Hothousing: The clinical and educational concerns over pressuring young children concerns over pressuring young children

Gallagher, Jeanette McCarthy; Coché, Judith

doi:10.1016/0885-2006(87)90030-5

Cited by 24 publications

(13 citation statements)

References 5 publications

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“…As such, in an effort to make normative comparisons we focused on a participant sample of adolescents. Some argue that parents of academically talented adolescents are more likely to exhibit patterns of control, overinvolvement, high expectations and non-acceptance (Elkind 1987;Gallagher and Coche 1987;Hyson et al 1991). Because these parental behaviours are of particular relevance to the study of perfectionism, academically talented adolescents and their parents were recruited for this study.…”

Section: The Current Studymentioning

confidence: 99%

Exploring the Development of Perfectionistic Cognitions and Self-Beliefs

McArdle

2008

Cogn Ther Res

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In a sample of 187 adolescent-parent pairs the relationships between parent behavior and adolescents' self-reported perfectionistic tendencies (i.e., concerns over mistakes, doubts about actions and personal standards) and self-beliefs (i.e., self-esteem, contingent self-worth and labile self-esteem) were explored. Hierarchical regression analyses indicated that adolescents' tendency to doubt their actions was positively predicted by maternal self-reported psychological control and negatively predicted by adolescents' perceptions of maternal involvement in their lives. A three-way interaction between paternal behavioral control, psychological control and acceptance positively predicted adolescents' tendency to doubt their actions and their self-esteem. In addition, adolescents' perceptions of paternal autonomy and involvement showed a negative association with their self-reported doubts about actions and concerns over mistakes respectively. This study provides support for the methodological value of examining both independent and interactive effects of both child and parent reports of parenting behavior.

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Section: The Current Studymentioning

confidence: 99%

Exploring the Development of Perfectionistic Cognitions and Self-Beliefs

McArdle

2008

Cogn Ther Res

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“…Freeman (1991) suggests that if too much pressure is placed on children they may feel forced to subdue their personalities and miss out on childhood freedoms. Futhermore, some parents may make their children symbols of their own achievements as a way of compensating for their own feelings of inadequacy and guilt (Gallagher and Coche , 1987). It is evident that parents can have a significant influence on the musical child's progress, but it is still to be determined which aspects of parenting are critical in determining children's success as adult musicians and the relative influence of parental input compared to that of teachers and peers.…”

mentioning

confidence: 99%

The social context of musical success: A developmental account

Moore

Burland

Davidson

2003

British J of Psychology

104

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Correspondence should be sent to. Derek Moore, Department of Psychology, University of East London, Romford Rd, London, E15 4LZ, d.g.moore@uel.ac.uk Acknowledgements: We gratefully acknowledge our earlier collaborations with John Sloboda and the sadly missed Michael Howe who provided many conceptual insights into the original data set. We also thank those who participated in the study eight years ago and more recently to help us understand how musical expertise is developed and sustained to a professional level. This paper brings together extensive data from 257 children to explore the relative importance of social environmental factors during critical periods of children's musical development. The paper also presents preliminary findings from a follow-up of 20 of the most successful children eight years later to determine which childhood factors predict differences in success as adult performers. Those children who continued to play an instrument started at an early age, had higher parental support in lessons, and had first teachers who were friendly but not too technically able. However, these factors alone were not sufficient to predict relative success in childhood. Successful childhood musicians appear, in addition, to need teachers who are 'not too relaxed' and also 'not too pushy' and they still also need to do substantial amounts of practice. The follow-up study suggested, though, that successful adult performers were not those who did the most practice, rather the successful adults were those who took part in more concert activities in childhood, did more improvisation, and who had mothers at home in their early years.The results are discussed in relation to theories of musical development and the changing influences of parents, teachers and peers.3

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“…This trend is especially prevalent in kindergarten. (Elkind, 1981;Gallagher & Coche, 1987). These programs are considered inappropriate due to the children being pressured to acquire skills earlier than they are developmentally able (Elkind, 1981).…”

Section: Chapter I Introductionmentioning

confidence: 99%

Stress Begins in Kindergarten: A Look at Behavior during Standardized Testing

Fleege

1991

Journal of Early Childhood Teacher Education

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Children's behavior during standardized achievement testing was explored through a qualitative study of two kindergarten classrooms. The subjects were 36 kindergarten children (10 Black, 26 White; 17 males, 19 females). Data were collected through observations in the classrooms; interviews with children, teachers, and principals; and video taping of the children before, during, and after standardized achievement testing. Findings indicated an increase in behaviors reported to be stress related during the testing situation and a decrease in those behaviors following the testing period. Other frequently observed behaviors included copying and calling out answers during the administration of the test. In addition, the children frequently marked incorrect answers, although they could provide the correct answers orally. The attitude of the principals toward testing seemed to affect the testing situation. The principal who felt test scores were extremely important placed more emphasis on test performance. Children at this school engaged in more stress related behaviors than children in the school where the principal placed less emphasis on the importance of test scores. 3 teachers (Jensen & Chevalier, 1988), parents (Hyson, 1988), kindergartners (Burts et a l ., in press; Hyson, 1988) and preschool children (Hirsh-Pasek & Cone, 1989; Hyson, 1988). The move toward more inappropriate practices in early childhood programs and the call for more accountabi1ity in schools has also resulted in an increase in the use of standardized tests. The use of standardized tests with young children has been criticized for the following reasons: (a) they are said to be culturally, ethnically/racially, and socioeconomically (SES) biased (Popham, 1988); (b) a narrow range of skills is assessed; (c) the child's development is viewed in a compartmentalized fashion; (d) they require inappropriate responses; and (e) frequently, their scores are misused. For the above reasons, the most often criticized standardized test is the achievement test. Achievement tests require inappropriate responses, and the scores are often misused as the basis for educational decisions. Although much has been written about the misuse of standardized tests and their inappropriateness for use with young children, there is little empirical data to support this assertion (Elkind, 1981; Meisels, 1987; Neill & Medina, 1989). In light of this, the current literature suggests a need for investigation in the area of standardized testing and its effects on young children.

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Hothousing: The clinical and educational concerns over pressuring young children concerns over pressuring young children

Cited by 24 publications

References 5 publications

Exploring the Development of Perfectionistic Cognitions and Self-Beliefs

Exploring the Development of Perfectionistic Cognitions and Self-Beliefs

The social context of musical success: A developmental account

Stress Begins in Kindergarten: A Look at Behavior during Standardized Testing

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