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University of Nebraska - Lincoln
Department of Child, Youth, and Family Studies: Faculty Publications
- Keyword
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- Children with disabilities (1)
- Chinese child development (1)
- Chinese parent expectations (1)
- Chinese parents’ expectations (1)
- Chinese preschool children (1)
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- Early childhood education (1)
- Parental ethnotheories (1)
- Parental values (1)
- Parenting styles (1)
- Preacademic skills (1)
- Preschoolers (1)
- Sexuality education; sexual communication; sexual attitudes and behaviors; cross-cultural studies; Asian sexuality (1)
- Social-emotional development (1)
- Socialization expectations (1)
- Socialization goals (1)
- Social–emotional development (1)
- Teacher attitudes (1)
- Teacher education and training (1)
Articles 1 - 5 of 5
Full-Text Articles in Education
Classroom Readiness For Successful Inclusion: Teacher Factors And Preschool Children’S Experience With And Attitudes Toward Peers With Disabilities, Kyong-Ah Kwon, Soo-Young Hong, Hyun-Joo Jeon
Classroom Readiness For Successful Inclusion: Teacher Factors And Preschool Children’S Experience With And Attitudes Toward Peers With Disabilities, Kyong-Ah Kwon, Soo-Young Hong, Hyun-Joo Jeon
Department of Child, Youth, and Family Studies: Faculty Publications
The current study examined (1) associations among teachers’ experiences regarding children with disabilities (i.e., education, specialized training, years of work experience), their attitudes toward disabilities, and their classroom practices in relation to inclusion and (2) associations among children’s attitudes toward peers with disabilities and child and teacher factors. Ninety-one 4- and 5-year-old children participated in an interview, and their teachers completed a survey. Teachers’ specialized training and bachelor’s degree in early childhood education (ECE) were positively associated with their inclusive practices in the classroom; teachers’ bachelor’s degree in ECE and experiences working with children with disabilities were positively associated with …
Contemporary Chinese Parents’ Socialization Priorities For Preschoolers: A Mixed Methods Study, Lixin Ren, Carolyn P. Edwards
Contemporary Chinese Parents’ Socialization Priorities For Preschoolers: A Mixed Methods Study, Lixin Ren, Carolyn P. Edwards
Department of Child, Youth, and Family Studies: Faculty Publications
This mixed methods study focused on the socialization goals for preschool-aged children among parents from three small-sized cities located in northeastern China. A total of 154 parents with preschool-aged children completed questionnaires measuring parental socialization goals for children’s social-emotional competence and academic achievement. Quantitative results showed that parents generally placed more importance on children’s social-emotional skills than academic skills. Ten mothers were selected from the sample and participated in a semi-structured qualitative interview to help understand reasons for parents’ prioritization of social-emotional wellbeing over academic performance. Four themes emerged, including parents’ concerns about children’s psychological wellbeing under excessive academic pressure, …
The Relation Between Chinese Preschoolers’ Social-Emotional Competence And Preacademic Skills, Lixin Ren, Lisa Knoche, Carolyn P. Edwards
The Relation Between Chinese Preschoolers’ Social-Emotional Competence And Preacademic Skills, Lixin Ren, Lisa Knoche, Carolyn P. Edwards
Department of Child, Youth, and Family Studies: Faculty Publications
The current study examines the relations between Chinese preschoolers’ social-emotional competence and their preacademic skills, as well as the role of child gender and parental education in such relations. A total of 154 children from the northeastern region of China were involved in the study. Both parents and head teachers of the target children completed measures of children’s social-emotional competence and preacademic skills.Multiple aspects of social-emotional competence were investigated. The results showed that children’s withdrawn behaviors and attention problems were negatively related to their preacademic skills. Both parent- and teacher-reported positive social behaviors were positively related to children’s preacademic skills. …
Chinese Parents' Perspectives On Adolescent Sexuality Education, Carolyn P. Edwards, Wenli Liu, Jessica Dennis
Chinese Parents' Perspectives On Adolescent Sexuality Education, Carolyn P. Edwards, Wenli Liu, Jessica Dennis
Department of Child, Youth, and Family Studies: Faculty Publications
Structural equation modeling was used to examine a model of factors related to Chinese parents‟ level of involvement in sexuality education for adolescents. Greater parental education was indirectly related to parents‟ engagement in sexuality education through its relationship with more traditional cultural values, greater perceived knowledge of sexuality, and increased quality of the parent-child relationship. The model was found to be largely consistent regardless of the gender of the parent or child and the residence of the family. Results demonstrate that there are multiple pathways to consider within the topic of Chinese parental involvement in sexuality education.
Pathways Of Influence: Chinese Parents’ Expectations, Parenting Styles, And Child Social Competence., Lixin Ren, Carolyn P. Edwards
Pathways Of Influence: Chinese Parents’ Expectations, Parenting Styles, And Child Social Competence., Lixin Ren, Carolyn P. Edwards
Department of Child, Youth, and Family Studies: Faculty Publications
This study examines relations among parental expectations for children’s development of social-emotional skills, parenting styles, and child social competence. A total of 154 parents with preschool-aged children from mainland China completed questionnaires measuring their timing of expectations for children’s mastery of social-emotional skills, values placed on social-emotional skills, parenting styles, and child social competence. Parenting styles were found to mediate the effects of parental expectations on child social competence. Parents with earlier expectations reported higher levels of authoritative parenting,which in turn related to better parent-reported child social competence. Parents who placed more values on social-emotional skills were more likely to …