Mothers' Anticipation and Prevention of Unintentional Injury to Young Children in the Home

Gärling, Anita; Gärling, Tommy

doi:10.1093/jpepsy/20.1.23

Cited by 69 publications

(45 citation statements)

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“…Akin to the "teaching" warnings that increase in mothers of 2-and 3-year-olds (A. Gärling & Gärling, 1995), action shapers require children to understand and execute commands about actions. Eighteen-to 24-month-old toddlers are in the process of rapidly acquiring verbs and adverbs in their lexicons and, thus, might be better able to understand the messages underlying action shapers than their younger counterparts (Dale & Fenson, 1996;Golinkoff, Jacquet, Hirsh-Pasek, & Nandakumar, 1996).…”

Section: Discussionmentioning

confidence: 99%

“…Gärling & Gärling, 1993;Glik, Greaves, Kronenfeld, & Jackson, 1993;Gofin & Palti, 1991;Power, Olvera, & Hays, 2002;Tertinger, Greene, & Lutzker, 1984); track children's whereabouts (Gralinski & Kopp, 1993); remove children from hazards, for example, by grabbing their new crawlers at the brink of the stairs (Gofin & Palti, 1991;Morrongiello & Dawber, 1998;Power, Olvera, & Hays, 2002); remove hazardous objects from children, such as pushing the knife out of children's reach or taking a toy with small parts out of children's hands (A. Gärling & Gärling, 1995); and guide their young children's actions by helping their children steer a grown-up fork with metal tines into their mouths (e.g., Morrongiello & Dawber, 2000) Child-proofing safety strategies and hands-on interventions, however, are only one means of avoiding accidents. As children become independently mobile, parents increase their reliance on distal, verbal communications to prevent injury (Campos, Kermoian, & Zumbahlen, 1992;T.…”

Section: Introductionmentioning

confidence: 99%

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"No! Don't! Stop!": Mothers' Words for Impending Danger

et al. 2007

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SYNOPSISObjectives. In 2 studies, we aimed to describe the content of mothers' verbal warnings to their young children and to investigate whether mothers modify their warnings based on the type of dangerous situation and children's age. Study 1. Mothers of 12-, 18-, and 24-month-olds reported in a telephone interview the words and phrases they would use to prevent their children from falling, touching dangerous objects, ingesting poisonous substances, and running away. The words "no," "don't," and "stop" were the most frequent warnings across ages. Mothers also used warnings to elicit their children's attention, regulate children's location, modify children's actions, and to highlight the properties and consequences of specific dangers. The content, diversity and complexity of mothers' warnings varied with children's age and the type of dangerous situation. Study 2. We observed mothers in the laboratory as they warned their 12-and 18-month-old children not to walk down 50°slopes. As in Study 1, mothers primarily relied on the words "no," "don't," and "stop," but again used warnings to elicit attention, regulate location, modify actions, and describe the danger. Mothers used more complex and diverse warnings with older versus younger children. Conclusions. Although simple warnings, such as "no," "don't," and "stop" hold privileged status at all ages, mothers express a rich array of warnings that are attuned to children's age and the dangers of the situation.

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Section: Discussionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

"No! Don't! Stop!": Mothers' Words for Impending Danger

et al. 2007

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“…Most educate strategies are dependent on the use of language. The association found between the children's language comprehension and the use of educate strategies may help to explain why, by the end of the preschool period: maternal safety emphasis has moved from restricting children's access to hazards, to teaching children about hazards (Garling & Garling, 1995); children's observance of safety rules has increased (Gralinski & Kopp, 1993); and the incidence of household injuries has decreased (Silva & Stanton, 1996).…”

Section: Educate Interventionsmentioning

confidence: 99%

“…Between 13 months and 48 months old, children become increasingly observant of safety rules so that maternal interventions and reminders become less necessary (Gralinski & Kopp, 1993). In this period maternal safety emphasis moves from restricting their child's access to hazards to teaching their child about hazards (Garling & Garling, 1995).…”

Section: Introductionmentioning

confidence: 99%

Mothers' safety intervention strategies with toddlers and their relationship to child characteristics

Diamond

Bowes

Robertson

2006

Early Child Development and Care

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Injury prevention at home is an important concern for parents of toddlers. This study investigated safety-related intervention strategies of 40 middle-class Australian mothers, and their relationship with three child characteristics: gender, temperament and language comprehension. In an interview at home, mothers reported frequency of use of 15 strategies and completed a child temperament questionnaire. Their two-year-olds were tested for language comprehension. Principal component analysis revealed three types of strategies: educate, control, and remove risk. Relationships were found between strategy type and two child characteristics: temperament and language comprehension. Control strategies were linked to active, intense children; and educate strategies were linked to persistent children and to children with higher language comprehension. Implications are discussed for safety-related parenting strategies with toddlers.

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“…Parental perceptions that supervision will reduce the risk of unintentional injury are important (Sparks, Craven et al 1994;Garling and Garling 1995).…”

Section: Introductionmentioning

confidence: 99%

Maternal perceptions of supervision in pre-school-aged children: a qualitative approach to understanding differences between families living in affluent and disadvantaged areas

Ablewhite

Kendrick

Watson

et al. 2014

Prim Health Care Res Dev

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Ian (2015) Maternal perceptions of supervision in preschool-aged children: a qualitative approach to understanding differences between families living in affluent and disadvantaged areas. Primary Health Care Research and Development, 16 (4 A note on versions:The version presented here may differ from the published version or from the version of record. If you wish to cite this item you are advised to consult the publisher's version. Please see the repository url above for details on accessing the published version and note that access may require a subscription.For more information, please contact eprints@nottingham.ac.uk 1 Maternal perceptions of supervision in pre-school age children:A qualitative approach to understanding differences between families living in affluent and disadvantaged areas Abstract Aim: To explore maternal perceptions of supervision and childhood unintentional injury in order to develop understanding and explanation for differences in unintentional injury rates between an advantaged and disadvantaged area.Background: Unintentional injury is the second cause of mortality and a significant cause of morbidity in the 0-4 year age group. Children living in socio-economic disadvantage are at a greater risk of unintentional injury than their more affluent counter parts. Methods:Qualitative study using semi-structured interviews; content data analysis was undertaken. Participants included thirty seven mothers with a child aged less than five years; 16 living in an area of disadvantage (and high rate of childhood unintentional injury) and 21 living in an advantaged area (and low rate of childhood unintentional injury).Findings: Parents in both areas described the importance of parental supervision in reducing child unintentional injury risks. Parents in both areas used listening as a supervision strategy. Parents in both areas described how 'when the child goes quiet' that is a cue for them to make a visual check on the child. Listening was used more for boys than girls in both areas, but parents in the advantaged area used listening as a supervision strategy more frequently than those in the disadvantaged area. Parents described supervision strategies as being shaped by child character and age rather than child gender. Parents in both areas described similar strategies for managing distractions. An important difference was found with regard to older siblings; parents living in the advantaged area described older siblings as an injury risk to younger children. Parents in the disadvantaged area described older siblings as providing some supervision for younger children. Parents living in disadvantaged circumstances may face greater challenges with regard to supervision than parents living in advantaged circumstances and this may partly explain differences in injury risk.

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Mothers' Anticipation and Prevention of Unintentional Injury to Young Children in the Home

Cited by 69 publications

References 0 publications

"No! Don't! Stop!": Mothers' Words for Impending Danger

"No! Don't! Stop!": Mothers' Words for Impending Danger

Mothers' safety intervention strategies with toddlers and their relationship to child characteristics

Maternal perceptions of supervision in pre-school-aged children: a qualitative approach to understanding differences between families living in affluent and disadvantaged areas

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