The social context of parenting: mothers’ inner resources and social structures

Hartas, Dimitra

doi:10.1080/02671522.2014.989177

Cited by 3 publications

(2 citation statements)

References 31 publications

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“…Despite that, parental learning support, contribution to cognitive stimulation, positive relationships and discipline improve children's social wellbeing (Gutman et al, 2009), the quality of interactions between parent and child are highly associated with a family's SES. As was highlighted by Hartas (2014) in a study about the social context of parenting, in spite of the resources that parents provide 'their parenting is 'malleable to the structures and socio-economic opportunities that surround their life' (ibid, p.23).…”

Section: Recommendation Of the European Commission On 'Investing In C...mentioning

confidence: 99%

“…Although most of the existing debate on making the educational system more equitable focuses on social mobility, currently we have only little evidence (Reay, 2012). A stronger focus on the educational and employment opportunities for parents, investment in social support networks, parent driven family interventions and focus on parental practices/strategies and attitude, could provide possible ways for reducing inequalities and parents and children's socio-economical disadvantage (Chowdry et al, 2010;Hartas, 2014Hartas, , 2012.…”

Section: Recommendation Of the European Commission On 'Investing In C...mentioning

confidence: 99%

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Managing inclusive provision for pupils with speech and language disorders in greek mainstream primary schools

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Υπάρχει έλλειψη ερευνών που διερευνούν το πεδίο των Διαταραχών Λόγου και Γλώσσας (SLD) στο ελληνικό πεδίο της πρωτοβάθμιας εκπαίδευσης. Για το λόγο αυτό, η συγκεκριμένη μελέτη επεδίωκε να ερευνήσει τα εξής δύο σημεία: (i) να εντοπιστεί η φύση και η έκταση των δεξιοτήτων ομιλίας, γλώσσας και επικοινωνίας των Ελλήνων μαθητών με αισθητά αργή πρόοδο, και (ii) να εξεταστεί η διδασκαλία αυτών των μαθητών στο ελληνικό δημοτικό σχολείο και σε τμήματα ένταξης. Η μελέτη πραγματοποιήθηκε σε δύο φάσεις. Για την πρώτη φάση, οι μαθητές των οποίων η ανάπτυξη της ομιλίας και της γλώσσας ήταν κάτω από τις προσδοκίες, αξιολογήθηκαν χρησιμοποιώντας μια σειρά τεστ. Η δεύτερη φάση περιελάμβανε επτά μελέτες περιπτώσεων. Μαζί οι δύο φάσεις, παρείχαν ένα πλούσιο προφίλ της λειτουργίας του λόγου και της γλώσσας των μαθητών που είχαν διαγνωστεί με Διαταραχές Λόγου και Ομιλίας αλλά και με Μαθησιακές Δυσκολίες και εξέταζαν την εκπαίδευση που τους προσφέρθηκε στις τάξεις του δημοτικού σχολείου. Τα αποτελέσματα της έρευνας ανέδειξαν τον πολύπλοκο χαρακτήρα των Διαταραχών Λόγου και Ομιλίας, τις ομοιότητες στο προφίλ της γλώσσας και τις μη λεκτικές δεξιότητες συλλογισμού των Διαταραχών Λόγου και Ομιλίας και άλλων αντίστοιχων δυσκολιών. Αυτό εγείρει ερωτήματα σχετικά με το αν οι Διαταραχές Λόγου και Ομιλίας, όπως χρησιμοποιείται ο όρος σε αυτά τα σχολεία, είναι ένας ξεχωριστός τομέας δυσκολίας ή σε συνέχεια με άλλους τομείς δυσκολιών. Επιπλέον, η μελέτη έθεσε ερωτήματα σχετικά με την αξιολόγηση και τον προσδιορισμό των Διαταραχών Λόγου και Ομιλίας στο ελληνικό πλαίσιο, καθώς και την πρακτική διδασκαλία των μαθητών που αντιμετωπίζουν τέτοιες δυσκολίες.

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Section: Recommendation Of the European Commission On 'Investing In C...mentioning

confidence: 99%

Section: Recommendation Of the European Commission On 'Investing In C...mentioning

confidence: 99%

Managing inclusive provision for pupils with speech and language disorders in greek mainstream primary schools

Καρακώστα¹

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Exploring Children’s Play Culture and Game Construction: Role of Sociodramatic Play in Supporting Agency

Yesil,

Erdiller Yatmaz,

Metindogan

2024

Early Childhood Educ J

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The purpose of the study was to explore the sociodramatic play taking place in an early childhood classroom, with a specific focus on the characteristics of play, the game construction process that takes place during play, children’s agency in their play culture, and finally, the role of teachers as adults and as participants serving as guides and facilitators in the play. The study utilized an ethnographic case study approach to uncover play culture within the Little Daisies classroom. The data for the study came from lengthy observations throughout one school year in the classroom of 5-year-old children and semi-structured interviews with children regarding their sociodramatic play. Findings suggest that children constructing “games with rules” is a significant component of the classroom play culture, and non-distracted sociodramatic play provides children with many opportunities to practice their agency and function as social actors in their close environment. The concept of agency, teachers’ beliefs, and executive function skills were used to contextualize sociodramatic play for further discussion.

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Self-Regulated Parenting: A Systematic Review of the Relations Between Effortful Control, the Big-Five, and Parenting Practices

Yeshua,

Berger

2024

Psychol Rep

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It is well established that parents’ own self-regulation is related to adaptive parenting practices (such as warmth and sensitivity) as well as to maladaptive ones (such as laxness and over-reactivity). However, parenting practices are not solely determined by parents’ self-regulation. We discuss how broad personality dimensions (drawn from the Big-Five model) relate to temperamental self-regulation (effortful control) and to parenting practices. Considering the limited empirical literature linking these three constructs, we present extant evidence for each of the dyadic connections between these three constructs. We then propose a comprehensive model that includes the plausible moderation/mediation role of different personality dimensions (such as conscientiousness and agreeableness) on the connection between self-regulation and parenting practices. This systematic review summarizes the extant empirical findings from 74 studies, linking effortful control, character and parenting practices. It is the first to systematically review and organize the accumulating knowledge regarding their relations. Based on the reviewed literature, a conceptual framework is proposed for predicting parenting practices, which are, in turn, a crucial concept predicting children’s behavioral and cognitive outcomes. In doing so, it provides a theoretical basis for the importance of parental character traits, specifically conscientiousness and agreeableness, as mediators between the parent’s effortful control and their actual parenting practices.

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The social context of parenting: mothers’ inner resources and social structures

Cited by 3 publications

References 31 publications

Managing inclusive provision for pupils with speech and language disorders in greek mainstream primary schools

Managing inclusive provision for pupils with speech and language disorders in greek mainstream primary schools

Exploring Children’s Play Culture and Game Construction: Role of Sociodramatic Play in Supporting Agency

Self-Regulated Parenting: A Systematic Review of the Relations Between Effortful Control, the Big-Five, and Parenting Practices

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