Relevant bibliographies by topics / Parenting education

Contents

  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'Parenting education'

Author: Grafiati
Published: 4 June 2021
Last updated: 8 February 2022

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Journal articles on the topic "Parenting education"

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Sullivan, Eve, and Meg Akabas. "Parenting Education." JAMA Pediatrics 172, no. 4 (April 1, 2018): 393. http://dx.doi.org/10.1001/jamapediatrics.2017.5668.

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Boat, Thomas F., Marshall L. Land, and Laurel K. Leslie. "Parenting Education—Reply." JAMA Pediatrics 172, no. 4 (April 1, 2018): 394. http://dx.doi.org/10.1001/jamapediatrics.2017.5665.

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White, C., and Clinical Psychologist. "Parenting Matters: What Works in Parenting Education?" Child: Care, Health and Development 27, no. 4 (July 2001): 379. http://dx.doi.org/10.1046/j.1365-2214.2001.0190c.x.

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Nuraeni, Siti. "PERAN MAJELIS PELAYANAN SOSIAL (MPS) MUHAMMADIYAH UNTUK MENINGKATKAN KUALITAS PENGASUHAN ORANG TUA DALAM PELATIHAN GOOD PARENTING MELALUI MEDIA SOSIAL WHATS APP." Comm-Edu (Community Education Journal) 3, no. 3 (September 30, 2020): 308. http://dx.doi.org/10.22460/comm-edu.v3i3.4364.

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ABSTRACT This research is motivated by the lack of competency in parenting care for MPS Muhammadiyah's children. The purpose of this study is: to reveal data about good parenting planning, the process of implementing good parenting, the results of implementing good parenting. The cornerstone of the theory in this study, researchers refer to several concepts, namely: understanding parenting and understanding good parentin. The approach used in this research is a qualitative approach using a case study method. Data collection techniques used are observation, interviews, documentation studies. This research is divided into three stages, namely long-term, medium-term and short-term planning, the implementation of which involves the caregivers of children in good parenting education and training programs while the results of this study are increased parental competence in parenting. The conclusion of this study is that good parenting education and training can increase the competence of parents in caring for their children so they can instill the love of parents for their children. Keywords: Parenting, Good Parenting, MPS Muhammadiyah
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Faizah, Aini Nur, and Imania Najmuna. "PARENTING CRAFTSMEN BAMBOO IN EDUCATION CHILDREN." Comm-Edu (Community Education Journal) 2, no. 2 (May 27, 2019): 183. http://dx.doi.org/10.22460/comm-edu.v2i2.1362.

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This study aims to determine the parenting pattern of bamboo craftsmen in educating children by focusing on the parenting patterns of bamboo craftsmen in educating children, the factors that determine the parenting patterns of bamboo craftsmen in educating children and the efforts of parents of bamboo craftsmen in improving children's education. This research uses qualitative research type. The data collection procedure is by observation method, interview method, and documentation method. The research findings show that the parenting pattern of bamboo craftsmen is by authoritative or democratic parenting type. Factors that determine parenting are influenced by the characteristics of family structure, parent profession, parent competence, characteristic of child structure and interaction between parent and child. Efforts made by parents of bamboo craftsmen in improving children's education that is by staying beside children, accompanying children when learning and give sympathy to their children. In addition, giving love to children by giving rewards to children when the child managed to do something.
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Berry, Karen, Yun-Hee Jeon, Kim Foster, and Jennifer Fraser. "Extended parenting education in an early parenting centre." Journal of Child Health Care 20, no. 4 (July 26, 2016): 446–55. http://dx.doi.org/10.1177/1367493515603827.

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This article reports findings from a process and impact study of a residential early parenting centre programme in Australia. The programme supports parents with young children under the age of three, referred from health and child protection services. Multiple sources of data were used from interviews, focus groups, direct observations, observer notes and a parenting sense of competence questionnaire. Qualitative data were analysed using thematic analyses, and paired t-tests were used to test data from the questionnaire. Three themes emerged from thematic analysis of the qualitative data: engaging families, building parenting capacity and transitioning back to the community. Parents’ perceptions of parent competence improved significantly between admission and discharge for participating families. Detailed accounts of the way in which nurses work to achieve positive outcomes in relation to parenting confidence and satisfaction in the short term have provided useful insights into often taken-for-granted support processes in working with referred parents. The complexity of the nurses’ role and implications for nursing practice in residential parenting centres are discussed. Future research is warranted to determine longer-term benefits of this programme being delivered in a residential early parenting centre.
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Russell, Beth S., and Courtney R. Lincoln. "Reducing hostile parenting through computer-mediated parenting education." Children and Youth Services Review 73 (February 2017): 66–73. http://dx.doi.org/10.1016/j.childyouth.2016.11.036.

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Baroroh, Siti Arini, Emmy Budiartati, and Fakhruddin Fakhruddin. "Implementation of Parenting Education in Early Childhood Education Institutions." Journal of Nonformal Education 6, no. 1 (February 2, 2020): 77–84. http://dx.doi.org/10.15294/jne.v6i1.24168.

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One of the successes of early childhood education is the involvement of parents in their children’s education. Parenting education is one aspect of achieving these educational goals. The purpose of this study is to describe the implementation of parenting education in Pendidikan Anak Usia Dini Institutions as well as supporting and inhibiting factors in the application of parenting education. This research uses a qualitative research approach. Data collection methods used are interviews, observation, and documentation. Research subjects were conducted on 6 parents of students and 3 informants, namely educators and educational staff. The validity of the data uses triangulation techniques and uses qualitative data analysis. The results showed that parenting education has programmed planning to start from the implementation objectives, implementing organizations to competent resource persons, but has not paid attention to the reference in its implementation and has not identified the needs of parents in planning activities. Parenting education is carried out in various forms of routine and incidental activities. Supporting factors are the commitment of educators and parents in running the program, the availability of adequate facilities and infrastructure. Inhibiting factors are low parenting awareness and busy working parents resulting in low involvement in activities. Parenting education is very important for a better child’s life, for that there needs to be good management in every early childhood education.
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Jones, D. "Parenting Education and Support." Child: Care, Health and Development 27, no. 5 (September 2001): 463–64. http://dx.doi.org/10.1046/j.1365-2214.2001.0210a.x.

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Frye, Linda S., and Sharon Veatch. "Parenting Education for Employees." AAOHN Journal 37, no. 10 (October 1989): 423–27. http://dx.doi.org/10.1177/216507998903701004.

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Dissertations / Theses on the topic "Parenting education"

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Schmittel, Megan. "The Children First Foundation Parenting Education Program| A Study on the Effectiveness of a Divorce Parenting Education Program." Thesis, Southern Illinois University at Edwardsville, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=1551669.

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Since the 1990s the rate of divorce has consistently stayed at a high level within the United States. Almost 50% of all marriages will end in divorce (Coontz, 2006; Strow & Strow, 2006). This continued high rate of divorce has led to an increase in caseloads within the family court system. As a result, more of the court’s time and resources are being used. Courts are unable to handle the influx of cases, meaning families typically have to wait long periods of time before decisions are made about custody or visitation agreements. Therefore, families find themselves stuck in transition of divorce or separation. As a result, families find it difficult to cope with and adjust to the divorce or separation (Deutsch, 2008).

In order to alleviate some of the pressure from the court system, divorce parenting education programs have been created to inform parents about different circumstances experienced during a divorce or separation (Coates, Deutsch, Starnes, Sullivan, & Sydlik, 2004). Many of these programs aim to ease the transition for both children and adults, as well as decrease the amount of relitigation occurring within the court system. Parenting education programs are quickly becoming mandated by certain states and counties in order for final judgment to pass on a divorce or separation (Deutsch, 2008; Geasler & Blaisure, 1998).

Because courts are now mandating parenting education programs and using resources to provide such programs, it is important to ensure effectiveness of parenting education programs. Fortunately, recent program developers have started to research the effectiveness of specific programs. Additionally, new literature assesses different aspects of parenting programs to determine what pieces are necessary for an effective divorce parenting education program. Important aspects of parenting education programs to consider include content, method of delivery, and theoretical foundation. Specific content presented in parenting education programs have been found to be more effective on parenting and rate of relitigation. Additionally, certain methods for presenting the content have been found to be more effective in changing parental behaviors following divorce (Geasler & Blaisure, 1998; Kamniski, Valle, Filene, & Boyle, 2008). With the growing body of literature, courts, hopefully, will be able to determine what divorce parenting education programs are most effective to ensure resources are being spent wisely.

The current study will explore whether a newly revised parenting education program (Children First Parenting Education Program, January 2011 edition) effectively improves parental attitudes, knowledge, and likelihood. Further, the current study will explore whether the Children First Parenting Education Program January 2011 edition has a larger effect on attitudes, knowledge, and likelihood compared to the Children First Parenting Education Program, May 2006 edition. Additionally, the current study will explore whether the newly revised Children First Parenting Education Program, January 2011 edition has a larger effect on the rates of relitigation among parents who attended the program compared to participants who attended the Children First Parenting Education Program, May 2006 edition.

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Wentland, Alicia A. "Parent assessment of parent education classes." Online version, 2002. http://www.uwstout.edu/lib/thesis/2002/2002wentlanda.pdf.

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Hess, Carolyn. "The Responsive Parenting Program| A parenting support curriculum for vulnerable families." Thesis, California State University, Long Beach, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10105278.

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The Responsive Parenting Program curriculum combines recent developments in neuroscience, mindfulness, child development and positive parenting to provide vulnerable families with information, guidance and a group experience designed to support them in adopting a responsive approach to parenting. Parents who have experienced adverse conditions in childhood and continue to experience difficulty in getting their needs met as adults, often have adopted a survival approach to living. It is especially important to support these parents in making sense of their own experience so that they may build the capacity to better understand, nurture and protect their own children.

It is intended that all of the materials for this curriculum will exist in the public domain. In addition to the curriculum handbook, this includes links to recommended video segments, information sheets related to child growth and development, and suggestions for supportive practices to nurture healthy development and relationships.

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Yip, Yuk-pui, and 葉玉珮. "Chinese traditional value and parenting styles of parent-participants in a parenting education program." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1999. http://hub.hku.hk/bib/B31250774.

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Muteti, Tabitha Ndinda. "Educational experiences of pregnant and parenting adolescents in pregnant minor education program." CSUSB ScholarWorks, 2013. https://scholarworks.lib.csusb.edu/etd-project/693.

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The objective of this study was to inquire into the educational experiences of pregnant and parenting adolescents enrolled in a pregnant minor program and represent their voices by documenting this inquiry. This is a qualitative study that utilized phenomenological perspective and included a series of three in-depth interviews with six pregnant and parenting students. The focus and aim of the study was to represent the participant's voices on their educational experiences. The participants were pregnant teenagers attending a program in Southern California in the United States of America.
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Wright, Julia A. "Parents' perspective of a home visiting parent education program." Huntington, WV : [Marshall University Libraries], 2002. http://www.marshall.edu/etd/descript.asp?ref=68.

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Gracia, Pablo. "Diverging parenting behavior: education, gender, class and institutions." Doctoral thesis, Universitat Pompeu Fabra, 2012. http://hdl.handle.net/10803/85061.

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Esta tesis doctoral investiga cómo el cuidado parental varía por educación, género, clase social y países. Se usan datos de uso del tiempo para Gran Bretaña, Dinamarca, Flandes y España. Éstos son los resultados principales: (1) existen variaciones nacionales en el equilibrio “cuidado parental-empleo” entre los padres, pero no entre las madres, quienes muestran más diferencias por educación; (2) en España, el empleo femenino se correlaciona fuertemente con la participación paterna en actividades rutinarias/físicas en familias con niños preescolares; (3) existe un gradiente educativo paternal, relacionado con las etapas evolutivas y en consonancia con las prácticas de crianza recomendadas por “expertos” en paternidad; (4) en Gran Bretaña la clase social y la educación se correlacionan fuertemente con los estilos parentales asociados con la acumulación de capitales cultural, humano y social; (5) los hombres en ocupaciones post-industriales parecen identificarse particularmente con las normas de paternidad intensiva de “cultivo educacional”.
This doctoral dissertation investigates variations in parenting behavior by education, gender, social class, and countries. Time-diary data from Britain, Denmark, Flanders, and Spain are analyzed. The main findings are these: (1) cross-national variations in parenting-work balance are observed amongst fathers, but not amongst mothers, for which a more salient education gradient is observed; (2) in Spain, women’s employment is strongly correlated with paternal involvement in routine/physical activities in families with preschoolers; (3) a strong education gradient in fathering is correlated with children’s developmental stages, in line with those child-rearing practices recommended by “parenting experts”; (4) in Britain, social class and education are strongly correlated with those parenting styles associated with children’s accumulation of cultural, human, and social capital; (5) men in post-industrial occupations appear to be particularly identified with the fathering norms of intensive “educational cultivation”.
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Langenbrunner, Mary R. "Findings From A Court-Mandated Parenting Education Seminar." Digital Commons @ East Tennessee State University, 2003. https://dc.etsu.edu/etsu-works/3493.

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Thiele, Bonnie Jeanne. "Parenting practices for high -achieving preadolescent migrant education students." Scholarly Commons, 2003. https://scholarlycommons.pacific.edu/uop_etds/2536.

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In this study, a grounded theory in a qualitative research design was developed to extend the knowledge base of positive parenting practices in homes of Migrant students. The study examined: (a) parenting practices in homes of high-achieving preadolescent students, (b) the impact of high mobility and school transitions, (c) family language and literacy practices, (d) cultural and historical contexts of parenting practices, and (e) parents' perspectives about what is happening in the schools. Literature was reviewed to learn about families of cultural and linguistic diversity from middle class Anglo students and staff. Categories that developed from the research of literature included: (a) education and the future, (b) family literacy and learning, (c) mentors and role models, and (d) family values and family communication. Interviews were conducted after cross-cultural research techniques were used to decenter the languages. Parents of fourteen students responded to the interviews and a checklist for the home learning environment. Three administrators were interviewed to gain their perspective of the school program for Migrant students and opportunities for parent involvement. The findings were reported in three categories: (a) parenting practices in the home, (b) parent perspective of school learning environments, and (c) the home-school partnership. Conclusions were based on the parents' responses, but most responses related literacy and learning directly to the school. School administrators provided information about basic programs and supplementary services. Six recommendations were made to other parents of Migrant students and for administrators and other school leaders. Recommendations to parents included: (a) specific and direct communication with children from an early age, (b) support for children's homework, schoolwork, and other responsibilities, and (c) counseling about positive mentors, role models, and friends. Recommendations for administrators included: (d) the need for early childhood education programs, services, and communication with parents, (e) provision of extra-curricular activities for all preadolescent students, and (f) a school culture that welcomes and encourages cultural and linguistic diversity.
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Guillory, Dorothy. "Sex education for young adolescents : enhancing parental involvement /." Master's thesis, This resource online, 1993. http://scholar.lib.vt.edu/theses/available/etd-05042010-020028/.

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Books on the topic "Parenting education"

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Rogers, Chrissie. Parenting and Inclusive Education. London: Palgrave Macmillan UK, 2007. http://dx.doi.org/10.1057/9780230592124.

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Reames, Cheryl. Parenting. Nashville: Abingdon Press, 1994.

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Reames, Cheryl. Parenting. Nashville: Abingdon Press, 1994.

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Mortley, Emma. "Good enough" parenting: The role of parenting education. Norwich: Social Work Monographs, 1998.

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Mortley, Emma. "Good enough" parenting: The role of parenting education. Norwich: University of East Anglia, 1998.

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F, Murphy John, ed. Sex education and successful parenting. Boston: Pauline Books & Media, 1996.

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Midwives, Royal College of. New perspectives in parenting education. London: RCM Publications Department, 1998.

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Spiritual parenting. Springdale, PA: Whitaker House, 1995.

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Parenting and teaching the gifted. Lanham, Md: Scarecrow Press, 2003.

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Teaching and parenting the gifted. 2nd ed. Lanham, Md: Rowman & Littlefield Education, 2010.

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Book chapters on the topic "Parenting education"

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Desai, Murli. "Parenting Education." In A Rights-Based Preventative Approach for Psychosocial Well-Being in Childhood, 211–25. Dordrecht: Springer Netherlands, 2010. http://dx.doi.org/10.1007/978-90-481-9066-9_11.

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Stolz, Heidi E., and Kayla M. Sizemore. "Parenting Education." In Family Life Education: Principles and Practices for Effective Outreach, 185–206. 2455 Teller Road, Thousand Oaks California 91320: SAGE Publications, Inc, 2017. http://dx.doi.org/10.4135/9781071801017.n10.

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Fink, P. J. "Violence and Parenting Education." In Issues in Preventive Psychiatry, 30–38. Basel: KARGER, 1999. http://dx.doi.org/10.1159/000062611.

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Desai, Murli. "Module 12 Parenting Education." In Rights-based Direct Practice with Children, 333–54. Singapore: Springer Singapore, 2018. http://dx.doi.org/10.1007/978-981-10-4729-9_12.

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Mokrova, Irina L., Lynne Vernon-Feagans, and Patricia Garrett-Peters. "Rural Parenting: Cumulative Risk and Parenting Process." In Rural Education Research in the United States, 203–29. Cham: Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-42940-3_11.

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Delisle, James R. "Take Charge of Your Child's Education." In Parenting Gifted Kids, 47–68. New York: Routledge, 2021. http://dx.doi.org/10.4324/9781003237037-4.

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Gallagher, James J. "Education Acceleration: Why or Why Not?" In Parenting Gifted Children, 184–91. New York: Routledge, 2021. http://dx.doi.org/10.4324/9781003237020-23.

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Rogers, Chrissie. "Experiencing a ‘Special’ Education." In Parenting and Inclusive Education, 101–33. London: Palgrave Macmillan UK, 2007. http://dx.doi.org/10.1057/9780230592124_5.

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Matthews, Michael S., and Jennifer L. Jolly. "Parenting Gifted Children." In Critical Issues and Practices in Gifted Education, 335–48. 3rd ed. New York: Routledge, 2021. http://dx.doi.org/10.4324/9781003233961-25.

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Sorbring, Emma, Jennifer E. Lansford, Saengduean Yotanyamaneewong, Sombat Tapanya, and Concetta Pastorelli. "Education and Parenting: An Introduction." In School Systems, Parent Behavior, and Academic Achievement, 1–14. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-28277-6_1.

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Conference papers on the topic "Parenting education"

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Febiyanti, Anita, and Yeni Rachmawati. "Is Authoritative Parenting the Best Parenting Style?" In 5th International Conference on Early Childhood Education (ICECE 2020). Paris, France: Atlantis Press, 2021. http://dx.doi.org/10.2991/assehr.k.210322.021.

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Sumargo, Eko, Soedjarwo, and Erny Roesminingsih. "Parenting as Character Education Model." In Proceedings of the 3rd International Conference on Education Innovation (ICEI 2019). Paris, France: Atlantis Press, 2019. http://dx.doi.org/10.2991/icei-19.2019.63.

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Sitoiu, Andreea. "Parental Education and the Need to Train Parents in 21st Century." In ATEE 2020 - Winter Conference. Teacher Education for Promoting Well-Being in School. LUMEN Publishing, 2021. http://dx.doi.org/10.18662/lumproc/atee2020/32.

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The challenges of the 21st century impose on today's parent the need to take part in a new type of education, namely, parental education. This type of education takes into account the discipline of the parent, by providing relevant information on: the characteristics of children according to their age, parental typologies with the advantages and disadvantages of each, parenting strategies that ensure streamlining the parent-child relationship, as well as the obstacles encountered in the process of raising and educating the child. The multitude of information stated above, arouses the interest for training parents in the field of parenting, but also the need to implement training programs with a central theme, parental education. Following the application of a focus group interview, which was attended by eight parents whose children are part of primary school, it was found that they are aware of the shortcomings they have, but also of the mistakes they make as parents, concluding that a training program in the field of parental education would be a real guide for parenting. In agreement with the current society, a technological society, it is necessary to design and implement a training program that aims, on the one hand: issues related to parenting, on the other hand, issues related to technological resources, establishing the following objectives: to make some correspondences between the particularities of the children and the parental practices, in the technological era; streamlining the parent-child relationship in the digital age; openness to the use of digital tools; providing the necessary resources for an optimal adaptation of the parent to the digital age.
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Kaminskienė, Lina, Eglė Gerulaitienė, Tetiana Ponomarenko, Monika Petraitė, and Brigita Maženytė. "NEW PARENTING LEARNING ENVIRONMENTS." In 11th annual International Conference of Education, Research and Innovation. IATED, 2018. http://dx.doi.org/10.21125/iceri.2018.2705.

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komala, Vivi Patra, and Vina Adriany. "Critical Analysis of Parenting." In 5th International Conference on Early Childhood Education (ICECE 2020). Paris, France: Atlantis Press, 2021. http://dx.doi.org/10.2991/assehr.k.210322.072.

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Bishop-Kapp, Danielle, and Keshni Bipath. "The Influence of Retrospective Parenting on Parenting Styles and a Young Child’s Behaviour." In 2nd International Conference on Teaching, Learning and Education. Acavent, 2019. http://dx.doi.org/10.33422/2nd.ictle.2019.11.686.

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Yaman, Fatih, Onur Dönmez, and Işıl Kabakçı Yurdakul. "DIGITAL PARENTING: COMPETENCES AND INDICATORS." In International Conference on Education and New Learning Technologies. IATED, 2017. http://dx.doi.org/10.21125/edulearn.2017.0539.

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Sharma, Chandni, Amir Dirin, and Behrooz Mostakhdemin-Hosseini. "MOBILE LEARNING CONCEPT FOR PARENTING." In 10th annual International Conference of Education, Research and Innovation. IATED, 2017. http://dx.doi.org/10.21125/iceri.2017.0723.

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Muslihat and Aan Listiana. "The Single Parent’s Parenting Style." In 5th International Conference on Early Childhood Education (ICECE 2020). Paris, France: Atlantis Press, 2021. http://dx.doi.org/10.2991/assehr.k.210322.030.

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Shin, So-Jeong, and Sung-Je Cho. "Study on the Effects of General Parenting Characteristic of those with Kindergarten Kids on Parenting AttitudeAround the City, UL SAN, 0GU." In Education 2015. Science & Engineering Research Support soCiety, 2015. http://dx.doi.org/10.14257/astl.2015.92.31.

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Reports on the topic "Parenting education"

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Cardenas, Sergio, David Evans, and Peter Holland. Estimating the effects of a low-cost early stimulation and parenting education programme in Mexico. International Initiative for Impact Evaluation, April 2017. http://dx.doi.org/10.23846/ow31079.

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Barrera-Osorio, Felipe, Paul Gertler, Nozomi Nakajima, and Harry A. Patrinos. Promoting Parental Involvement in Schools: Evidence from Two Randomized Experiments. Research on Improving Systems of Education (RISE), January 2021. http://dx.doi.org/10.35489/bsg-rise-wp_2021/060.

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Parental involvement programs aim to strengthen school-home relations with the goal of improving children’s educational outcomes. We examine the effects of a parental involvement program in Mexico, which provides parent associations with grants and information. We separately estimate the effect of the grants from the effect of the information using data from two randomized controlled trials conducted by the government during the rollout of the program. Grants to parent associations did not improve educational outcomes. Information to parent associations reduced disciplinary actions in schools, mainly by increasing parental involvement in schools and changing parenting behavior at home. The divergent results from grants and information are partly explained by significant changes in perceptions of trust between parents and teachers. Our results suggest that parental involvement interventions may not achieve their intended goal if institutional rules are unclear about the expectations of parents and teachers as parents increase their involvement in schools.
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