The contributions of parental management language to executive function in preschool children

This study investigated relations between preschoolers’ emergent executive function skills and their interactions with parents, with particular focus on the verbal utterances parents use to guide children's behavior (i.e., management language). Parent–child dyads (n = 127) were videotaped during a structured play task and the frequency of two types of management language, Direction (high control) and Suggestion (low control), was observed. Children's executive function was assessed using the Head–Toes–Knees–Shoulders (HTKS) task. Latent growth modeling was used to investigate relations between management language and the development of children's executive function. Direction language (i.e., commands) was negatively associated with children's age three executive function but not significantly related to the rate of executive function development over time. Conversely, Suggestion language (i.e., questions and statements that offer children some degree of choice) was positively related to executive function at age three but negatively related to growth. The potential importance of management language as a parenting behavior that contributes to various aspects of children's self-regulation during preschool and kindergarten is discussed.     

Partners in Loving the Children: Roles and Relationships in Teaching and in Parenting

The author describes how her perspectives as a teacher educator and as a parent were extended and enriched as her daughter entered school and learned to read. She highlights the importance of prioritizing love in her engagement with her child's teachers and in her professional thinking and actions as a teacher educator.     

Reducing anxiety in gifted children by inducing relaxation

Sixty-four parents of Chinese gifted children who reported themselves to be traditional or Westernized parents were compared on their endorsement of Chinese traditional and Western parenting values and beliefs as well as their parenting style dimensions in terms of dominating control, guan, and warmth. Regardless of their degrees of Westernization, these parents seemed to be more characterized by collectivistic than individualistic thinking approaches based on Nisbett's conceptualization. More Westernized parents valued nonconformity significantly more than conformity, whereas less-Westernized parents placed more emphasis on the importance of unconditional respect for elders and interdependence than on conditional respect and child independence. Regarding parenting styles and practices, though all parents endorsed the practice of warmth significantly more, followed by guan, and significantly less dominating control, there was suggestive evidence that less-Westernized parents practiced guan more than more-Westernized parents. Implications of the findings for parenting gifted children are discussed.     

The possibility of misdiagnosis of giftedness and ADHD still exists: A response to Mika

In a previous article, we provided a review of the literature pertaining to the potential misdilagnosis of giftedness as ADHD, as well as a small‐scale study to illustrate this potential misdiagnosis. In this issue of Roeper Review, Mika provides several criticisms of that paper. In this article, we provide responses to her arguments by discussing the “symptoms” of giftedness; the relationship between ADHD, giftedness, and overexcitabilities; and the diagnosis of ADHD.     

焦虑情绪的阅读疗法实证研究——以高校女职工育儿焦虑为例

[目的/意义]高校女职工是职场女性的部分缩影，职场女性身兼母亲的角色，意味着大部分女职工在承担工作的同时还承载着孕育生命和教育小孩的使命，承受更多育儿责任和压力，需要面临和处理各类情绪的困扰，其中焦虑情绪和育儿焦虑在她们身上尤为突出。[方法/过程]以育儿焦虑为切入点，初步选取有育儿焦虑的高校女职工，对备选对象使用艾森克情绪稳定性测验作为干预前情绪状况的评定方法，进而确定阅读疗法的相关实验对象，通过设计有针对性的阅读方案，分三个阶段逐步深入展开阅读治疗，辅以各种媒介和方式对实验对象进行全程指导和干预，最后再次通过调查问卷和艾森克情绪稳定性测验评估实验对象的阅读疗效。[结果/结论]检测结果显示，此次阅读疗法是有较好疗效的；焦虑情绪的阅读疗法，需找准切入点，对症下书，治标治本结合，书籍配伍，有主有次，逐步深入阅读治疗。     

Social topography of children’s play: focusing on the middle-class parenting practices in South Korea

Abstract

This study aims to understand the ways in which children’s play is situated in and shaped by middle-class parenting practices in South Korea. Drawing on a set of data collected through semi-structured interviews with 16 parents having children aged 6–11?years, I observe that despite the widespread rhetoric of the significance of play, parents’ scheduling of their children’s daily routine centres around ‘study’, while play, especially free play, is left for in between times and limited spaces. Play is prominently associated with and instrumental in developing children’s social skills and ensuring their emotional state. In line with the trend in the Global North where a broader concept of play is being institutionalised and incorporated into organised enrichment activities, play spaces are increasingly becoming a site of strategic family consumption. The changing geographies of play strongly reflect the neoliberal climate which generates anxiety and exhaustion related to parenting practices.     

Building up a Supportive Learning Climate

This article discusses the necessity to build up a supportive learning climate in a second language leaning classroom and offers some practical tips on it.     

粗暴养育对网络成瘾的影响:非适应性认知的中介作用与孝道信念的调节作用

本研究基于病理性互联网使用的认知行为模型和双元孝道模型,考察粗暴养育对网络成瘾的影响,并检验非适应性认知的中介作用和孝道信念的调节作用。以1136名大学生为被试,采用粗暴养育问卷、非适应性认知问卷、孝道信念问卷和网络成瘾问卷进行测试,结果发现:(1)粗暴养育正向影响网络成瘾,非适应性认知在两者之间起中介作用。(2)粗暴养育对非适应性认知的影响受到孝道信念的调节。具体而言,互惠型孝道会弱化粗暴养育对非适应性认知的影响,而权威型孝道会强化粗暴养育对非适应性认知的影响。本研究结果表明,粗暴养育会增强非适应性认知,进而增加网络成瘾的倾向。但是,如果互惠型孝道信念较高,粗暴养育对非适应性认知的影响会削弱。如果权威型孝道信念较高,粗暴养育对非适应性认知的影响会增强。研究结果揭示了粗暴养育对网络成瘾的影响及其作用机制,同时也为预防和干预网络成瘾行为提供了依据。     

轻度智力落后学生心理健康水平与父母教养方式的关系

本研究探讨了轻度智力落后学生的心理健康水平与父母教养方式之间的关系 ,结果发现父母教养方式对轻度智力落后学生的心理健康有着显著的影响。在不同的教育安置形式下 ,父母教养方式对轻度智力落后学生的心理健康的影响是不同的。相比较而言 ,母亲教养方式的影响要大于父亲教养方式。