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Copyright of Continue Education Research is the property of Harbin Normal University and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Children's religious education is vital for the formation of pupils in Dutch Orthodox Protestant schools. Therefore, it seems self-evident that parents and teachers cooperate. This article presents research on parents' and teachers' opinions about the helpfulness of cooperative practices in religious education. A total of 1346 parents and teachers completed questionnaires developed from a previous study. This article finds that parents and teachers cherish the ideal of 'coherence between school and family' although differences between the respondent groups and school types occurred. Moreover, the research shows that this ideal influences the valuing of cooperative practices of religious education. [ABSTRACT FROM AUTHOR]

(1) Background: Obstetric brachial plexus palsy (OBPP) is an unpredictable and unpreventable neurological injury, caused by shoulder dystocia during birth, that affects the brachial plexus and leads to motor and sensory deficits in the child's upper extremity. The limited literature on early therapeutic assessment of newborns with OBPP highlights a gap in specialized care that, if filled, could enhance decision-making and support timely treatment. The objective of this paper is to analyze the therapeutic intervention techniques used at an early stage and their functional impact, from the occupational therapy discipline in the treatment of the upper extremity in babies and children with OBPP. (2) Method: Systematic review design and meta-analysis. A systematic review is a comprehensive analysis of existing research on a specific topic, using rigorous methods to identify, evaluate, and synthesize studies. Meta-analysis, often part of a systematic review, combines results from multiple studies to identify overall trends and enhance reliability, providing a clearer summary of evidence. Articles that included pediatric patients (from birth to 12 years of age) with a diagnosis of OBPP were reviewed. The results of the techniques used were analyzed according to each study, with the scale or method of assessment considered by the study for the presentation of data. The articles were assessed for methodological quality using the "PEDro Validity Scale". (3) Results: A total of 2190 articles were found, with 108 analyzed and 22 fully meeting this study's standards. Fourteen had a quantitative design, while the others included clinical guidelines. The most statistically reliable intervention techniques were CIMT (constraint-induced movement therapy) and splinting (dynamic and static), with second-tier techniques like joint manipulation, NMES, early infant management education, and serial casting used when needed. This study focused on children from birth to eight years old, with assessment tools primarily measuring upper limb range of motion, external rotation, supination, and impairment levels, though bimanual activity assessment was less common. (4) Conclusions: The early implementation of the techniques that provide us with the most data are CIMT, splinting, NMES, and joint manipulation linked to health education for families. In second place, we have the use of TB infiltrations and serial casts, when the treatment of the previous techniques fails in some cases. [ABSTRACT FROM AUTHOR]

Background The number of patients under home mechanical ventilation is increasing worldwide. The unique nature of these patients and their complex health needs exposes home caregivers to various needs and challenges regarding different dimensions of care. Objective The present study was conducted to investigate the effect of the universal model of family-centered care on the clinical outcomes of the patient and the family. Methods This clinical trial was conducted between 2020 and 2021. A total of 60 patients under invasive mechanical ventilation was selected and divided into control (routine training that is usually given by hospital staff to families to care for patients) and intervention (comprehensive pre-discharge training program to post-discharge follow-up using the universal model of family-centered care) groups using random block design and universal model of family-centered care. Home caregivers' functional skills and burden, as well as patients' readmission and mortality rates, were compared in the two groups. Results Implementing the intervention 1 and 3 months later effectively increased home caregivers' functional skills. Moreover, a statistically significant difference was observed between the two groups in terms of the psychological burden of caregiving (P  < .001); the implementation of the intervention could highly reduce the psychological burden of caregiving in the intervention group (EF = 0.94). The hospital readmission and mortality rate in the intervention group was significantly lower than in the control group (P  = .02 and P  = .03, respectively). Conclusions Given the significant impact of the universal model of family-centered care on the clinical outcomes of the patient and the family, pre-discharge training and its post-discharge follow-up and continuity of education with an active presence of nurses, as one of the main pillars of the treatment, seems essential. [ABSTRACT FROM AUTHOR]

This study aims to analyze the effect of psychological health based on artificial intelligence agent technology on the implementation effect of Japanese family education. By combining mobile agent technology and education thought, the system structure and working mechanism of the education support system of agents are studied to build personalized support for the family education system based on mobile agents. A total of 320 Japanese middle school students were randomly divided into an experimental group and a control group, with 160 cases in each group. The control group received traditional family health education, while the experimental group received mental health education based on the Agent Technology family education system. The basic information and mental health scores of the two groups of students were compared. The results showed that there were no remarkable differences in the number of male and female cases, weight, height, average age, grade, home address, or family situation between groups (p > 0.05). The psychological health level of the experimental group was considerably superior to that of the control group regarding obsessional symptoms, interpersonal tension and sensitivity, depression, anxiety, learning pressure, maladaptation, emotional imbalance, and psychological imbalance (p < 0.05). In summary, compared with traditional family education, family education of the mental health education system based on agent technology can better improve the level of middle school students' mental health, which can improve student forced symptoms, interpersonal tension and sensitivity, depression, anxiety, learning pressure, maladjustment, emotional imbalance, psychological imbalance, and many other psychological states. Furthermore, personalized support for family education systems based on mobile agents has the advantages of autonomy, responsiveness, initiative, and mobility, which provides a new idea for family education. [ABSTRACT FROM AUTHOR]

Due to the difficulty in identifying and monitoring factors that cause hearing impairment during pregnancy, large numbers of new hearing‐impaired children are born every year. Children's hearing impairment can have an impact on all aspects of the family. Family education, as an important element of family function, plays a key role in the growth and development of hearing‐impaired children and in improving the interaction between hearing‐impaired children and their parents. Based on a qualitative study in central China, this article examines the current situation and dilemmas of family education for hearing‐impaired children. Results show that families of hearing‐impaired children generally have a tendency to avoid family education responsibilities, as demonstrated by the lack of family roles, low participation in specific family education, absence of communication and care functions and a laissez‐faire approach to bringing up their children. This evasive tendency cannot simply be attributed to parental irresponsibility; rather, it is the result of a combination of four factors and is closely related to insufficient social support. In the short term, a two‐pronged approach is needed: strengthening the government's responsibility and rendering assistance for families with hearing‐impaired children on the one hand, and establishing reliable links between home and school to provide professional support on the other. In the long run, it is necessary to build up a social support mechanism with social work intervention. This paper puts forward the need for collaboration among multiple parties and a family‐centred assistance model to promote a shift from the tendency towards evasion to active assumption of family responsibility. [ABSTRACT FROM AUTHOR]

Lack of information is cited as a source of distress for caregivers of patients with brain injury during the recovery process. This is a quality improvement project with the purpose of educating family members of brain injury patients about acute inpatient rehabilitation and providing a reliable source of information through the Model Systems Knowledge Translation Center Traumatic Brain Injury Model Systems Factsheets. The study was conducted in the brain injury unit of an acute inpatient rehabilitation facility and a total of 32 family members participated in the study. Educational sessions were provided verbally by phone based on the Model Systems Knowledge Translation Center– Traumatic Brain Injury Model Systems “Traumatic Brain Injury and Acute Inpatient Rehabilitation” Factsheet. Surveys with five confidence statements and Likert scale–graded responses were verbally administered by phone immediately before and after each educational session to evaluate for understanding. There was a statistically significant increase in confidence for all five confidence statements when comparing pre- and post education responses (P < 0.05, Wilcoxon signed-rank test). This quality improvement project thereby presents an effective and feasible framework for teaching, improving communication, and providing valuable information to families early in the brain injury rehabilitation course. [ABSTRACT FROM AUTHOR]

The aim of the study is to analyze the cross-cultural comparison of fathers’ involvement who participated and did not participate in father support programs. To reach that aim, the father’s participation in self-care and daily life issues, participation in leisure-time activities, participation in school-related issues, discipline, and parental relationships were investigated. The sample consisted of totally 20 fathers (10 Azerbaijani and 10 Turkish fathers), providing a balanced representation from both cultural backgrounds. Ten fathers (5 fathers from Turkey and 5 fathers from Azerbaijan) had actively attended the programs, while the remaining ten fathers had not participated in any formal father support programs. Data of the study were collected from fathers through an online form via considering voluntary and easy accessibility principles. The study contributes to comprehending the impact of father support programs on fathers’ involvement and highlights cultural differences in fathering practices. The findings of the study were discussed considering the relevant literature and suggestions were offered. [ABSTRACT FROM AUTHOR]

In keeping with the principles of positive parenting, understood as parental actions based on the best interests of children and aimed at their overall development, self-determination theory (SDT) posits that it is the family that must satisfy three basic psychological needs: autonomy, relatedness, and competence. Owing to migratory movement, the wide range of cultures present in Spain, and the fact that the family is the preferred place to experience human relationships, this context seems to be an ideal setting for testing the apparent universality of SDT. Hence, the main objective of this study was to examine the parenting dimensions: autonomy (autonomy support vs psychological control), relatedness (warmth vs rejection), and competence (structure vs chaos) and their influence on children's behaviors in families from a wide range of international backgrounds. The sample comprised a total of 3428 parents and 1785 children attending primary education (7-13 years old) in eight autonomous communities in Spain. Information was collected using three standardized questionnaires, adapted and validated for the Spanish context. The results show that, regardless of family origin, there were higher scores in positive parenting dimensions (autonomy support, warmth, and structure) than negative dimensions (psychological control, rejection and chaos). The findings also indicate that warmth had a positive effect on children's behaviors while psychological control had a negative effect, as well as that there were some differences between certain geographical zones in warmth, structure, and chaos. Our study provides confirmation of the universality of the precepts of SDT and positive parenting in families from a wide range of geographical and cultural backgrounds in the Spanish context. [ABSTRACT FROM AUTHOR]

Background: In today's society, parental stress has become a prevalent and significant issue, impacting not only parents' mental health but also potentially profoundly affecting children's growth and education. This topic has garnered continuous attention from scholars. The present study aims to delve into the relationship between parental stress and children's behavior, particularly focusing on children's conformity and discipline development during crucial stages. This study aims to explore the relationship between parental stress, child conformity, and resilience, and further examines the mediating role of resilience in the relationship between parental stress and child conformity. Methods: We used three scales: the Parental Stress Scale, the Child Conformity Scale, and the Resilience Scale, to survey 890 elementary school students (aged 6–12) and their parents in the Beijing-Tianjin-Hebei region of China. We employed SPSS 26.0 software for data analysis, conducting descriptive statistics, correlation analysis, and mediation effect tests sequentially. In the mediation effect tests, we utilized structural equation modeling (SEM) and regression analysis to examine the mediation effects, ensuring the accuracy and scientific nature of our analysis. Results: Through descriptive statistics, correlation analysis, regression models, and mediation effect tests, we found that parental stress significantly negatively predicts child conformity, while resilience shows a significant positive prediction. Further mediation analysis indicates that resilience plays a partial mediating role between parental stress and child conformity, with the mediation effect accounting for 36.67%. Conclusion: These findings highlight the importance of the family environment on child behavior and provide valuable insights and recommendations for family education practices in the Beijing-Tianjin-Hebei region. Therefore, we suggest future research should further explore the complex relationships among parental stress, child conformity, and resilience, and examine regional differences to better promote children's overall development. [ABSTRACT FROM AUTHOR]

Background. Nowadays the family education is getting popular in Russia. It important to investigate reasons of this trend: disadvantages, advantages and consequences of it. Purpose. To determine reasons of choosing the family education from parent's side, explore their advantage and disadvantage, as well as investigate aspects of the socialisation of children who are in the family education. Materials and methods. In the research were involved parents, who prefer family or traditional education as well as children who are on family or traditional education. Parents were interviewed via the questionnaire of K.V. Zhuikova, S.V. Lyalikova "Family and home schooling as a model of education, the future". Children were tested by the methodology of diagnosing the socio-psychological adaptation of K. Rogers and R. Diamond. Results. Parents prefer the family education due to the low quality of the traditional education, intention to save children's health, supporting the attachment to parents and stressful conditions at school. They appreciate individual approach, flexible schedule and the time that the family education provide. They confident that the study is more important that estimations. The disadvantages of the family education are the lack of team-work experience, low level of socialisation. Meanwhile parents who prefer traditional education are more critical to this disadvantages. The criteria of choosing the traditional education based on such values as health, family well-being, independence, freedom in life, creative development and self-development. The parents who prefer the traditional education tends to choose the school uniform since they value achievements. Children from the traditional education have the high level of socialisation, they accept themself and others, have the less level of emotional discomfort (in comparing with children from the family education, who have dominate internal control and intention to domination.

In keeping with the principles of positive parenting, understood as parental actions based on the best interests of children and aimed at their overall development, self-determination theory (SDT) posits that it is the family that must satisfy three basic psychological needs: autonomy, relatedness, and competence. Owing to migratory movement, the wide range of cultures present in Spain, and the fact that the family is the preferred place to experience human relationships, this context seems to be an ideal setting for testing the apparent universality of SDT. Hence, the main objective of this study was to examine the parenting dimensions: autonomy (autonomy support vs psychological control), relatedness (warmth vs rejection), and competence (structure vs chaos) and their influence on children’s behaviors in families from a wide range of international backgrounds. The sample comprised a total of 3428 parents and 1785 children attending primary education (7-13 years old) in eight autonomous communitie in Spain. Information was collected using three standardized questionnaires, adapted and validated for the Spanish context. The results show that, regardless of family origin, there were higher scores in positive parenting dimensions (autonomy support, warmth, and structure) than negative dimensions (psychological control, rejection and chaos). The findings also indicate that warmth had a positive effect on children’s behaviors while psychological control had a negative effect, as well as that there were some differences between certain geographical zones in warmth, structure, and chaos. Our study provides confirmation of the universality of the precepts of SDT and positive parenting in families from a wide range of geographical and cultural backgrounds in the Spanish context.

Copyright of Continue Education Research is the property of Harbin Normal University and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Objective: This study aimed to investigate the educational resources and needs of mothers of children aged 60 to 72 months and the differences between those of high and low socioeconomic status (SES). Background: Parents have a crucial impact on their children's development in the preschool years. Mothers are especially challenged by the variety of information sources available and struggle with parenting decisions. Method: Thirty‐three structured interviews with mothers were carried out in one private and one public school, representing high and low SES, respectively. Findings: Between the two SES groups, both similarities and differences were observed in terms of their educational resources and needs. The following themes emerged in the study: general sources of parenting information, challenges, the first source to consult when problems occur, topics preferred in a parent education program, and the phase of maternity in which they preferred to receive training. The two SES groups were similar in terms of their main challenges, the topics preferred in a parent education program, and the phase of maternity in which they preferred to receive education. Differences were observed in terms of the sources of parenting information, the first source to consult when problems occur, and some of the preferred topics of a parent education program. Implications: These findings may be useful in revisiting existing parent education programs, or in creating new ones, for the caregivers of preschool children. [ABSTRACT FROM AUTHOR]

Confucianism has a substantial impact on the Vietnamese family culture. Over many generations, Confucianism in the Vietnamese family has been distorted, affecting the behavior and mental health of family members. This paper presents the influence of Confucianism on the self-esteem of adolescents with self-destructive behavior. The study applied a phenomenological study approach in qualitative research to find out the essence of the adolescents’ self-destructive behavior and how it affected to the adolescents’ mental health. An in-depth examination of three typical cases was implemented to triangulate the data and obtain the trustworthiness. The findings showed that self-destructive behavior stemmed from the participants’ needs for being recognized and loved by parents that were not satisfied due to loose family attachment caused by their parents’ Confucian ideology. This reason led to consequences that the adolescents’ self-esteem appeared to be incomplete and that they tended to exhibit negative behaviors. As a result, the essence of self-destructive behavior is the consequence of prejudices about Confucian ideology in family education that still exists in Vietnamese family culture. These findings offer an essential reference source for counseling and mental health care services in supporting those with self-destructive behavior caused by family.

Copyright of Continue Education Research is the property of Harbin Normal University and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Continue Education Research is the property of Harbin Normal University and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Educational development should be balanced among the different agents that make-up the entirety of the educational community (students, teachers, families, and external agents), with a prominent role of the family and teachers. However, it seems that reality does not comply with these principles, leading to a decrease in educational effectiveness. Therefore, the aim of this study is to analyze the perceptions of the legal guardian/family (LG), and the class tutor/teacher (CT), on the comprehensive development of students and on the global educational process, in order to clarify their role in this process. For this purpose, students aged 3–8 years were selected and the views of their families and teachers were compared (n = 820 observations), both in terms of the five areas that make-up the comprehensive development of the individual (cognitive, social, emotional, moral, and motor) and in regard to other determining variables that affect the global educational process (adaptive, cultural, digital, and school-type areas). The results show significant differences in the perceptions between both groups, with LGs rating all areas higher, except for the adaptive area, which was rated higher by CTs. The conclusions and the factors that explain these results, highlighting technical training as the most important determining factor, could serve as a starting point to bring the vision of both educational agents closer, which would result in an improvement in the communication channels between teachers and families, and in the optimization of the teaching and learning process itself. [ABSTRACT FROM AUTHOR]

Copyright of International Journal of Positivity & Well-Being (IJPW) is the property of International Journal of Positivity & Well-Being (IJPW) and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Journal of Turkish Educational Sciences is the property of Journal of Turkish Educational Sciences and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of International Welfare Policies & Social Work Journal / Revista Internacional de Políticas de Bienestar y Trabajo Social is the property of Asociacion Internacional de Ciencias Sociales & Trabajo Social and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

This study aims to examine postgraduate works conducted in Turkey between 2013 and 2023, focusing on services offered to families in the field of special education. The research is designed as a systematic review to deeply examine the studies conducted on services offered to families in special education. A search was conducted using the keywords "Family education program, family education, special education family, and family in special education" in the YÖK Thesis Center database to access the studies within the scope of the research. Thirty-four studies were included in the screening. The findings indicate that the majority of the studies were published in 2021, conducted at the master's level, and preferred quantitative research methods. Moreover, it was found that mothers were the primary study group, most of the studies were conducted with families having children diagnosed with ASD, there were more studies aimed at providing communication skills, and the most common study was participation in the family education program. [ABSTRACT FROM AUTHOR]

Copyright of Revista Internacional de Educación para la Justicia Social is the property of Universidad Autonoma de Madrid and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Generation Z teenagers were born in the internet and technological automation era. The negative impact of technological developments causes violations of applicable norms. Teenagers who are involved in juvenile delinquency are caused by a lack of assistance and family control. This study aims to identify appropriate educational patterns for integrating positive moral habits and norms in the family. The writing method uses a literature review. The data collection process through a literature review is supported by a comprehensive analysis of publications from academic journals in the last 5 (five) years, focusing on educational patterns in the family to strengthen the character of Generation Z teenagers. The study results show that there are 3 (three) patterns of education in the family to develop the character of Generation Z teenagers. The three education patterns are family education patterns based on example, monitoring, and understanding psychology. Parents must integrate these three educational patterns in the family to create a golden generation with positive, quality characters. Character development formed through family educational patterns can be collaborated with other character education models, such as in the school or community environment. Abstrak Remaja generasi Z lahir di era internet serta otomatisasi teknologi. Dampak negatif perkembangan teknologi menyebabkan terjadinya pelangaran norma yang berlaku. Remaja yang terlibat kenakalan remaja disebabkan kurangnya pendampingan serta kontrol keluarga. Kajian ini bertujuan mengidentifikasi pola pendidikan yang tepat dalam mengintegrasikan pembiasaan moral dan norma yang positif dalam keluarga. Adapun metode penulisan menggunakan kajian pustaka. Proses pengumpulan data melalui tinjauan literatur ini didukung oleh analisis publikasi yang komprehensif dari jurnal akademik pada 5 (lima) tahun terakhir, berfokus pada pola pendidikan dalam keluarga untuk menguatkan karakter remaja generasi z. Hasil kajian menunjukan bahwa terdapat 3 (tiga) pola pendidikan dalam keluarga untuk mengembangkan karakter remaja generasi z. Ketiga pola pendidikan tersebut yakni pola pendidikan keluarga melalui keteladanan, pemantauan dan pemahaman psikologi. Orangtua harus mampu mengintegrasikan ketiga pola pendidikan dalam keluarga tersebut untuk mewujudkan generasi emas yang memiliki karakter positif berkualitas. Pengembangan karakter yang dibentuk melalui pola pendidikan dalam keluarga dapat dikolaborasikan dengan model pendidikan karakter lainnya, seperti di lingkungan sekolah maupun masyarakat. Kata Kunci: generasi z; karakter remaja; pendidikan keluarga

This research aims to determine the role of the family in training the application of Pancasila values in early childhood. The researchers used a literature review method to determine the role played by families in training young children to apply Pancasila valuesin everyday life. This research used Google Scholar and Scopus databases to search for relevant articles and conduct a more in-depth analysis. The research stage began with identifying previously determined keywords, screening by reading the abstract and research results and finding relevant articles to study. In analysis, the researcher conducted an analysis based on the context of the study of the selected articles until new themes emerged, which became the focus of the research. The theme was the role of family education in training Pancasila values from an early age. The results of the research showed that efforts to practice Pancasila values could be made by practising belief in God the Almighty, worshipping, respecting each other, praying, taking advantage of God's blessings, respecting older people, loving the environment, working together, respecting opinions, and being fair.

This article presents the results of a study devoted to studying the relevance of Peter Lesgaft’s ideas about physical education in a modern family. The relevance of the study lies in the fact that new technologies are currently being developed that create a risk of a sedentary lifestyle, especially in children. Therefore, the need for physical education in the family is of particular importance in modern society. The main provisions of the teachings of Peter Lesgaft, which have not lost their relevance today, can become a serious help in resolving this issue. The purpose of the study is to determine the conformity of the characteristics of a child’s physical education in a modern family with the ideas of Peter Lesgaft. The study was conducted using a questionnaire. The sample population of the study consisted of 96 people aged from 18 to 67 years, of which 88 were two-parent families and 8 were single-parent. The article presents the results of a survey of parents on the issues of physical education of their children, and interprets the results obtained through the prism of the teachings of Peter Lesgaft on this issue. The article concludes with generalized conclusions. It has been established that, in general, the ideas of Peter Lesgaft are relevant for the modern family, but at the same time they are not fully implemented: parents are aware of the importance of physical education classes with children to ensure their comprehensive development, more than half of families pay attention to physical exercises in the practice of raising children, there has been a tendency to increase the number of modern parents, compared with the previous generation, who are involved in physical education of the younger generation. At the same time, many families do not attach due importance to walks in the fresh air, playing outdoor games, and the need for daily physical education.

Copyright of Pamukkale University Journal of Education is the property of Pamukkale University Journal of Education and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

In this study, the effect of the Mathematics Bag Early Education Program (MAÇEP) on the mathematics skills (number/counting, geometry, measurement) of 57–69-month-old preschool children was investigated. A quasi-experimental design with a pretest, posttest, follow-up test, and control group were used in the study. The study group consisted of 22 children attending preschool education and their parents. In the study, MACEP was applied to the experimental group in the form of 50 activities for 12 wk outside the preschool education program. Data were collected using the Early Mathematics Test (EMAT) and Parent Focus Group Interview Form. Mann Whitney U Test, Wilcoxon Signed Rank Test, Friedman Test and content analysis were used to analyze the data. At the end of the study, it was determined that MACEP effectively improved the mathematics skills (number/counting, geometry, measurement) of 57–69-month-old children in the experimental group and the retention continued after the experimental period. [ABSTRACT FROM AUTHOR]

Intensive parenting is becoming a prevalent parenting style in China. Parents invest tremendous time, energy, and money in childrearing, whereas the effectiveness of intensive parenting in helping children obtain developmental advantages remains controversial. Using the questionnaire survey, the present study investigates 388 mothers of preschoolers in Shanghai and Jinan, Shandong province, to explore the associations between the intensiveness of mothering, maternal psychological well-being, and preschoolers' emotional and behavioral competence. Four distinct patterns of the intensiveness of mothering are identified using latent profile analysis: high-endorsement & high-practice, medium-endorsement & medium-practice, low-endorsement & lowpractice, and selective-endorsement-and-practice. Maternal psychological well-being suppresses the relationship between the intensiveness of mothering and preschoolers' emotional and behavioral competence. The intensiveness of mothering is positively related to preschoolers' emotional and behavioral competence after excluding the indirect effect of maternal psychological well-being. In addition, mothers from profiles showing higher levels of the intensiveness of mothering have worse psychological wellbeing, and their preschoolers have lower levels of social-emotional development. The two pathways counteract each other, resulting in a non-significant overall relationship between the intensiveness of mothering and preschoolers' emotional and behavioral competence. The present study suggests that mothers may adjust their attitudes and practices toward intensive parenting, actively mediate their psychological well-being, and create a supportive environment for children's social-emotional development. Families, preschools, and society as a whole are recommended to establish collaborative mechanisms to support mothers' childrearing and reduce their parenting stress. [ABSTRACT FROM AUTHOR]

In this study, the effect of the 0-6 Age Family Education Program based on Positive Psychotherapy, which was developed for parents with children between the ages of 0-6, on knowledge and awareness levels, parent competencies, parental stress and parental attitudes was examined. The sample of the study consisted of 34 parents with children between the ages of 0-6 who participated from various provinces of Turkey. Data collection was carried out in the spring semester of the 2020-2021 academic year. Positive Psychotherapy Based 0-6 Age Family Education Program consisting of 4 sessions was applied online to the participants. Before the training, the Parental Competence Scale, The Mother-Father Stress Scale, the Parental Attitude Scale, the Personal Information Form created by the researcher to collect the demographic information of the participants, and the Program Evaluation Questionnaire created by the researcher to determine the knowledge and awareness levels of the participants has been applied. After the training, in addition to the forms and scales applied before the training, the End of Program Evaluation Form created by the researcher was applied in order to get the subjective opinions of the participants about the training and the research data were obtained. In data analysis studies, t test for the analysis of quantitative data, frequency and percentage analysis, content analysis for qualitative data were used. As a result of all these analyzes, it was determined that the Positive Psychotherapy Based 0-6 Age Family Education Program applied to the participants positively increased the knowledge and awareness levels and parental competencies of the participants, and reduced parental stress, authoritarian and protective parental attitudes. It was observed that there was no significant difference on democratic and permissive parental attitudes.

Household waste management is an important aspect of sustainable living, which has an impact on environmental welfare and public health. However, the extent to which different socio-economic groups engage in responsible waste management practices varies widely, thereby contributing to broader issues of social inequality. This study investigates how family education, as a key determinant of individual behavior and decision making, influences inequality in waste management practices among various socio-economic groups. Through a comprehensive analysis of existing literature, case studies and empirical data, the author highlights various aspects of social problems related to household waste. From the research results, it was found that 74.4% said that managing waste was easy, 98.5% said they knew how to choose organic and inorganic waste, 82.7% said they knew how to manage and utilize RT waste. However, 61.7% do not carry out real practice of sorting organic and inorganic waste at home independently. It was proven that 51.1% subscribed to rubbish officers in their area and 30.8% disposed of rubbish independently at rubbish dumps. This could be due to a lack of learning in the form of direct practice based on habituation education from home. Supporting this, 78.9% have never taken courses or training regarding the management and use of household waste. And 89.5% of people from the basic family level expressed the need for knowledge, skills and management in the community. These findings highlight the potential of family education programs to bridge the gap in waste management behavior among various socioeconomic strata. Such interventions can empower individuals and families with the knowledge and skills necessary to implement sustainable waste management practices, thereby contributing to a more equitable and environmentally conscious society.

In Europe, Roma and immigrant students continue to experience great inequities, as they face the probabilities of educational failure, segregation, and early school leaving. Previous research has shed light on the multiple factors that perpetuate this situation. However, the role played by family involvement and family educational expectations have been considered to a lesser extent. This research delves into how Family Education programmes provided by eight Spanish schools are playing a central role in increasing Roma and Moroccan families' expectations of their children's education. Based on the communicative methodology, this study was conducted in schools located in five Spanish regions. The schools serve minority students from low-socioeconomic status (SES) families and provide Family Education programmes in their own facilities. We applied a convergent mixed methods design, implementing qualitative and quantitative data collection techniques (semistructured interviews, communicative focus groups, communicative daily life stories, and questionnaires). The sample included Roma and Moroccan family members with low SES and teachers involved in Family Education. The results suggest that Family Education is increasing minority families' educational expectations of their children's education. Three elements have been identified as facilitators: 1) the co-creation of a high expectations climate in the schools; 2) the improvement of family members' academic skills; and 3) the generation of new role models. [ABSTRACT FROM AUTHOR]

Copyright of Journal for Sociology of Education & Socialization / Zeitschrift für Soziologie der Erziehung & Sozialisation is the property of Julius Beltz GmbH & Co. KG Beltz Juventa and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Home education plays a unique, vital role in child development that differs from that of formal education. Currently, there is an abnormal phenomenon in Chinese basic education: home education becomes academically focused. This article gives an overview of skewed home education in basic education students, analyzes its causes and harms, and proposes relevant suggestions for a more reasonable implementation of home education with the aim of promoting legitimate home-school partnerships for student healthy growth. [ABSTRACT FROM AUTHOR]

Copyright of Rivista Italiana di Educazione Familiare is the property of Firenze University Press and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Food self-production offers a promising solution to many urbanization problems in cities. However, despite the advanced technology, the acceptance and involvement of local residents (its users) are required for implementation. The study presented here aims to gain a deeper understanding of the educational characteristics of future or current users of urban gardens, especially those oriented towards their own food production. The research will explore urban dwellers' traditional understanding and knowledge of the food growing process acquired over the course of their lives. We conducted in-depth interviews with residents of a selected block of flats in Łódź, who expressed their willingness to participate in an Urban Living Lab. As part of it, they would grow food for a year using hydroponic installation located in the corridors of their block. As a result of our analyses, we have identified the dominant traditions and social culture associated with growing food among the future participants of the Urban Living Lab, focusing primarily on the educational aspects. This is because we assume that effective educational interventions are an essential tool in the process of shaping the pro-environmental behaviour of city dwellers. The results obtained will be relevant for those involved in the urban education process, including city authorities, urban educators, pro-environmental associations, and grassroots activists. [ABSTRACT FROM AUTHOR]

In this study, the effect of the 0-6 Age Family Education Program based on Positive Psychotherapy, which was developed for parents with children between the ages of 0-6, knowledge and awareness levels, parent competencies, parental stress and parental attitudes were examined. The sample of the study consisted of 34 parents with children between the ages of 0-6 who participated from various provinces of Turkey. Data collection was carried out in the spring semester of the 2020-2021 academic year. Positive Psychotherapy Based 0-6 Age Family Education Program consisting of 4 sessions was applied online to the participants. Before training, the Parental Competence Scale, The Mother-Father Stress Scale, the Parental Attitude Scale, the Personal Information Form created by the researcher to collect the demographic information of the participants, and the Program Evaluation Questionnaire created by the researcher to determine the knowledge and awareness levels of the participants have been applied. After the training, in addition to the forms and scales applied before the training, the End of Program Evaluation Form created by the researcher was applied in order to get the subjective opinions of the participants about the training and the research data were obtained. In data analysis studies, t test for the analysis of quantitative data, frequency and percentage analysis, content analysis for qualitative data were used. As a result of all these analyzes, it was determined that the Positive Psychotherapy Based 0-6 Age Family Education Program applied to the participants positively increased the knowledge and awareness levels and parental competencies of the participants, and reduced parental stress, authoritarian and protective parental attitudes. It was observed that there was no significant difference on democratic and permissive parental attitudes. [ABSTRACT FROM AUTHOR]

Copyright of Journal of Educational Studies (1673-1298) is the property of Journal of Educational Studies Editorial Office and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Journal of Educational Studies (1673-1298) is the property of Journal of Educational Studies Editorial Office and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

BackgroundThe coproduction of care involves patients and families partnering with their clinicians and care teams, with the premise that each brings their own perspective, knowledge, and expertise, as well as their own values, goals, and preferences, to the partnership. Dashboards can display meaningful patient and clinical data to assess how a patient is doing and inform shared decision-making. Increasing communication between patients and care teams is particularly important for children with chronic conditions. Juvenile idiopathic arthritis (JIA), the most common chronic pediatric rheumatic condition, is associated with increased pain, decreased function, and decreased quality of life.ObjectiveThe aim of this study is to design a dashboard prototype for use in coproducing care in patients with JIA. We evaluated the use and needs of end users, obtained a consensus on the necessary dashboard data elements, and constructed display prototypes to inform meaningful discussions for coproduction.MethodsA human-centered design approach involving parents, patients, clinicians, and care team members was used to develop a dashboard to support the coproduction of care in 4 ambulatory pediatric rheumatology clinics. We engaged a multidisciplinary team (n=18) of patients, parents, clinicians, nurses, and staff during an in-person kick-off meeting followed by biweekly meetings. We also leveraged advisory panels. Teams mapped workflows and patient journeys, created personas, and developed dashboard sketches. The final dashboard components were determined via Delphi consensus voting. Low-tech dashboard testing was completed during clinic visits, and visual display prototypes were iterated by using the Plan-Do-Study-Act methodology. Patients and clinicians were surveyed regarding their experiences.ResultsTeams achieved consensus on what data mattered most at the point of care to support patients with JIA, families, and clinicians collaborating to make the best possible health care decisions. Notable themes included the right data in the right place at the right time, data in once for multiple purposes, patient and family self-management components, and the opportunity for education and increased transparency. A final set of 11 dashboard data elements was identified, including patient-reported outcomes, clinical data, and medications. Important design considerations featured the incorporation of real-time data, clearly labeled graphs, and vertical orientation to facilitate review and discussion. Prototype paper-testing with 36 patients and families yielded positive feedback, with 89% (8/9) to 100% (9/9) of parents (n=9) and 80% (8/10) to 90% (9/10) of clinicians (n=10) strongly agreeing or agreeing that the dashboard was useful during clinic discussions, helped to talk about what mattered most, and informed health care decision-making.ConclusionsWe developed a dashboard prototype that displays patient-reported and clinical data over time, along with medications that can be used during a clinic visit to support meaningful conversations and shared decision-making among patients with JIA, their families, and their clinicians and care teams.

The fundamental purpose of education is to make people aware and to encourage them to freely and responsibly improve themselves. The first step of (self) shaping a person goes through the family, which has a significant role in mediating general human values, especially those of the highest natural values - morals. This work aims to examine students' perspectives on the role of the family in the transmission/mediation of moral values. The research participants are students of the first and second cycle of the Department of Pedagogy at the Faculty of Philosophy of the University of Sarajevo (N=100). Analyzing their perspective and life experience, we obtained results that indicate a high degree of concordance between the framework of pedagogical understandings of morality and how moral values are transmission/mediated in their families of orientation. Also, the results show that frequent family conversations are the basis for building moral knowledge, beliefs, behavior, and actions in children and youth.

Copyright of Journal of Hubei Open Vocational College is the property of Journal of Hubei Open Vocational College Editorial Office and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Educational development should be balanced among the different agents that make-up the entirety of the educational community (students, teachers, families, and external agents), with a prominent role of the family and teachers. However, it seems that reality does not comply with these principles, leading to a decrease in educational effectiveness. Therefore, the aim of this study is to analyze the perceptions of the legal guardian/family (LG), and the class tutor/teacher (CT), on the comprehensive development of students and on the global educational process, in order to clarify their role in this process. For this purpose, students aged 3–8 years were selected and the views of their families and teachers were compared (n = 820 observations), both in terms of the five areas that make-up the comprehensive development of the individual (cognitive, social, emotional, moral, and motor) and in regard to other determining variables that affect the global educational process (adaptive, cultural, digital, and school-type areas). The results show significant differences in the perceptions between both groups, with LGs rating all areas higher, except for the adaptive area, which was rated higher by CTs. The conclusions and the factors that explain these results, highlighting technical training as the most important determining factor, could serve as a starting point to bring the vision of both educational agents closer, which would result in an improvement in the communication channels between teachers and families, and in the optimization of the teaching and learning process itself.