Journal articles on the topic 'Parents of gifted children Australia Attitudes'
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Tirri, Kirsi A., Mary K. Tallent-Runnels, Aida M. Adams, Mantak Yuen, and Patrick S. Y. Lau. "Cross-Cultural Predictors of Teachers' Attitudes toward Gifted Education: Finland, Hong Kong, and the United States." Journal for the Education of the Gifted 26, no. 2 (December 2002): 112–31. http://dx.doi.org/10.1177/016235320202600203.
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This study investigated culture-dependent attitudes and predictors of these attitudes of teachers (147–Finland, 214–Hong Kong, 160–United States) toward gifted education. Preservice, regular classroom, and gifted education teachers completed the attitude scale toward gifted education developed by Gagné and Nadeau (1985). A new method was introduced as an alternative approach in prediction. Finally, the results of this study were compared to an earlier study using more traditional quantitative methods (Tallent-Runnels, Tirri, & Adams, 2000). Results revealed 5 major predictors of attitudes for the 3 countries. These were whether or not they believed (a) they had gifted children in their school, (b) all children are gifted, (c) gifted children should spend their spare time helping others progress, (d) parents have the major responsibility for helping gifted children develop then talents, and (e) the best way to meet the needs of gifted children is in special classes.
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Shaughnessy, Michael F., and Jody W. Stockard. "Gifted Children's, Teachers', and Parents' Perceptions of Influential Factors on Gifted Development." Gifted Education International 11, no. 2 (January 1996): 76–79. http://dx.doi.org/10.1177/026142949601100202.
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Over the past twenty years, much research has been conducted and emphasis placed on gifted children, their education and development. This article examines differing perceptions of influential factors on gifted children's development. In one study, parents, teachers and gifted children were surveyed regarding their perception of the factors that have contributed to “giftedness.” In a second study, attitudes, as well as behavioral concerns, are addressed. A third study surveys a cross-cultural sample of British educational professionals. The results of these studies are explored and implications for instruction and assessment are offered.
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Walsh, Rosalind L., and Jennifer L. Jolly. "Gifted Education in the Australian Context." Gifted Child Today 41, no. 2 (February 26, 2018): 81–88. http://dx.doi.org/10.1177/1076217517750702.
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The context in which gifted education operates in Australia provides for differing levels of identification and services. Lacking a federal mandate or funding, states and territories are responsible for addressing the needs of gifted students. Australia contributes to the gifted education research literature, focusing on acceleration, gifted girls, and teacher attitudes. The impacts of a relatively new national curriculum and assessment program have yet to be assessed in terms of their impact on gifted children. This article includes an overview of the policies, models, and barriers facing gifted education in Australia.
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Fuadia, Nazia Nuril. "Parenting Strategy for Enhancing Children’s Self-Regulated Learning." JPUD - Jurnal Pendidikan Usia Dini 14, no. 1 (April 30, 2020): 109–24. http://dx.doi.org/10.21009/141.08.
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Various self-regulated learning (SRL) problems often occur in early childhood during the transition from pre-school to elementary school. The ability to self-regulated learning is im- portant for school readiness and success throughout life, requiring the ability of parents to encourage the development of these abilities. The purpose of this study is to develop childcare strategies on self-regulation, such as children's ability to regulate metacognition, motivation and behavior to re- duce problems. Research produces certain products and tests their effectiveness. Respondents in- volved parents from 18 districts in 9 cities in the technique of data analysis using quantitative and qualitative approaches. The results showed differences in the average scores of children's independ- ent learning both before and after parents learned and applied the contents of the manual book. The result of the effectiveness test is sig = 0,000 <α = 0.05. So, H0 is rejected, and the results of the chi- square test sig = 0,000 <0.05, then H0 is rejected. In conclusion, parenting strategies using manuals so that parents can improve competencies such as parents' knowledge, attitudes and skills, and prove effective in increasing children's independent learning.
Keywords: Early Childhood, Parenting strategy, Self-regulated learning
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Rosemarin, Shoshana. "The Evaluation of a Pullout Program for Gifted Children in Israel." Gifted Education International 15, no. 3 (May 2001): 316–24. http://dx.doi.org/10.1177/026142940101500310.
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In a study that was conducted in one of the pullout centers in Israel, questionnaires were given to the participants, their teachers in the program, and in their classes, the principals, their parents, and their friends. The questionnaires were focused on a few topics: the identification of the gifted; the level of involvement of he parents; the teaching styles in the program; the problems related to the separation from the schools, the relationships between the schools and the program, and the attitudes towards the program. The attitudes of the students, who wished to stay in the program, differed significantly from those of the students, who didn't wish to stay. The latter were found to be more sensitive. The parents criticized the identification process, while the principals wished to rely more on teachers’ recommendations. Teaching in the program was characterized by extensive creativity, a great level of activity, more depth, openness, and flexibility.
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Pirozzo, Ralph. "Australia: A Community-Based Programme for the Gifted." G/C/T 8, no. 4 (July 1985): 32–34. http://dx.doi.org/10.1177/107621758500800415.
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The curriculum required by the gifted is frequently described as qualitatively different. The underlying philosophical assumption is that the gifted child's intellectual ability does not respond to boring and repetitive curriculum tasks. Yet, there are major problems in planning and implementing a differentiated programme for these children due to negative attitudes toward the gifted, limited teachers' expertize in certain subject areas, and lack of school materials. These negative attitudinal factors represent the major obstacle to programming for the gifted because their needs are the lowest priority in most school systems. These negative societal attitudes stem from the public's equation of gifted education with notions of genetic superiority and the establishment of an elite class. Thus, whenever schools are unable/unwilling to provide for these children's needs, the community has an obligation to ensure that these children are provided with programmes that will enable them to achieve at their highest levels. It becomes evident that all available learning resoures must be tapped to enrich and extend these children. Community support is particularly appropriate because it encourages the community to become actively involved in the enhancement of its most valuable natural resource, its bright children. As well, this enables youngsters to interact with practising experts who are willing to share their specialized knowledge and their familiarity with the demands of various professions and occupations. Since 1979, I have demonstrated the feasibility of this notion through my involvement in a community-based enrichment programme. This article describes a rationale for the implementation of a community-based programme and details the procedures used to keep this programme functioning for the last five years.
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Gibson, Kay L. "A Promising Approach for Identifying Gifted Aboriginal Students in Australia." Gifted Education International 13, no. 1 (May 1998): 73–88. http://dx.doi.org/10.1177/026142949801300111.
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Recently research was conducted in Queensland, Australia which was designed to describe a more effective approach for the identification of gifted students. The purpose of the research was to contribute to the improvement of current procedures used in the identification of gifted minority children, particularly urban Aboriginal gifted children. The five year study of Dr. Mary M. Frasier at the University of Georgia served as a basic design model for the research. This paper reports the findings from the two data collection activities of the research project. Firstly interviews of urban Aboriginal community members, including parents of gifted Aboriginal children, were undertaken followed by a state wide survey of Aboriginal teachers in Queensland. The aim of both was to gain information concerning how giftedness was perceived and described by urban Aboriginal community members. This information was then utilised to establish the viability of Frasier's work in the identification of Australian gifted Aboriginal students and to suggest modification to Frasier's model which would heighten its cultural relevance to the Aboriginal society
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Papadopoulos, Dimitrios. "Parenting the Exceptional Social-Emotional Needs of Gifted and Talented Children: What Do We Know?" Children 8, no. 11 (October 22, 2021): 953. http://dx.doi.org/10.3390/children8110953.
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Parenting gifted and talented (G/T) children is a journey with unique experiences that can differ from the lived experiences of parents raising non-gifted and talented children. These unique experiences typically raise concerns, influence decisions, and exacerbate stress and anxiety regarding the children’s future development and education. The purpose of this paper is to provide an overview of the current literature in order to highlight the topic of parenting G/T children with a focus on their exceptional social-emotional needs. Studies support the conclusion that significant determinants of G/T children’s personal growth are authoritative parenting, which provides autonomy and self-motivation, and parents’ behaviors and attitudes toward the exceptional needs of G/T children. Conversely, authoritarian parenting negatively impacts children’s well-being and mental health, impeding the positive development of the child’s potential. Enhancing the caregiving capacity of family members—by reducing the stress associated with their parenting and caregiving roles—can have a powerful impact on the developmental trajectory of gifted children.
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Alshehri, Abdullah Hamoud Abdullah. "Impact of Online Learning on Gifted Students." International Journal of Education in Mathematics, Science and Technology 10, no. 4 (August 26, 2022): 849–67. http://dx.doi.org/10.46328/ijemst.2641.
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This paper presents the findings from a study conducted to explore the impact of the COVID-19 pandemic and subsequent school closures on the wellbeing of gifted students and their attitudes towards online (distance) learning. The impact of the COVID-19 pandemic circumstances on the parents of gifted children was also explored in this study. Data collection was via semi-structured interviews with gifted students (n = 25) and parents of gifted students (n = 10). This study found that school closures and home isolation resulted in gifted students and their parents experienced a heightened sense of burdened and an increase in the tension within the family. Additionally, changes in the psychological wellbeing of the gifted students were observed. COVID-19 has had a significant disruptive effect on the routines of gifted students, restricting their capacity to move freely and causing them to experience adverse outcomes including sleeping difficulties, loneliness, lack of motivation, and a sense of helplessness. Gifted students also reported generally negative attitude towards online learning, describing it as inadequate, inefficient, and limited in its opportunities to promote student interaction and discussion. This paper also includes suggestions on how support for gifted students can be improved to help them to achieve to their potential both during and after the pandemic.
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Abdizadeh, Hadis, Jane Southcott, and Maria Gindidis. "Attitudes of Iranian Community Parents in Australia towards their Children’s Language Maintenance." Heritage Language Journal 17, no. 3 (December 31, 2020): 310–31. http://dx.doi.org/10.46538/hlj.17.3.1.
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Issues of language shift (LS) and language maintenance (LM) are inevitable consequences of globalization and increased mobility of human populations. This qualitative case study investigated attitudes of migrant parents from Iran towards Persian community language maintenance (CLM) for their school-age children in Australia. Ten parents residing in Melbourne, Victoria were interviewed in two groups and demographic data were collected. The participants were seven female and three male parents who had at least one school-age child. In this qualitative case study, data were analyzed thematically. Three major themes concerning Persian CLM were identified: parents’ attitudes, strategies adopted for maintenance, and challenges for their children. The parents believed that CLM supported cultural identity, preserved family cohesion, and fostered bilingualism, all of which were considered valuable future skills for their children. Interviewees adopted diverse strategies including the establishment of family language use policies, sending their children to Iranian community language school, frequent contacts with extended family in Iran, and the use of Persian media and literature. The influential role of siblings and peers in their children’s language shift, and a lack of age-appropriate Persian books and visual materials were the main challenges to CLM mentioned by the parents in this research.
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Iner, Derya. "Faith-Inspired Muslim Parents’ School Choices and Attitudes in the Cultural West and Australia." Religions 12, no. 9 (September 10, 2021): 746. http://dx.doi.org/10.3390/rel12090746.
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All parents want the best accessible, available and affordable school for their children. Yet, the literature highlights that school choice for middle-class parents in the cultural West is a deliberate decision and a reflection of their salient identities. For racialised middle-class Western parents, school choice is an instrumental investment to secure social upward mobility and minimise the harms of racism for their children. Research focusing on Western middle-class Muslim parents highlights that accommodation of Muslim identities and ethno-religious values is pivotal in parental school choice. This is expected due to the rise of Islamophobia in the cultural West since 9/11. The semi-structured interviews with faith-inspired middle-class Muslim parents in Australia bring a new dimension to the parental school choice literature. Regardless of carrying more or less similar concerns for their children in an Islamophobic climate, middle-class Muslim parents’ school choices vary based on their childhood schooling experiences in the Australian context, diverse parenting styles and mentalities and their children’s varying personalities demanding a particular type of school setting. This article demonstrates there is no one size fits all Muslim parent in terms of deciding which school is the best for their children in an Islamophobic climate.
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Paidin, Effa Rinny Octavia, Abu Yazid Abu Bakar, and Kadek Suranata. "Parenting Style Influencing Emotions and Attitudes Among Gifted and Talented Students." Bisma The Journal of Counseling 5, no. 2 (October 11, 2021): 64. http://dx.doi.org/10.23887/bisma.v5i2.40160.
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The development of emotional intelligence is formed as a result of various aspects and one of them is through social interaction among the family. This study aims to see the trend or parenting style that can influence attitudes and emotions among clever students. The focus of this study is to identify the emotional problems and attitudes of clever students, as well as to identify parenting styles that affect the emotions and attitudes of clever students. This study was carried out following the hypothesis that there was no correlation between the emotional problems of the clever students and parenting style, and there is no correlation between the problems of the attitude of the clever students with the parenting style. This is a cross-sectional study, using a non-standard questionnaire built by the researcher, which researchers obtained information on parenting styles that influenced emotions and attitudes among clever students in three high-performance schools in Kuching, Sarawak. The population of the study involved 60 students of various levels from three outstanding academic achievers in Kuching, Sarawak, randomly selected. The implications from this study, parents will be able to see and explore every one of the parenting styles that will affect the emotions and attitudes of children, thus improving themselves in giving the best love for children.
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McLeod, Sharynne, Kathryn Crowe, and Jane McCormack. "What Do Children with Speech Sound Disorders Think about Their Talking?" Seminars in Speech and Language 40, no. 02 (February 22, 2019): 094–104. http://dx.doi.org/10.1055/s-0039-1677760.
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AbstractInvestigating children's feelings and attitudes toward talking assists speech–language pathologists (SLPs) to understand experiences of communication and the impact of speech sound disorders (SSD). This, in turn, can assist SLPs in identifying appropriate intervention for children with SSD that addresses the needs of children, and their communication partners. This paper draws on data from the Sound Start Study in Australia to explore the attitudes toward talking of 132 preschool-aged children with SSD and the relationship between children's attitudes, speech accuracy, and parent-reported intelligibility and participation. The study revealed most of the children with SSD had a positive attitude toward talking. There was a significant relationship between children's attitudes toward talking and speech accuracy. Furthermore, there was a significant relationship between speech accuracy and parents' perceptions of intelligibility and participation. However, there was no significant relationship between children's attitudes and parents' perceptions. These results highlight similarities and differences between attitudes and experiences of preschool-aged children, their performance on clinical measures, and their parents' perceptions, indicating the need for SLPs to consider each of these areas during assessment and intervention.
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Probolus, Kimberly. "Gifted Parents: The impact of giftedness on parenting cultures in the United States, 1920 – 1960." Dynamis 40, no. 2 (December 31, 2020): 325–47. http://dx.doi.org/10.30827/dynamis.v40i2.17969.
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This paper explores how discourses of giftedness informed attitudes towards parenting in the United States from 1920 to 1960. Using psychologists’ studies of giftedness, media coverage of the topic, and guidebooks for parents of gifted children, I argue that giftedness emerged in the 1910s, and by the 1920s addressed a newly limited definition of intelligence and problems in urban public education, coinciding with the popularity of the culture and personality school. Scholarly debates about giftedness traveled from the academy to the wider public through the media and guidebooks for parents. Media coverage brought awareness of the problem of the neglected gifted student, and guidebooks offered parents practical suggestions about how to raise gifted children. I show that the discourse contributed to racial segregation in American schools and classrooms by using merit to determine access to educa- tional opportunity. Experts’ advice about giftedness also altered expectations about childrearing and encouraged parents to become more involved in their child’s educational development. This argument puts the history of psychology in conversation with histories of parenting, and it evidences how the discourse on giftedness impacted institutional inequality both through merit-based gifted and talented programs and by impacting ideologies of parenting. Thus, I provide a more comprehensive account of how and why giftedness profoundly shaped both the school and the home. This article considers the cultural work the discourse accomplished; it gave the public the impression that disparities in educational achievement between individuals and groups could be explained by the parenting a child received, putting significant pressure on all parents to make educational achievement a top priority for their child.
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Larsson, Yvonne. "Teachers' Attitudes and Perspectives on Educational Provisions for “Gifted” and “Talented” Children in New South Wales, Australia and Essex, England." Gifted Education International 6, no. 3 (January 1990): 174–81. http://dx.doi.org/10.1177/026142949000600311.
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This paper focuses on teacher attitudes to educational provisions for gifted and talented children in two countries. A questionnaire was distributed to 100 teachers in Sydney, New South Wales and to 100 teachers in Essex, England. Both groups represented a range of primary and secondary schools. Teachers had between 5 and 20 years experience and most were aged between 30 and 40 years. The common factor was acceptance of provisions within the comprehensive framework of education but rejection of any provisions that might be interpreted as elitist. It was also considered that there should be pre-service and in-service training in teaching methods for gifted education for all teachers so that the individual talents of children can be accommodated according to their needs within the comprehensive system.
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Sefton, Jane, and Jill Sefton. "Gifted young children: A guide for teachers and parents, Louise Porter, Allen & Unwin, Australia, 1999." Children Australia 26, no. 2 (2001): 39–40. http://dx.doi.org/10.1017/s1035077200010233.
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Maznichenko, Marina Aleksandrovna, Nataliya Ivanovna Neskoromnykh, Anastasia Nikolaevna Anastasia Nikolaevna, Vita Alexandrovna Fomenko, and Anna Leonidovna Khovyakova. "Mythologemes of gifted education: Representations in art, scientific discourse, and educational practice." Science for Education Today 11, no. 3 (June 30, 2021): 59–80. http://dx.doi.org/10.15293/2658-6762.2103.04.
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Introduction. The article examines the problem of identifying the key ideas employed by the teachers who are involved in gifted education. The purpose of the article is to reveal the key mythologemes of gifted education and trace their representations in art, scientific discourse, and educational practice. Materials and Methods. In order to achieve the goal, the authors used methods of analysis of scholarly literature, program documents of Russian education, folklore texts, academic texts, literary works and films about gifted children. A questionnaire methodology was used to elicit attitudes about giftedness from teachers working with gifted children. Results. The research findings indicate that mythologemes – sensually ideal projections of rational ideas in representations and images, the absolutization of which by teachers can lead to the formation of unproductive educational scenarios - can act as guidelines for gifted education. The study has revealed the following key mythologemes of gifted education: “Giftedness as an exclusivity”, “Giftedness as destiny”, “Giftedness as a challenge”, “Giftedness as a path to success and achievements”, “Exploitation of giftedness”. Specific examples show their representation in art (folklore, fiction, cinema), scientific discourse, educational practice (teachers' ideas, scenarios of interaction between parents and teachers with gifted children). It is emphasized that absolutization of mythologemes in educational practice leads to the formation and stereotyping of unproductive educational scenarios. Conclusions. The authors conclude that gifted education should be based on the balance between the attitude towards gifted children as holders of a special gift and ordinary children with their own interests and needs, between the development of enhanced abilities and the solution of the problems of moral and social education, between “placing upon a pedestal” and ignorance.
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Shen, Chunxuan, and Wenying Jiang. "Chinese Immigrant Parents’ Attitudes, Expectations and Practices regarding Their Children’s Chinese Language Maintenance." Heritage Language Journal 19, no. 1 (August 30, 2022): 1–26. http://dx.doi.org/10.1163/15507076-12340023.
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Abstract This study investigates the attitudes, expectations and reported practices of Chinese immigrant parents with respect to their children’s Chinese language maintenance in Brisbane, Australia. Data were collected by semi-structured interviews with 30 parents. The study found that these parents unanimously agreed on the benefits of maintaining the Chinese language for their children. However, their positive attitudes were neither fully reflected in their expectations nor enacted in their practices. Parental expectations of their children’s Chinese proficiency were not very high, with only four parents hoping that their children would acquire both oracy and literacy in Chinese. Home practices of cultivating Chinese literacy were largely lacking. Our findings suggest that future improvement of Chinese LOTE programs in Australian schools would induce Chinese parents to make more effort in promoting heritage language practices among their children, particularly literacy-related language practices at home.
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Zulfikar, Teuku, and Emawati Emawati. "Islamic Education and Religiosity: Voices of the Indonesian Muslim Communities in Australia." Ulumuna 24, no. 1 (June 9, 2020): 24–56. http://dx.doi.org/10.20414/ujis.v24i1.388.
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Indonesian Muslims have made their presence in Australia since the 1970s. Some of them now have become citizens and others preferred to be permanent residents. As they have lived in Australia, in which Islam is not the dominant religion, they were concerned with their children’s religiosity. These Muslims attempted to teach Islam to their children in any way possible. This research, therefore aims at exploring Indonesian Muslims’ parents’ ways of teaching Islam to their children, and their children’s responses on their parents’ approaches in educating them Islam. Using in-depth interviews, the study unveiled that the parents used various aproaches. Their approaches were democratic, in which a great deal of dialogues and neggotiation took place. They also monitored their children’s attitudes and kept reminding them about Islam; setting the role models was also a significant approach used in teaching Islam to their children, and balancing the public schooling and the madrasah. The findings also revealed that these young Muslims recognized the significant role their parents have taken to teach them Islam and shape their religiosity and they were thankful for their parents although some dissenting views on several issues also emerged.
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Shields, Linda, Abdulla A. Mamun, Kirsty Flood, and Shane Combs. "Measuring family-centred care: working with children and their parents in two second level hospitals in Australia." European Journal for Person Centered Healthcare 2, no. 2 (April 8, 2014): 206. http://dx.doi.org/10.5750/ejpch.v2i2.735.
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Rationale and aim: As a model of care, family-centred care (FCC) is ubiquitous in paediatrics. In a previous study we demonstrated the attitudes of health professionals in a tertiary children’s hospital towards when working with children and with their parents. This present study replicates that project in two second-level hospitals.Method: We used a validated questionnaire with two scores, one for working with children and one for working with parents. We examined demographic characteristics and compared responses from a randomized sample of nurses, doctors, allied health staff and ancillary workers. We compared means and medians of scores given to working with children and working with parents, using a Wilcoxon signed rank test p<0.0001. Mean differences by categories of demographics were estimated using ANOVA and median test compared the median scores.Results: Participants gave significantly more positive scores for working with children than parents. These were influenced by level of education, whether respondents were parents themselves, the time they had worked in their respective occupations, if they had worked with children for a long time and held a paediatric qualification.Conclusions: Staff in two similar second level hospitals experienced working with children in a more positive light than working with their parents. We argue that if FCC was being implemented effectively, there would be no observable difference between working with children or their parents.
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Zarnowiecki, Dorota, Natalie Sinn, John Petkov, and James Dollman. "Parental nutrition knowledge and attitudes as predictors of 5–6-year-old children's healthy food knowledge." Public Health Nutrition 15, no. 7 (December 14, 2011): 1284–90. http://dx.doi.org/10.1017/s1368980011003259.
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AbstractObjectiveYoung children's knowledge about healthy food may influence the formation of their eating behaviours, and parents have a major influence on the development of children's knowledge in the early years.DesignWe investigated the extent to which parental nutrition knowledge and attitudes around food predicted young children's knowledge of healthy foods, controlling for other influences such as socio-economic status (SES) and parent education levels in a cross-sectional research design. Children were given a healthy food knowledge activity and parents completed questionnaires.SettingTwenty primary schools in Adelaide, Australia, stratified by SES.SubjectsWe recruited 192 children aged 5–6 years and their parents.ResultsStructural equation modelling showed that parent nutrition knowledge predicted children's nutrition knowledge (r= 0·30,P< 0·001) independently of attitudes, SES and education level.ConclusionsNutrition education for parents, targeted at low-SES areas at higher risk for obesity, may contribute to the development of healthy food knowledge in young children.
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Quartly, Marian. "‘[W]e Find Families for Children, Not Children for Families’: An Incident in the Long and Unhappy History of Relations between Social Workers and Adoptive Parents." Social Policy and Society 11, no. 3 (March 30, 2012): 415–27. http://dx.doi.org/10.1017/s1474746412000097.
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Relatively little work on adoption focuses on the role of social workers. This article gives an account of the conflict between social workers and prospective adoptive parents which developed in Australia in the 1970s, taking as a case study the conflicting roles of adoptive parent advocates and professional social workers within the Standing Committee on Adoption in the Australian state of Victoria. Its overarching concern lies with the historical attitudes of the social work profession towards adoption, both domestic and intercountry, as these have changed from an embrace of both adoption and adoptive parents to mutual alienation. It concludes that the inclusive practice of radical social work could only briefly contain contesting client groups.
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Kelly, Bridget, Kathy Chapman, Louise L. Hardy, Lesley King, and Louise Farrell. "Parental awareness and attitudes of food marketing to children: A community attitudes survey of parents in New South Wales, Australia." Journal of Paediatrics and Child Health 45, no. 9 (September 2009): 493–97. http://dx.doi.org/10.1111/j.1440-1754.2009.01548.x.
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Maznichenko, Marina A., Oksana P. Sadilova, Vlad G. Mushkin, and Irina A. Mushkinа. "Early identification, development and support of talent in sport: Attitudes of judo coaches." Science for Education Today 12, no. 2 (May 1, 2022): 7–32. http://dx.doi.org/10.15293/2658-6762.2202.01.
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Introduction. The article explores the problem of identifying, developing and supporting children’s sports talent in judo classes. The purpose of this study is to reveal judo coaches’ attitudes to these issues and to compare them with existing scientific knowledge on talent identification and development. Materials and Methods. In order to solve the research problem, the authors reviewed Russian and international research investigations on sporting talent. The sample consisted of 131 judo coaches from different regions of Russia who were interviewed. The authors provide recommendations on comprehensive psychological and educational support for talented children engaged in judo. Results. The coaches identified three groups of indicators of talent in judo: physiological parameters (strength, agility, endurance, flexibility); anthropometric parameters (developed musculature, body composition, physical readiness for power exercises); psychological and behavioral factors (readiness for training and competitions, industriousness and perseverance, interest in judo, readiness to accept its philosophy and values). In order to assess these characteristics, the coaches use exercises on strength, agility, stamina, step tests, anthropometric tests (Parzizkova test). Two thirds of the coaches highlighted the need for an entry assessment before admitting children to judo classes. All respondents agree that it is necessary to start the development of talent in judo from preschool age. Play and sporting games are mentioned as the most appropriate measures of sporting talent development for pre-school children. Among the factors contributing to sporting talent development in judo, the coaches distinguish the following: grouping children according to their abilities and introducing enriched curriculum for talented young athletes (68.4 %); the use of play and games (100 %), taking into account the motivation and interest of a gifted child in a particular method (63 %). 76.9 % of the respondents emphasize the significance of psychological and educational support for talented children. The problems identified by the coaches include: illnesses caused by excessive physical exertion (76.9 %), difficulties in combining sports with school education (69.2 %), lack of time for age-appropriate rest and leisure activities (38.5 %), problems in building relationships with peers and parents (30.8 %). Conclusions. The study concludes that talent identification and development in judo include the emphasis not only on physical but also on moral qualities. Children talented in judo require psychological and educational support from their coaches, which is aimed at preventing psychological disorders, developing adequate self-esteem, helping to build relationships with peers and parents, and the ability to cope with emotional and physical stress. 57.1 % of the coaches agreed that they need further training in identifying, developing and supporting gifted children.
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de Vlieger, Nienke, Jolien van Rossum, Nicholas Riley, Andrew Miller, Clare Collins, and Tamara Bucher. "Nutrition Education in the Australian New South Wales Primary School Curriculum: Knowledge and Attitudes of Students and Parents." Children 7, no. 4 (March 27, 2020): 24. http://dx.doi.org/10.3390/children7040024.
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In NSW, Australia, the views of primary-school aged children and their parents in regard to the importance of nutrition education at school are unclear. The aim of the current study was to explore children’s knowledge of nutrition and eating habits and to identify gaps that future school nutrition education programs could target. Students aged 9 to 12 years and their parents (n = 21 dyads) were invited to participate in semi-structured interviews, complete a nutrition knowledge questionnaire, and perform a “healthy-unhealthy” food sorting task in a University food laboratory. Among the children, nutrition knowledge scores concerning “serves & portions” of common foods were lowest, identifying a gap in knowledge related to portion size. All children categorized fruits, vegetables, cola, and water correctly as “healthy” or “unhealthy” in the sorting task, but not for the sausage and muesli bar, suggesting that further support categorising processed foods may be needed. The interviews indicated that parents do actively try to teach their children about nutrition, although they reported feeling uncertain about their own level of nutrition knowledge. Children and parents indicated that there is very little nutrition education in school and more is needed. This research could be used to inform future curriculum components related to nutrition education for primary school children.
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Bégin, Jean, and Fraçoys Gagné. "Predictors of a General Attitude toward Gifted Education." Journal for the Education of the Gifted 18, no. 1 (January 1995): 74–86. http://dx.doi.org/10.1177/016235329401800106.
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Among past studies attempting to identify factors which account for the large individual differences in attitude toward gifted education, none has succeeded in doing so with much precision. In their literature review, Bégin and Gagné (1995) attributed this lack of significant results in large part to various methodological problems. These methodological problems were directly addressed in the present study. A sample of 139 teachers and 138 parents completed an attitude scale and answered ten sociodemographic questions. The results of a first regression analysis underscored the importance of certain individual variables, such as education level and family income, as predictors of the attitude scores. In order to account for the non-independence between the ten variables involved, principal components were extracted and four factors identified. Factor scores were then introduced in a new regression analysis. Two of them, Socioeconomic Status and Contact with Giftedness, were found to explain 12% and 10% respectively of the variance in attitude scores, twice as much than in the most successful past study. It is recommended that this methodological approach be used in future studies to search for other significant predictors of people's attitudes toward the education of gifted and talented children.
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Canyon, Deon V., Chauncey Canyon, Sami Milani, and Rick Speare. "Attitudes Towards Pediculosis Treatments in Teenagers." Open Dermatology Journal 8, no. 1 (April 18, 2014): 18–23. http://dx.doi.org/10.2174/1874372201408010018.
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Research on pediculosis has focused on treatment strategies and social aspects have been largely ignored. Pediculosis and its treatment in are associated with negative emotional responses while in developing countries pediculosis and its treatment may provide more an opportunity for positive social bonding. Attitudes to pediculosis have been proposed as important to successful control. Previous studies in Australia found that parents of primary school children say they treat pediculosis once it has been detected. This study retrospectively investigated attitudes towards treatment in teenage high school students in an attempt to collect information from those afflicted rather than from parents. Only participants with a history of pediculosis were recruited from a high school in Western Australia and they were asked to complete an anonymous questionnaire. The sample contained 128 Grade 8 and 9 students, aged 13-15 years old with an even gender split. Negative feelings towards being treated for head lice were observed in 41.5% of males and 54.7% of females and 49.5% of Caucasians and 40% of Asians. Anti-treatment sentiment was expressed by 19.7% of males and 10.9% of females. Shampooing with and without combing were the most preferred treatments overall. The results showed that 63.6% male and 52.7% female high school students were in favour of head lice treatments. This low percentage indicates that current treatments for head lice require improvement to be made more acceptable and that alternative treatments that are less unpleasant need to be developed. Strategies need to be explored to make treatment of pediculosis a more positive emotional experience.
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Undro, Evelina, and Sigita Girdzijauskienė. "Gifted Girls’ Learning Experience in General Education." Acta Paedagogica Vilnensia 43 (December 20, 2019): 57–70. http://dx.doi.org/10.15388/actpaed.43.4.
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The Munich Dynamic Ability-Achievement Model during the school period emphasizes the increasing impact of the school environment on the transformation of the ability (potential) of exceptional achievement, making it an integral part of the development of giftedness. However, the literature indicates that the identification and education of gifted children in Lithuania and abroad is often left to the personal discretion and initiative of teachers, parents or gifted students. In general education schools, gaps in teachers’ theoretical and practical training in gifted children education, as well as abilities to determine their academic and emotional needs, can be identified. Gifted are often seen as “awkward” students, and during adolescence they are faced with the need to choose between mimicking “normal teenage life” and being a “geek”. Gifted teens girls additionally feel pressured to conform to the “normal image of a girl” rather than displaying exceptional abilities and vigorously competing for achievement as “normal for the male image”. Teachers often think that boys can accomplish more than girls, so they need more reinforcement and encouragement. These factors pose a greater risk for gifted adolescent girls to be unrecognized, not properly promoted, and have not realized giftedness.A qualitative research strategy was used to reveal the authentic learning experience of gifted girls (teens) in general education schools. Six gifted girls from 13 years 10 months to 14 years 7 months, from three Vilnius schools, participated in the survey. The learning experience of gifted girls was revealed by three themes. They have shown that teachers’ attitudes that all students have equal learning needs, their obligation to help low achievers, and disbelief that gifted students need special education assistance had made gifted girls bored and waste time in the classroom. It was also revealed that the most commonly used methods of teacher training reflect a passive form of teaching that does not facilitate the process of acquiring knowledge. Finally, teacher indifference, high expectations, comparing students to gifted girls cause uncomfortable feelings, while teacher rigidity and insensitivity provoke conflict situations and reduce learning motivation. All of this, combined with inconsistent behaviour by applying different norms for themselves and students, widens the gap between “good” and “bad” students.
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GÖNÜLTAŞ, Osman, and Mehmet Ali ÇAKIR. "INVESTIGATION OF EMPATIC TENDENCIES OF GİFTED SECONDARY SCHOOL STUDENTS ACCORDING TO VARIOUS VARIABLES." IEDSR Association 6, no. 12 (March 29, 2021): 31–40. http://dx.doi.org/10.46872/pj.266.
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The aim of this research is to investigate the empathic tendencies of secondary school students studying in Science and Art Centers in terms of gender, grade level and perceived parental attitudes. The study group consists of 209 students attending Science and Arts Centers in Konya. Personal information form developed by the researchers and KA-Sİ Empathic Tendency Scale for Children and Adolescents '' Adolescent Form '' developed by Kaya and Siyez (2010) were used as data collection tools in the research. In data analysis independent groups t-test and one-way analysis of variance; Hocberg's GT2 significance test to test the source of the differences were used. When the findings of the research were examined, according to gender it was seen that the total empathy (t = 2.16, p<.05) and emotional empathy (t = 2.12, p<.05) points averages significantly differed in favor of the girls. According to grade level it was no seen significantly difference between the points averages of total empathy (F(3-205)=1.95, p>.05) emotional empathy (F(3-205)=1.28, p>.05) and cognitive empathy (F(3-205)=2.56, p>.05). According to perceived parents attitude, emotional empathy points averages significantly differed in favor of those who democratically perceive parents attitude(F(2-206)=3.76, p<.05).
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Netfa, Faeza, Catherine King, Cristyn Davies, Harunor Rashid, Mohamed Tashani, Robert Booy, and S. Rachel Skinner. "Knowledge, Attitudes, and Perceptions of the Arabic-Speaking Community in Sydney, Australia, toward the Human Papillomavirus (HPV) Vaccination Program: A Qualitative Study." Vaccines 9, no. 9 (August 24, 2021): 940. http://dx.doi.org/10.3390/vaccines9090940.
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Background: Little is known about acceptability of the human papillomavirus (HPV) vaccine among parents of adolescents from culturally and linguistically diverse backgrounds in Australia. This study aimed to explore the knowledge and attitudes of parents from Arabic backgrounds towards HPV vaccination offered to their children in the national school-based vaccination program. Methods: Qualitative interviews were conducted in Western Sydney, with parents of adolescents from Arabic backgrounds. Recruitment was via informal personal contacts and passive snowballing. Face-to-face semi-structured interviews were conducted in Arabic. These were audio-recorded, transcribed, and translated into English. Thematic analysis was used to identify emerging themes. Results: Commonly identified themes across fifteen interviews included: (1) lack of awareness and knowledge of HPV and its vaccination, (2) awareness and understanding of the government vaccination information sheet, (3) parents’ preferences for information provision, (4) the role of parents’ religious beliefs in forming attitudes about HPV vaccination, and (5) lost opportunities to educate parents about HPV vaccination during general practitioner (GP) visits. Conclusion: The findings point to the need to address cultural, language, and communication barriers to improve awareness and acceptability of HPV vaccination in the Arabic community. Educational strategies should be tailored to this community based on their specific information needs and preferences.
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Krasnoshchechenko, Irina P., and Aleksandr S. Platonov. "Parents' attitude to children's musical education as a factor of self-realisation of children's art school learners (based on the results of online surveys of children and parents)." Vestnik of Kostroma State University. Series: Pedagogy. Psychology. Sociokinetics 28, no. 1 (August 25, 2022): 119–31. http://dx.doi.org/10.34216/2073-1426-2022-28-1-119-131.
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The article presents the results of a study aimed at studying the influence of parents' attitude to the musical education of children in the context of the development and self-realisation of learners in children's art schools. The paper analyses the prevailing values, interests, attitudes towards learning, self-assessment of the possibilities and self-realisation effectiveness in the educational space, as well as parents' assessments of development opportunities, children’s self-realisation, and the results of the educational process in art schools. As a methodological tool, 2 author's questionnaires were used – for children's school learners and their parents, posted in Google forms. The statistical package Microsoft Office Excel was used to process the results. In total, the study involved 134 learners of the children’s art school and 139 adults – parents of children studying in music schools in two subjects of the Russian Federation in its European Centre – Bryansk and Kaluga regions. The work showed the majority of learners positively assessing the results of studying at a music school – music education creates conditions for formation of their worldview, values, entry into culture; it enriches the value sphere, contributes to the formation of an appropriate personality orientation – interest, hobbies in music. Leaners attending a children's art school need good relations, support from both pedagogues and parents. The majority of schoolchildren stated the predominance of positive, friendly relations between peers and pedagogues. The study confirmed the importance of parental support for the self-realisation of learners in the educational space of the children’s art school. Parents play a decisive role in deciding whether to send their children to a music school. A relationship has been established – parents who perceive children as gifted and talented, devote more time to their children, show greater interest in the affairs and successes of their children, and show greater involvement in their musical education and creative activity.
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Carlson, Samantha J., Camilla Scanlan, Helen S. Marshall, Christopher C. Blyth, Kristine Macartney, and Julie Leask. "Attitudes about and access to influenza vaccination experienced by parents of children hospitalised for influenza in Australia." Vaccine 37, no. 40 (September 2019): 5994–6001. http://dx.doi.org/10.1016/j.vaccine.2019.08.021.
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Devlin, Brooke L., Kiera Staley, Gina L. Trakman, Adrienne J. Forsyth, Matthew G. Nicholson, Grant Cosgriff, Melanie Chisholm, and Regina Belski. "Attitudes and Opinions of Parents towards Water-Only Drink Policy at Junior Triathlon Events." International Journal of Environmental Research and Public Health 19, no. 14 (July 12, 2022): 8529. http://dx.doi.org/10.3390/ijerph19148529.
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Rates of childhood obesity within Australia continue to rise, with consumption of sugar-sweetened beverages one contributing factor. Community sport provides an opportunity to implement policies promoting water as the beverage of choice. However, the attitudes of parents toward a water-only policy are not known. This cross-sectional study aimed to investigate parents’ opinions towards beverage consumption and a water-only policy. Data were collected from participants (n = 159) using an investigator-designed questionnaire, administered using iPads, at a junior Triathlon Victoria event. Water was the most popular beverage provided before (75%), during (85%) and after (61%) sport. Parents were more likely to provide sports drinks to children older than 14 years (27%). Three-quarters (77%) of parents reported having received no information regarding hydration requirements. Parents rated the importance of hydration prior to, during and after a triathlon as high (9.08 ± 1.2, 8.76 ± 1.3 and 9.30 ± 0.4 out of 10, respectively). Parents were supportive of a water-only policy at all junior triathlon events and all junior sporting events (7.94 ± 1.3 and 7.86 ± 1.9, respectively). There was less support for a water-only policy for adult triathlons (6.40 ± 3.1). A water-only drink policy at junior sport is viewed positively by parents. This warrants further research and policy development to facilitate behaviour change.
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Zhang, Zihan, Justin Kramer, Haocen Wang, Wei-Ju Chen, Tse-Yang Huang, Yann-Jang Chen, Tung-Sung Tseng, and Lei-Shih Chen. "Attitudes toward Pursuing Genetic Testing among Parents of Children with Autism Spectrum Disorder in Taiwan: A Qualitative Investigation." International Journal of Environmental Research and Public Health 19, no. 1 (December 23, 2021): 118. http://dx.doi.org/10.3390/ijerph19010118.
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Background: The diagnosis of autism spectrum disorder (ASD) cases is increasing in Taiwan. Genetic testing for children with ASD offers several potential benefits and is available with out-of-pocket expenses. Parents play a pivotal role in having their children with ASD tested; therefore, understanding their perceptions of, and perceived barriers to genetic testing is vital. Methods: Semi-structured interviews were conducted with 39 parents of children with ASD in Taiwan. Interviews were recorded and transcribed verbatim. NVivo 12 software (QSR International, Doncaster, Australia) was used to facilitate an inductive coding methodology. Results: The majority of participants (74.4%) supported ASD genetic testing for their children with ASD, citing reasons such as clarifying ASD etiology, well-informed family planning, contributing to ASD research, and early ASD detection and intervention. Others indicated that they were either against such testing (17.9%), or unsure (7.7%) about whether to take their children with ASD for genetic testing. Those who were opposed reported that their main concerns related to perceptions of no value of genetic testing, potential for family conflict, and financial difficulties. Conclusions: Most of the parents of children with ASD that we interviewed expressed favorable views of ASD genetic testing. There exists a need to increase parental access to education and counseling, and to include testing coverage in Taiwanese national health insurance.
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Asghari-Fard, Mona. "Acculturation and Cultural Preferences of Second-Generation Iranians in Australia." Asian Education Studies 3, no. 1 (January 31, 2018): 43. http://dx.doi.org/10.20849/aes.v3i1.321.
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Migration has always played an essential role in the history of mankind. At present the intensity of cross- border mobility are much higher than in previous decades. In many countries, children of immigrants constitute a large sector of the population. These children live between two cultures and value systems: those of the parents’ country of origin and of those of the host country. Living between two cultures requires cultural adjustment – referred to as acculturation.Based on carefully targeted survey research, this quantitative study examines acculturation of second-generation Iranians (SGI) in Australia. It examines the interplay between participants’ socio-demographic background, cultural practice, parental versus participants’ cultural preferences, attitudes towards the host nation and cultural acquisition.The results show patterns of biculturalism: while acculturated to the host culture, SGI prefer to maintain aspects of their native culture and tradition.
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Smyth, Wendy, Abdullah Al Mamun, and Linda Shields. "Multidisciplinary perceptions of working with children and their parents in small rural and remote Australian hospitals." Nordic Journal of Nursing Research 39, no. 4 (October 16, 2019): 226–32. http://dx.doi.org/10.1177/2057158519881745.
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This study elicited perceptions of nurses, doctors and allied health staff in rural and remote health facilities, about working with children and parents. This was a quantitative study using ‘Working with Families’, a validated and well-tested questionnaire, in the setting of seven rural and remote hospitals in North Queensland, Australia. The participants were 123 health professionals from the seven hospitals. The ‘Working with Families’ questionnaire consists of demographic characteristics and two questions about working with children and with their parents. Scores were compared and correlations sought with demographic characteristics. Scores were as follows (1 = least positive, 5 = most positive): working with children: 3.35 (95% confidence interval [CI] 3.22, 3.47), with parents 3.79 (95% CI 3.66, 3.92), mean difference –0.44 (95% CI –0.54, –0. 53; p < 0.001). No significant relationships occurred between scores and demographics. Family-centred care is the cornerstone of paediatric healthcare. People work in paediatrics and child health because they like children. Respondents were more positive about working with children than with parents. If staff find working with parents more difficult, the implementation of family-centred care may theoretically be negatively affected. Support and education about family-centred care and the newly emerging model, child centred care, may assist in overcoming less positive attitudes.
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Johnston, Robyn, Lydia Hearn, Donna Cross, Laura T. Thomas, and Sharon Bell. "Parent voices guide smoking intervention development." Health Education 115, no. 5 (August 3, 2015): 455–69. http://dx.doi.org/10.1108/he-03-2014-0024.
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Purpose – While parents’ influence on their children’s smoking behaviour is widely recognised, little is known about parents of four to eight year olds’ attitudes and beliefs around smoking cessation and how they communicate with their children about smoking. The purpose of this paper is to explore parents’ perceptions of quitting smoking and their beliefs and actions related to the use of parenting practices to discourage smoking by their children. Design/methodology/approach – Four focus groups and 17 interviews were conducted with parents (n=46) of four to eight year old children in Perth, Western Australia. Findings – Many parents indicated their children strongly influenced their quitting behaviours, however, some resented being made to feel guilty about their smoking because of their children. Parents were divided in their beliefs about the amount of influence they had on their children’s future smoking. Feelings of hypocrisy appear to influence the extent to which parents who smoked talked with their child about smoking. Parents recommended a variety of resource options to support quitting and talking with their child about smoking. Practical implications – Interventions aimed at parents who smoke and have young children should: reinforce parents’ importance as role models; highlight the importance of talking to children about smoking when they are young and provide strategies for maintaining ongoing communication; be supportive and avoid making parents feel guilty; and emphasise that quitting smoking is the best option for their child’s health (and their own), while also providing effective harm minimisation options for parents who have not yet quit. Originality/value – Parents of children of lower primary school age can be highly influential on their children’s later smoking behaviours, thus, effective interventions that address the current beliefs and practices of these parents may be particularly advantageous.
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Ruiz, Haley, Elizabeth Halcomb, Holly Seale, Alyssa Horgan, and Joel Rhee. "Knowledge, beliefs and attitudes of general practitioners and general practice nurses regarding influenza vaccination for young children." Australian Journal of Primary Health 27, no. 4 (2021): 276. http://dx.doi.org/10.1071/py20175.
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Annual vaccination is effective in reducing the harms associated with seasonal influenza. However, the uptake of influenza vaccine has historically been low in children. This paper reports a descriptive survey that sought to explore the beliefs, attitudes, and knowledge of general practitioners (GPs) and general practice nurses (GPNs) towards influenza vaccination in young children. Both GPs and GPNs working in the Illawarra Shoalhaven Local Health District (ISLHD) in NSW, Australia, were invited via email, fax and social media to participate in the study. A total of 121 participants completed the survey. Most participants had a high level of support and knowledge of influenza immunisation in young children. Barriers to influenza immunisation in young children included perceived hesitancy in parents and competing clinical demands. The participants strongly supported funding of the vaccine, with 90.9% feeling that parents would be less likely to vaccinate their children if the vaccine were no longer free. Both GPs and GPNs differed in the use of influenza vaccination resources. The participants had a positive attitude to influenza immunisation in young children and strongly supported continued funding of the vaccine. Dedicated young children’s influenza vaccination clinics run by general practices or in the community could reduce the impact of competing clinical demands.
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Anderson, Rebecca, Anthea Rhodes, Noel Cranswick, Marnie Downes, Jonathan O’Hara, Mary-Anne Measey, and Amanda Gwee. "A nationwide parent survey of antibiotic use in Australian children." Journal of Antimicrobial Chemotherapy 75, no. 5 (February 26, 2020): 1347–51. http://dx.doi.org/10.1093/jac/dkz448.
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Abstract Background Antimicrobial resistance is increasing globally, largely due to high rates of antibiotic use and misuse. Factors that influence frequent antibiotic use in children are poorly understood. Objectives This study describes rates of antibiotic use in Australian children and investigates parental factors including knowledge, attitudes and behaviours that influence antibiotic use. Methods An online questionnaire relating to antibiotic use was administered as part of the Royal Children’s Hospital National Child Health Poll to a randomly recruited nationwide sample of parents or guardians of children aged 0–17 years in Australia. Data on antibiotic use in children and parental knowledge of appropriate indications for antibiotics and behaviours were collected. Standard binary logistic regression was used to assess associations between parent demographics and behaviour with antibiotic administration. Results The survey was completed by 2157 parents (64% completion rate), of which 1131 (52%) reported having given oral antibiotics to one or more of their children in the preceding 12 months. Of the 3971 children represented overall, 1719 (43%) had received at least one course of antibiotics. The average number of courses per child was 0.86 overall and 1.96 courses per child among those with reported antibiotic use. Notably, 194/1131 (17%) parents reported giving antibiotics to their child without a prescription. Poor parental knowledge of antibiotic indications was associated with antibiotic use. Conclusions Reducing excessive use of antibiotics in children is necessary in the global strategy for preventing antimicrobial resistance. This study identified areas for public health interventions to educate parents and increase regulation of access to antibiotics.
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Khokhar, Durreajam, Caryl Nowson, Claire Margerison, Bruce Bolam, and Carley Grimes. "Comparison of salt-related knowledge, attitudes and behaviours between parents and caregivers of children under 18 years of age and other adults who do not care for children under 18 years of age in Victoria, Australia." BMJ Nutrition, Prevention & Health 2, no. 2 (July 16, 2019): 51–62. http://dx.doi.org/10.1136/bmjnph-2018-000018.
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Background/AimsSalt intake among Australian adults exceeds recommendations, increasing the risk of cardiovascular disease. Knowledge, attitudes and behaviours (KABs) are modifiable factors that may influence salt consumption. It is not known whether salt-related KABs among parents and caregivers of children under 18 years of age differ from other adults who do not care for children under 18 years of age. Therefore, we aimed to determine whether salt-related KABs differed between parents and caregivers and other adults. This information can be used to inform messages included in salt reduction consumer awareness campaigns.MethodsAdults, aged 18–65 years, were recruited from four shopping centres, Facebook and a consumer research panel in the state of Victoria, Australia. Participants indicated if they were a parent or a caregiver of a child/children <18 years (‘parents/caregivers’) or not (‘other adults’). Regression models, adjusted for covariates, assessed differences in KABs between the two groups. Construct scores for KABs were developed, with high scores for knowledge indicative of high salt-related knowledge, for attitude indicative of lower importance of using salt to enhance the taste of food, and for behaviours indicative of higher frequency of engaging in behaviours to reduce salt in the diet.ResultsA total of 840 parents/caregivers and 1558 other adults completed the survey. Just over half of the parents/caregivers and other adults were female, with a mean (SD) age of 41.1 (10.3) years and 44.3 (15.3) years, respectively. Mean construct scores for salt-related KABs were similar between the two groups. Parents/caregivers were less likely to be aware of the relationship between salt and sodium (OR=0.73, p=0.002) and more likely to report difficulty in interpreting sodium information displayed on food labels (OR=1.36, p=0.004). Parents/caregivers were more likely to be concerned about a range of food-related issues, including the amount of saturated fat, sugar and salt in food. Parents/caregivers were more likely to report that they were trying to reduce their salt intake (OR=1.27, p=0.012) and more likely to report adding salt at the table (OR=1.28, p=0.008).ConclusionsThere were some differences in salt-related KABs between parents/caregivers and other adults. These findings provide insight into particular messages that could be focused on in consumer awareness campaigns that seek to improve parents’/caregivers’ KABs related to salt intake. Specifically, messages targeted at parents/caregivers should include practical guidance to reduce table salt and resources to assist in interpreting sodium information on food labels and the relationship of sodium to salt.
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Njuguna, Diana Wangeshi, Nour Mahrouseh, Osarugue Victory Isowamwen, and Orsolya Varga. "Knowledge, Attitude and Practice of Main Stakeholders towards Human Papilloma Virus Infection and Vaccination in Mombasa and Tana-River Counties in Kenya: A Qualitative Study." Vaccines 9, no. 10 (September 28, 2021): 1099. http://dx.doi.org/10.3390/vaccines9101099.
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Following a successful Human Papilloma Virus (HPV) vaccination pilot in 2013–2015 in Kitui county, Kenya introduced the HPV vaccine in October 2019 with a goal to immunize approximately 800,000 girls annually against HPV. Our study assessed the knowledge, attitudes, and practice of affected groups towards HPV infection and vaccination in two counties of Kenya. Semi-structured interviews from children aged between nine and thirteen years and key informants comprising of parents, head teachers, community leaders and health workers involved in HPV vaccination in health facilities from Mombasa and Tana-River counties were conducted. Content was analyzed thematically and coded for emerging themes using the QRS Nvivo 12 Plus (QRS International, Doncaster, Australia) software package. From our findings, a significant proportion of participants, especially children, have limited knowledge of the subject. Vaccination of boys was opposed by most participants. Parents and the community members are not in favor of HPV vaccination, as compared to the other groups. A similar pattern of inadequate knowledge and strongly opposed attitudes was observed in Tana-River and Mombasa. Active community involvement in primary prevention strategies may promote the uptake of the vaccine which can be achieved by robust awareness, modifying the negative beliefs about HPV vaccine and encouraging the perceptibility of HPV vaccination.
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Saunders, Bernadette J. "Ending the Physical Punishment of Children by Parents in the English-speaking World: The Impact of Language, Tradition and Law." International Journal of Children’s Rights 21, no. 2 (2013): 278–304. http://dx.doi.org/10.1163/15718182-02102001.
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Ending the physical punishment of children remains an enormous challenge. In societies which tolerate even limited physical punishment as discipline or control, it is a response to children that adults may unthinkingly adopt simply because they can. This paper primarily focuses on the language, traditions and law prevailing in English-speaking, common law countries – Australia, Canada, and the United Kingdom – that have ratified the CRC but have not yet fully outlawed physical punishment. New Zealand, the first English-speaking country to ban physical punishment, and the United States which has neither ratified the CRC nor fully outlawed physical punishment, are also discussed. Separately, language, traditional attitudes and practices, and laws impacting children’s lives are considered, with a view to envisioning a status quo where adults and children are accorded equal respect as human beings and any degree of physical violence towards children is regarded as an aberration.
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Attwell, Katie, Samantha Carlson, Jordan Tchilingirian, Tauel Harper, Lara McKenzie, Leah Roberts, Marco Rizzi, et al. "Coronavax: preparing community and government for COVID-19 vaccination: a research protocol for a mixed methods social research project." BMJ Open 11, no. 6 (June 2021): e049356. http://dx.doi.org/10.1136/bmjopen-2021-049356.
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IntroductionAhead of the implementation of a COVID-19 vaccination programme, the interdisciplinary Coronavax research team developed a multicomponent mixed methods project to support successful roll-out of the COVID-19 vaccine in Western Australia. This project seeks to analyse community attitudes about COVID-19 vaccination, vaccine access and information needs. We also study how government incorporates research findings into the vaccination programme.Methods and analysisThe Coronavax protocol employs an analytical social media study, and a qualitative study using in-depth interviews with purposively selected community groups. Participant groups currently include healthcare workers, aged care workers, first responders, adults aged 65+ years, adults aged 30–64 years, young adults aged 18–29 years, education workers, parents/guardians of infants and young children (<5 years), parents/guardians of children aged 5–18 years with comorbidities and parents/guardians who are hesitant about routine childhood vaccines. The project also includes two studies that track how Australian state and Commonwealth (federal) governments use the study findings. These are functional dialogues (translation and discussion exercises that are recorded and analysed) and evidence mapping of networks within government (which track how study findings are used).Ethics and disseminationEthics approval has been granted by the Child and Adolescent Health Service Human Research Ethics Committee (HREC) and the University of Western Australia HREC. Study findings will be disseminated by a series of journal articles, reports to funders and stakeholders, and invited and peer-reviewed presentations.
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Zarnowiecki, Dorota M., Natalie Parletta, and James Dollman. "The role of socio-economic position as a moderator of children's healthy food intake." British Journal of Nutrition 112, no. 5 (June 23, 2014): 830–40. http://dx.doi.org/10.1017/s0007114514001354.
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Children of low socio-economic position (SEP) consume poorer diets than those of high SEP; however, there is limited understanding of why socio-economic gradients in diet occur. Some evidence suggests that determinants of dietary intake may differ between SEP groups. The aim of the present study was to determine whether the associations between personal and environmental variables and children's fruit and vegetable intake, and healthy dietary behaviours are moderated by SEP. A total of 395 children aged 9 to 13 years and their parents were recruited in Adelaide, South Australia. Personal and environmental dietary predictors were measured using child-completed online questionnaires and telephone interviews with parents. Dietary intake was measured using an online FFQ. First, dietary predictors were identified using correlated component regression, and subsequently tested for moderation by four SEP indicators using partial least-squares structural equation modelling. Fruit and vegetable intake and healthy behaviours were predicted by self-efficacy, attitudes and a supportive home environment. For girls, only the associations of self-efficacy with healthy behaviours were moderated by occupation. For boys, income moderated the associations of fruit and vegetable intake with attitudes, and healthy behaviours with supportive home environments. Occupation and employment moderated the associations of boys' family environments and fruit intake, and attitudes with healthy behaviours. Reducing socio-economic disparities in children's healthy dietary intake may be more successfully achieved by tailoring health promotion policies and interventions according to variables that moderate the relationships between dietary intake and SEP.
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King, Tania L., Marissa Shields, Sean Byars, Anne M. Kavanagh, Lyn Craig, and Allison Milner. "Breadwinners and Losers: Does the Mental Health of Mothers, Fathers, and Children Vary by Household Employment Arrangements? Evidence From 7 Waves of Data From the Longitudinal Study of Australian Children." American Journal of Epidemiology 189, no. 12 (July 14, 2020): 1512–20. http://dx.doi.org/10.1093/aje/kwaa138.
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Abstract In Australia, as in many industrialized countries, the past 50 years have been marked by increasing female labor-force participation. It is popularly speculated that this might impose a mental-health burden on women and their children. This analysis aimed to examine the associations between household labor-force participation (household employment configuration) and the mental health of parents and children. Seven waves of data from the Longitudinal Study of Australian Children were used, comprising 2004–2016, with children aged 4–17 years). Mental health outcome measures were the Strengths and Difficulties Questionnaire (children/adolescents) and 6-item Kessler Psychological Distress Scale (parents). A 5-category measure of household employment configuration was derived from parental reports: both parents full-time, male-breadwinner, female-breadwinner, shared-part-time employment (both part-time) and father full-time/mother part-time (1.5-earner). Fixed-effects regression models were used to compare within-person effects, controlling for time-varying confounders. For men, the male-breadwinner configuration was associated with poorer mental health compared with the 1.5-earner configuration (β = 0.21, 95% confidence interval: 0.05, 0.36). No evidence of association was observed for either women or children. This counters prevailing social attitudes, suggesting that neither children nor women are adversely affected by household employment configuration, nor are they disadvantaged by the extent of this labor-force participation. Men’s mental health appears to be poorer when they are the sole household breadwinner.
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Wade, Catherine, Jan Matthews, Catherine A. Bent, Erica Neill, Zvezdana Petrovic, Jane Fisher, Annette Michaux, and Warren Cann. "Parenting Today: A State-Wide Representative Survey of Contemporary Parenting Experiences." Children Australia 43, no. 1 (February 23, 2018): 77–85. http://dx.doi.org/10.1017/cha.2018.7.
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This article describes the study design of Parenting Today in Victoria: a representative survey of contemporary parenting experiences, behaviours, concerns and needs of parents. The aims of the study, sample design, survey content development processes, including pilot survey administration, data collection procedures and demographic characteristics of the sample are described. The survey was administered via computer assisted telephone interviewing using random dialling of landline and mobile phone numbers in 2016 to parents of children aged 0–18 years who were living in Victoria, Australia. The response rate was 57% with 2600 parents surveyed (40% fathers). The sample was broadly representative of the Victorian population on major demographic characteristics when compared to data from the Australian Census of Population and Housing (Australian Bureau of Statistics, 2011). However, adjustments were made for over representation of younger parents (16–34 years), more highly educated parents and for those living outside major cities. This survey provides rigorously collected, accurate and up-to-date information about the experiences, preferences and concerns of a large and representative sample of parents. Findings will provide vital new insights to inform policy decision making, service planning and future research aimed at understanding parents’ attitudes and behaviours, and the psychology behind their help-seeking.
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Bennett, Elaine, Karen Berry, Theophilus I. Emeto, Oliver K. Burmeister, Jeanine Young, and Linda Shields. "Attitudes to lesbian, gay, bisexual and transgender parents seeking health care for their children in two early parenting services in Australia." Journal of Clinical Nursing 26, no. 7-8 (November 23, 2016): 1021–30. http://dx.doi.org/10.1111/jocn.13595.
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Adams, Jessie, Alison Kennedy, Jacqueline Cotton, and Susan Brumby. "Child Farm-Related Injury in Australia: A Review of the Literature." International Journal of Environmental Research and Public Health 18, no. 11 (June 4, 2021): 6063. http://dx.doi.org/10.3390/ijerph18116063.
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Children on farms have been identified as a population vulnerable to injury. This review seeks to identify child farm-related injury rates in Australia and to determine the key hazards and contributing risk factors. This critical review utilised the PRISMA guidelines for database searching. Research from the year 2000 onward was included as well as earlier seminal texts. Reference lists were searched, and the relevant research material was explored. Our primary focus was on Australian peer-reviewed literature with international and grey literature examples included. Evidence suggests that there is limited Australian research focusing on child farm-related injuries. Child representation in farm-related injuries in Australia has remained consistent over time, and the key hazards causing these injuries have remained the same for over 20 years. The factors contributing to child rates of farm injury described in the literature include child development and exposure to dangerous environments, the risk-taking culture, multi-generational farming families, lack of supervision, child labour and lack of regulation, limited targeted farm safety programs, underuse of safe play areas, financial priorities and poor understanding and operationalisation of the hierarchy of control. It is well known that children experience injury on farms, and the key hazards that cause this have been clearly identified. However, the level of exposure to hazards and the typical attitudes, behaviours and actions of children and their parents around the farm that contribute to chid injury remain unexplored.
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Zarnowiecki, Dorota M., Natalie Parletta, and James Dollman. "Socio-economic position as a moderator of 9–13-year-old children’s non-core food intake." Public Health Nutrition 19, no. 1 (April 23, 2015): 55–70. http://dx.doi.org/10.1017/s1368980015001081.
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AbstractObjectiveThere is limited understanding as to why children of low socio-economic position (SEP) consume poorer diets than children of high SEP. Evidence suggests that determinants of dietary intake may differ between SEP groups. The present study aimed to determine if SEP moderated associations of personal and environmental predictors with children’s non-core food and sweetened drink intakes and unhealthy dietary behaviours.DesignChildren completed online questionnaires and parents completed computer-assisted telephone interviews to assess intrapersonal and environmental dietary predictors. Dietary intake was measured using an FFQ. Parents reported demographic information for maternal education, occupation and employment, and household income.SettingTwenty-six primary schools in South Australia, Australia.SubjectsChildren aged 9–13 years and their parents (n 395).ResultsMultiple personal and home environment factors predicted non-core food and sweetened drink intakes, and these associations were moderated by SEP. Maternal education moderated associations of girls’ sweetened drink intake with self-efficacy, cooking skills and pressure to eat, and boys’ non-core food intake with monitoring, parent’s self-efficacy and home environment. Maternal occupation and employment moderated associations of sweetened drink intake with attitudes, self-efficacy, pressure to eat and food availability, and non-core food intake with parents’ self-efficacy and monitoring. Income moderated associations with pressure to eat and home environment.ConclusionsIdentifying differences in dietary predictors between socio-economic groups informs understanding of why socio-economic gradients in dietary intake may occur. Tailoring interventions and health promotion to the particular needs of socio-economically disadvantaged children may produce more successful outcomes and reduce socio-economic disparities in dietary intake.
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Bury, Keira, Jonine Jancey, and Justine E. Leavy. "Parent Mobile Phone Use in Playgrounds: A Paradox of Convenience." Children 7, no. 12 (December 10, 2020): 284. http://dx.doi.org/10.3390/children7120284.
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Creating social and physical environments that promote good health is a key component of a social determinants approach. For the parents of young children, a smartphone offers opportunities for social networking, photography and multi-tasking. Understanding the relationship between supervision, mobile phone use and injury in the playground setting is essential. This research explored parent mobile device use (MDU), parent–child interaction in the playground, parent attitudes and perceptions towards MDU and strategies used to limit MDU in the playground. A mixed-methods approach collected naturalistic observations of parents of children aged 0–5 (n = 85) and intercept interviews (n = 20) at four metropolitan playgrounds in Perth, Western Australia. Most frequently observed MDU was scrolling (75.5%) and telephone calls (13.9%). Increased duration of MDU resulted in a reduction in supervision, parent–child play and increased child injury potential. The camera function offered the most benefits. Strategies to prevent MDU included turning to silent mode, wearing a watch and environmental cues. MDU was found to contribute to reduced supervision of children, which is a risk factor for injury. This is an emerging area of injury prevention indicating a need for broader strategies addressing the complex interplay between the social determinants and the developmental younger years.