.

Assessment of the School Climate

Author: Jana Kašpárková
Institution: Polacký University in Olomouc, Czech Republic
Year of publication: 2006
Source: Show
Pages: 285-289
DOI Address: https://doi.org/10.15804/tner.06.10.3.21
PDF: tner/200603/tner1021.pdf

This paper deals with the problem of school climate and research into it. We introduce results of school climate assessment at grammar school from the viewpoint of students, teachers and parents.

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