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This study examined the psychometric characteristics of a 62-item parenting questionnaire completed by parents from the United States, Australia, China, and Russia. Factor analyses yielded three global parenting dimensions for each culture which were consistent with D. Baumrind's (1971) authoritative, authoritarian, and permissive typologies. The global parenting dimensions were subsequently analyzed to assess their internal structures. For each of the three global dimensions, a number of specific parenting practice factors were identified and compared cross-culturally. The internal factors for the authoritative style were: (1) warmth and involvement; (2) reasoning/induction; (3) democratic participation; and (4) good natured/easy going. The factors for the authoritarian style were: (1) verbal hostility; (2) corporal punishment; (3) non-reasoning, punitive strategies; and (4) directiveness. The factors for the permissive style were: (1) follow through; (2) ignoring misbehavior; (3) and self-confidence. Quite similar parenting practice factors were found for authoritative parenting across cultures; for authoritarian and permissive styles there were substantial cross-cultural differences among the specific parenting practices. Factor scores of the global parenting styles and specific practices were correlated with preschool behavioral problem outcomes to assess the validity of the instrument's cross-cultural use. For the United States and Australian families, mother and father authoritativeness and authoritarianism were related to child preschool behavioral problem outcomes. (KDFB)

Noting that early childhood development is the foundation for basic education across the life span, the first chapter of this report discusses the benefits of early interventions for individuals and society and justifies the basis for programs which aim at meeting the basic learning needs of young children. It also suggests several questions which each country may consider to make their early childhood care and development activities effective. The next chapter presents a list of eight arguments that make a case for making a heavy investment in programs for early childhood development. Six complementary program approaches that are concerned with the child, family, community, institutions, legal and policy frameworks, and the distribution of knowledge are suggested in the third chapter. The fourth chapter describes programs in Colombia, Nepal, India, Peru and Brazil which represent models ranging from formal schools to home day care and cooperative programs. The advantages and limitations of these center-based approaches are summarized. The advantages and limitations of approaches which educate and support caregivers are presented in chapter 5. Programs ranging from home visiting to the use of communications media and child-to-child programs which reflect this approach and are adopted by Indonesia, China, Jamaica, Thailand, and Chile are described in chapter 5. A research review and summary of the effects of early childhood interventions on progress and performance in primary school is presented in the last chapter along with suggestions for policy and programming. (BAC)

This paper describes and interprets observations of Chinese children made by an American early childhood educator during a 3-week visit to the People's Republic of China in 1975. It was observed that Chinese infants dispalyed no anxiety when approached by strangers. Toddlers evidenced none of the rebelliousness associated with American children of the same age, even when expected to share toys or sit in chairs for long periods of time. Caretakers gave these children consistent, affectionate physical stimulation. In the primary schools (for children aged 7-12), large group lessons and recitation as well as out of class tutoring for slow learners appeared to be planned so as to preclude failure by any child. School children were found to be friendly, bright, and spontaneous, but conforming. Their conformity is attributed to careful management of aggression in the schools and society. It is concluded that (1) some developmental landmarks which Americans accept as universal are actually culture bound, and (2) the control of competition, aggression and violence within a society does not necessarily eliminate such qualities as liveliness, initiative and self reliance, but it does appear to require the sacrificing of individuality. (CW)

Learning disability has become one of the most serious afflictions of childhood in the United States. Approximately 6 to 15 percent of American children have difficulty in learning how to read. In contrast, educators and other professionals in China and Japan report that dyslexia is rather rare in their countries except in cases where there is a clear neurological disorder. Differences in language structures are cited as one possible explanation. Another explanation offered is that parents in China and Japan provide their children with different preschool experiences from those provided by American parents. Some researchers have challenged these views. However, a number of studies, conducted in China and Japan and in the United States seem to indicate that differences in cognitive ability between Japanese, Chinese and American children do exist. These apparent differences present a question for comparative investigation, but, if the research is to be legitimate, equal respect must be given to the cultural heritages and experiences of the ethnic groups involved. (Author/EB)

Contained in this conference report are 22 selected papers presented at a symposium of leisure and recreation professionals. Titles and authors are: (1) "Ethics in Recreation and Leisure Services" (S. Harold Smith); (2) "Growing Opportunities: The Aging Population Market" (Nila M. Ipson); (3) "The Myth of Comfort" (Daniel L. Dustin); (4) "Golf as Recreation" (Gaylan A. Rasmussen); (5) "Using Computer Assisted Instruction in Leisure Education" (Steve Gray); (6) "Improving Recreation Leaders through Effective Management and Supervisory Techniques" (Terry A. Rupert); (7) "Wilderness Access: Right or Privilege?" (Donald W. Peterson); (8) "An Experimental Study of Parent/Teacher Partnership Utilizing Homework and the 'Leisure Time' of Students and Parents" (Alan Maynes and Burton K. Olsen); (9) "Stress Management Concepts for Recreation Education" (Ted Coleman); (10) "China: A Study of Its Country and Leisure--Part of Pacific Rim Country Commitment to Advanced Study of Leisure" (Larry L. Neal); (11) "Utah State Parks--A Legacy Lost?" (John A. Knudson, Jr. and L. Dale Cruse); (12) "Characteristics of Peak Experiences Attainable in Outdoor Settings" (Larry Beck); (13) "Leisure and the Changing Family" (Benjamin deHoyes); (14) "Child Growth and Development through Play" (William C. Vance); (15) "Creating a Rural Library: The Manzanite Case Study" (Mike Vander Griend); (16) "Leisure, Laughter, and Life--Enhancing Integrity, Balance, and Perspective" (Andrea Philips); (17) "Corporate/Non-Profit Partnerships: Special Olympics Case Studies" (Howard R. Gray); (18) "The Statewide Study of Utah's Public Aquatic Administration Practices" (Craig W. Kelsey); (19) "Year Round School/Year Round Recreation" (Glen C. Parker); (20) "Utah's Recreation Levy--A Hocus Pocus?" (Burton K. Olsen); (21) "Family Rec. for Family Wrecks" (Dennis A. Nelson); and (22) "Aquatic Innovation: Introducing the Inverted-Scissor Backstroke" (James M. Stephan). (CB)

Academic researchers, game designers and educators are exploring game based learning (GBL) in order to facilitate diverse, playful, learning experiences in children. This shift from 'play and learning' to 'play as learning/learning as play', extends into my central concept of 'schools as interactive playgrounds'. Conventionally, the word 'playground' denotes a protected, enclosed space (indoors or outdoors) for children to indulge in various recreational activities. In contrast, I use the term 'playground' to signify a ground (foundation) created for play through play. Play is the highest level of child development (Froebel, 1887). A man is complete through play (Schiller, 1794). James Findley's (2008) elaborates "play as meta-intelligence: play not as a form of intelligence, but intelligence in all its forms". Games and play are mutually subordinate (Salen, Zimmerman; 2004). Researchers see a natural link between flow and games (Csikszentmihalyi, 1975b; Mitchell, 1990; Massimini et al., 1990; Sato, 1990 and Rathunde, 1990). Play as flow or optimal experience, is defined as a state wherein there is a harmonious synchronization and balance between an individual's high capabilities/energies and the high complexities of challenges faced by him/her while performing the task (Csikszentmihalyi, 1988). Flow is commonly associated with games, sports and learning (Csikszentmihalyi, 1988). My research focuses on the core concept 'schools as special (purified, simplified, progressive), social environments (Dewey, 1916) that act as a ground (foundation) for play (as meta-intelligence), through play (GBL). This paper outlines the theoretical rationale behind a doctoral research study currently in progress. My research focus in context to Hong Kong local primary education is: What forms of GBL can be manifested into the current classroom pedagogy to facilitate flow-like learning experiences in learners (ages 6-11), with their peers (co-learners) and instructors in school environments? What is the relationship between games; play; flow/experiences; motivation; enjoyment and learning? How can one effectively and efficiently measure flow in schools? [ABSTRACT FROM AUTHOR]

This study tested the relationship between parent-child co-viewing of television and the cognitive development of the child. Both survey and experiment methods were employed to find out the participants? television viewing habits and their cognitive achievements after watching a pre-recorded programme under different conditions. The participants comprised five-year-old preschoolers from a childcare centre in Beijing, China. The findings indicated a positive relationship between parent-child co-viewing of television and the cognitive performance of the child as far as a specific programme was concerned but long-term effects of parent-child co-viewing on the general cognitive development of the child could not be established due to the limitations of the study. [ABSTRACT FROM AUTHOR]

A long-standing concern has discussed the effect of parental migration on children development. The empirical evidence has supported the theorized negative effect on educational outcomes. We propose two mechanisms explaining the effect of parental migration on children's cognitive skills. First, parental migration will increase the amount of remittance the child received, and the increased economic resource will have a positive effect on children's cognitive skills. And second, the interaction between children and the prime caregiver (pcg-child interaction). Parental migration leads to the situation that the child cannot be looked after by both parents. When the child is cared by only one parent or other relatives, the interaction between the caregiver and the child would be less. The decrease in interaction results in the disadvantage in children's cognitive skills. In order to make a casual claim, we include an instrumental variable into the structural equation model. Based on the unique data from rural China, we find the negative effect of parental migration is mediated by pcg-child interaction. But the mechanism of remittance isn't supported by our data. [ABSTRACT FROM AUTHOR]