Child-Rearing Practices

In this article, I describe some of my research on caring, helping, active bystandership, and the origins of genocide and collective violence, as a background to interventions in real-world settings aimed to create positive change. They include working with teachers to create classrooms that promote caring and helping; training police to prevent or stop unnecessary harmful actions by fellow officers, and similarly students in schools to prevent harmful actions; promoting reconciliation, using trainings and workshops, and educational radio programs in Rwanda, Burundi, and the Congo; working to improve Dutch-Muslim relations in Amsterdam after violence; and a number of other projects. In these projects, information and participants' experiences combined to create "experiential understanding." Evaluation studies showed positive effects. These projects and their evaluation show that research-and theory-based interventions can be effective. An initial motivation for this work was my early childhood experience during the Holocaust in Hungary and receiving help from bystanders. Public Significance Statement This review of research, interventions, and applications in real-world settings shows that research on helping behavior and on the origins of great violence by groups can be applied to prevent violence, for example, by police or by students who would bully, and to help groups reconcile after great violence, for example, the genocide in Rwanda. It shows that knowledge gained in research can be used to make a difference in the world. Keywords: evolution of violence and of helping, passive and active bystanders, the roots of genocide, promoting reconciliation in Rwanda, preventing police violence and bullying by students I spent almost all of my professional life, starting in the mid-1960s, studying the roots of goodness (helping, caring about other people's welfare, moral courage, and active bystandership) and the roots of evil (the influences leading to genocide and mass killing, and, to a lesser extent, violent conflict and terrorism). I also engaged in activities both to increase caring, helping, and active bystandership, and to prevent harm and violence and promote reconciliation after great violence. This article is primarily about the applications of research and theory, mainly my own but also others', to real-world settings. It originates from a talk I gave at the National Summit on Violence in November 2016 at the American Psychological Association offices in Washington, D.C. The editor of this journal was present and invited me to write an article describing the "interventions" my associates and I have conducted in varied settings, my experiences along the way, and the lessons I learned, in the hope that it would help others doing similar work. He suggested that I could do this in an autobiographical manner. I begin by considering the roots in my early experience of my lifelong commitment to such work. Next, I briefly describe some of my research and theory, which guided the applications. The applications range from working with teachers to create class-Editor's Note. Continue the conversation by submitting your comments and questions about this article/book review to PeacePsychology.org/ peaceconflict. (The Editor of PeacePsychology.org reserves the right to exclude material that fails to contribute to constructive discussion.) ERVIN STAUB holds a PhD from Stanford, taught and Harvard and is Professor Emeritus and Founding Director of the PhD program in the Psychology of Peace and Violence, Department of Psychology and Brain Sciences, University of Massachusetts at Amherst. He is former President of the International Society for Political Psychology and of the Peace Psychology Division of APA. He has studied the origins of and ways to increase caring, helping, moral courage, active bystandership and altruism born of suffering, and the roots of, or societal, cultural and psychological influences leading to genocide, mass killing and intractable violent conflict and ways to prevent these. In addition to studying these he worked in many real world settings, for example to promote reconciliation after a genocide in Rwanda, improve Dutch Muslim relations in the Netherlands after violence there, training police in active bystandership to prevent fellow officers from doing unnecessary harm, and creating classrooms that promote caring. CORRESPONDENCE CONCERNING THIS ARTICLE should be addressed to Ervin Staub,

Children, Rights, and Modernity in China is an ethnographic study of the emergence of a new type of thinking about children and their entitlements in contemporary urban China. Drawing on participant observation and interviews in primary schools and homes in the city of Shanghai, and on diverse evidence from government, academic, media, and pedagogic publications, the book debunks many popular and scholarly stereotypes about the predominance of Confucian ideas of parental authority in China or about the indifference to individual human rights in the political and public culture of the PRC. The author also recognizes the conflicts that exist in Chinese discourses about and practices toward children, as older ideas of filiality, neoliberal ideologies, and the new awareness of children's right to privacy, to expressing their views, and to protection against violence compete and collude in complicated, often contradictory ways.

The aim of the research reported in this chapter was to investigate the relationship to self-esteem of child-rearing practices of mothers and fathers in three generations of urban middle class Turkish families. A second aim was to investigate similarities and differences between mothers and fathers with regard to several dimensions in their parenting practices with sons and daughters – in other words, to examine the role
of both sex of parent and sex of child in parenting practices.

Inuit approaches to childrearing reflect a particular concept of person- hood that may be termed relational, ecocentric, and cosmocentric (Kirmayer, 2007; Kirmayer, Fletcher, & Watt, 2008). As described in the first part of this commentary, Inuit understand the self as being in constant transaction with larger forces in the environment. This ecocentric and cosmocentric view gives different meaning to the challenges described by Briggs in her portrait of Inuit childrearing. It suggests that teasing has more than one goal. One objective is to impress on the child the importance of adhering to norms of interpersonal behavior (while tacitly acknowledging the com- plexity of our conflicting desires and emotions as human beings). Another objective of teasing is to encourage the child to engage in an active pro- cess of searching for the right way to think and act pro-socially in everyday encounters. A third objective is to reduce anthropocentrism and instil a cos- mocentric view. Within Inuit culture, teasing communicates social norms in a powerful way that the child is unlikely to forget. Rather than setting out clear rules to follow, however, it serves to create anxiety or concern about a whole domain of behavior. This focus encourages an active engagement with questions of the child’s place in the social world and the cosmos.

Parents nés pour l'un en Pologne, l'autre en France, ayant vécu dans ces deux pays et résidant aujourd'hui en Suède avec nos deux enfants, nous avons été confrontés de manière continue à des différences interculturelles en ce qui concerne la manière de s'occuper des enfants. Sur la base de cette expérience contrastée, et de nombreux échanges avec des éducateurs professionnels, des psychologues ou des instituteurs français, nous voudrions ici présenter quelques traits qui nous semblent caractéristiques de la « manière française » de s'occuper des enfants.

John is twenty-seven-years-old and lives in an apartment provided to him, and paid for, by his parents. He used to attend higher education, enrolling at a prestigious university, but quit for seemingly no reason after barely a year. Only during certain parts of the day, mostly night-time, does he venture outside his small apartment to buy groceries and borrow books from the local library; this he does to avoid other people and any unnecessary social exchanges. Money is provided to him both through the governmental unemployment program as well as through doing simple commissary work from his computer. His interests include drawing and watching films. John says he is content with his solitary lifestyle; and despite his uneasiness with social interactions, he has not been found to suffer from any recognizable psychiatric disorders.Have you ever encountered any people in a similar situation the one mentioned? John is a fictitious example of a particular form of social withdrawal, where the affected individual secludes themselves from the outside world for many years at a time, keeping their productive activities to an absolute minimum and rarely, if ever, interacting with other people. Some would consider this condition an extreme form of social phobia, but to simply state it as such would not be indicative enough of the many problematic traits, facets and nuances associated with it. The condition was first brought to media attention in Japan and these socially isolated individuals would soon be collectively referred to as 'hikikomori', a originally Japanese word which has seen some use internationally as well. The two fictitious individuals mentioned above can thus be considered 'hikikomori'. But what is ‘hikikomori’ exactly, and why should the condition be brought up and elaborated on? As shall soon be revealed, the prevalence of the condition of 'hikikomori' is not as minor as one might have initially assumed. There are many underlying and complex causes behind the increasing number of 'hikikomori' in recent years, just as there are many detrimental consequences inflicted as a result of the condition not only on the individual themselves, but on family and society at large as well.

The purpose of this study is to explore the experiences of Aeta mothers during pregnancy, childbirth and childrearing. This study was conducted on Kanawan, Morong, Bataan. A phenomenological design was utilized to achieve the objectives of the study. The participants of this study were selected using purposive sampling technique. A total of six Aeta mothers participated in the study and data were collected through semi-structured interview. Three major themes emerged during the interview with the Aeta mothers. The first theme is the integration of the traditional with current practices which refers to the adaptation of the current recommendations during pregnancy. The second theme which emerged is struggles of an Aeta mother which is described as the challenges of Aeta mothers brought about by their socioeconomic and demographic circumstances. The last theme which emerged is the Pride in their Indigenous Beliefs and Practices of Aeta Mothers which refers to the use of available technologies like herbal medicines and the belief of Aeta mothers in superstitions. This study reveals that the experiences of the Aeta mothers are products of modern and traditional practices. Moreover, a more pressing issue surfaced in the experiences of Aetas. The inequalities in health service delivery and the socioeconomic status are major problems of the Aeta community in Kanawan.

Child rearing practices are as old as human being. Child rearing practices are the practices which enable a new born to adopt the culture and traditions of the existing society and these practices enables a child to become a productive member of Society. Child rearing practices has a deep influence in the personality building. When a child come in this world the socialization process of the child starts and family and kin groups plays an important role in this.

Teenage pregnancy is a global problem. It results to maternal and child mortality as well as socioeconomic and physical burden among teenagers and their families. This causal-comparative and correlational study focused on teenage mothers of an island municipality in Quezon Province, Philippines. The research specifically identified the pregnancy profile of the 134 respondents. In addition, their relationship with parents and child-rearing experiences which might have led to their teenage pregnancy was explored. Using the modified version of the Parent-Child Relationship Scheme Scale (PCRSS), the respondents reported good levels of relationship with parents in terms of doing things together, communication and attention, helping and understanding behaviors and feelings, and love and respect with fair level of conflicts. Meanwhile, their child-rearing practices indicated weak influence that may result to teenage pregnancy. Further analysis using Kruskal Wallis H test showed that those who lived with parents during their first pregnancy have better relationship with parents. Age on first pregnancy was linked with the degree of child-rearing experiences. Also, Mann Whitney-U test showed that those who live in barrio areas and get their information about sex from parents, doctors, and school have higher influential child-rearing experiences that led to sexual behaviors. Lastly, Spearman Rank correlation presented that love and respect and less conflicts are linked with parental relationship which may buffer the influence of child-rearing experiences that may lead to teenage pregnancy.It is recommended to establish local policies and programs that could help address teenage pregnancy in school and municipal levels as well as strengthen family connectedness through family development sessions as a way to prevent conflicts and possibility of early pregnancy among teenagers.

This study sought to explore the experiences of Filipino mothers from dual-career families on child-rearing of their preschool-aged children. It aims to identify the different child-rearing challenges faced by mothers from dual-career families, as well as to determine the strategies they employed in order to maintain a balance between their career and child-rearing. A descriptive research, survey questionnaires and in-depth interviews were used in gathering data. Thirty-five mothers from dual-career families living in Metro Manila were chosen to participate through purposive sampling, 30 of which were respondents for the survey questionnaires, and 5 participated in the interviews. Both instruments were able to gather rich narratives and data from the mothers’ experiences, which were then subjected to coding and grouping into themes. The results show that mothers from dual-career families experience the following child-rearing challenges: (1) lack of parent-child interaction, (2) unequal division of child-rearing responsibilities, and (3) unexpected loss of household help. Stemming from these challenges, mothers were also able to identify effective strategies which helped them in balancing their career and child-rearing such as: (1) delegating tasks and sharing of responsibility, (2) managing time and planning, (3) maintaining a positive outlook in life, (4) choosing a child-friendly work environment, and (5) using technology. Given these findings, Filipino mothers may gain more understanding about raising a child in a dual-career family, and how they can effectively balance their responsibilities as a career woman and a mother to their young children.

Background: India contributes a large proportion to global under-fi ve child mortality. One of the determinants of child morbidity and mortality is the "child rearing practices." Socio-economic environment, child rearing practices and nutritional status play a synergistic role. Materials and Methods: Information was collected by exit interviews from married women attending out-patient departments of three primary health centers. Data was collected during December, 2009 using pretested questionnaire Married women in reproductive age group with youngest child in the age group of 1-5 years were eligible for inclusion. To assess the child rearing knowledge and practices (CRKP), a composite score was calculated based on 10 variables and categorized into satisfactory and unsatisfactory. Results: A total of 100 eligible married women were included in the study. About half of the women were in the age group of 25-35 years, 80% belonged to social class V and VI majority (63%) were literate and 70% had ≥2 children. With the increase in literacy status, there was the increase in proportion of women who had satisfactory CRKP and decrease in proportion of women who had given pre-lacteal feed. Among women who had three children, 15 out of 39 (38%) had fully immunized their fi rst child as compared with 25 out of 39 (64%) for the second child and 38 out of 39 (97%) for the third child. Immunization coverage increased as the birth order increased. Conclusion: Mothers' education has a signifi cant role in determining her child rearing practices, which in turn would lead better child survival.

Based on ethnographic fieldwork, this research explores rooftops as gendered spaces where women practice what I propose calling ''bread-nurturing,'' a gendered labor through which women secure and provide nutritious and delicious food for the family. Much of this food is cultivated on rooftops in a long-standing social practice of raising chickens, ducks, goats, and other animals on the roofs of family dwellings. I argue that rooftops are extensions of kitchens in which women practice their intimate knowledge of household food. Rather than simply pushing for an understanding of rooftops as gendered spaces, however, I regard rooftops as a pivotal resource for understanding values and relations of food and taste in Egypt.

ABSTRACT: Parenting is the art of nurturing children, it is basically a process which encompasses planning for parenthood, acquiring knowledge and skills of parenting, and adjustment of resources to meet the needs of children. Today, due to globalisation and modernization the Indian society is in transition, so do the Indian family system. Modern parents have to maintain balance between their children and changing family system. Breaking down of traditional family system had extricated the valuable guidance of elderly therefore young parents have to carefully select the parenting practices on their own. To become a conscious parent in today’s rapidly changing world, parents need to be very vigilant about various factors like environment, age specific needs of children, behaviour management techniques and available family support services etc.

Apart from John Dewey, no American educational reformer has been as internationally successful and influential as Helen Parkhurst, the founder of Dalton education. In the twenties and thirties of the twentieth century, Dalton education was spread throughout the world. There was Dalton education in America, England, Germany, the Netherlands, the Soviet Union, India, China and Japan. Particularly in the Netherlands and Japan, Dalton education has remained in existence. In recent years there has been a revival of international interest. It crops up again, for instance, in England, Germany, the Czech Republic and Slovakia, Poland and China.

The Netherlands is the country with the highest density of Dalton schools. At the moment there are four hundred, three hundred and seventy of which are elementary schools. Comprising five percent of all elementary schools, Dalton education is by far the largest educational reform movement in the Netherlands. And, contrary to Montessori, Jena Plan and Waldorf education, it is steadily on the increase: approximately one hundred schools have been founded in the past five years. The only Dalton school in America, is the school that Helen Parkhurst founded herself in 1919, and which she was subsequently to direct for more than twenty years: the Dalton School in New York. It is a renowned school. But its fame is not due to its origins as an experiment in progressive education. The Dalton School is the second most expensive private school in New York.

We begin with an account of the original practice and theory of the Dalton Plan. The first chapter is mostly historical: a concise reconstruction of the history of the development of the Dalton Plan. The second chapter characterizes the theory of the Dalton Plan based upon our interpretation of texts written by Parkhurst.

Mothering in the contemporary United States is positioned uneasily at the intersection of gendered cultural expectations of child rearing and consumerism. Contemporary expectations of " motherhood " require extensive time and financial resources. Poor mothers face a complex negotiation of cultural expectations and consumerism as they mother with limited time and financial resources. Using children's birthday parties as a site of exploration, this study seeks to examine the construction of the cultural expectations of " good " mothering. How do mothers with greatly limited resources understand the cultural expectations of children's birthday parties? How do mothers organize the resources to host successful children's birthday parties? What do they believe are the most important elements and outcomes? Twenty mothers who receive government assistance were interviewed about their experiences of organizing children's birthday parties. Results from this analysis indicate that managing children and activities on greatly limited resources creates greater difficulty in meeting the expectations of conspicuous consumption. Mothers orchestrating children's birthday parties with meager financial resources may judge their parties successful, and themselves " good " mothers, by altering their (personal or communal) definition of success or the necessary elements of celebration. Creating different personal and family values and expectations, and organizing communities with similarly limited resources and expectations, allows mothers to mediate their economic position and rationalize their decision in organizing children's birthday parties. In the United States, children's birthday parties have become a well-recognized cultural ritual (Lee, Katras and Bauer, 2009). The rising expectation of significant resource allocation to child rearing, in terms of both time and money, and the related growth in commercial markets directed to children's birthday parties has been well documented (

We witness astounding developments in this age of information and communication. Technology has influenced all the aspects of our lives by causing inevitable changes and improvements in every field. Naturally, the world of science has greatly benefited from this change and development. In consequence, the rapid circulation of information and technology in the scientific world has increased the cooperation among scientists. This cooperation highly contributes to researches and studies in the fields of language, history, literature, education, economy, social and cultural life, politics, sports, tourism, and media and communication along with many other areas. Thus, this book contains currents trends in Preschool Education in parallel with the improvements in the world of science. It took about one year to prepare and print the book. We would like to express our deepest gratitude to our friends who contributed to this process. Finally, very special thanks go to the authors who contributed to our book with their researches. It is our greatest wish that this book will increase the cooperation among scientists to make the world a better place.

Background and aim: South Africa has an unacceptably high child mortality rate. Preventable causes such as malnutrition account for a high percentage of these deaths. Breastfeeding as infant feeding practice is recognised for its potential to radically reduce child mortality and is therefore promoted globally. Yet, SA presents with the lowest breastfeeding rates worldwide. Breastfeeding is a child rearing co-occupation, and occupational therapists (OTs) are well positioned to become role players on a transdisciplinary level to address the infant child mortality rate through promoting and supporting breastfeeding. Although not well described in the literature and traditionally not considered part of occupational therapy practice, this study aimed to determine the role of the OT in addressing breastfeeding among mothers in the public health sector (PHS).
Method: A purposive sample of 9 OTs from Bloemfontein working in the Public Health Service (PHS) participated in this study. An e-Delphi technique was used to set up four rounds of sequential questionnaires developed from and structured according to the
Occupational Therapy Practice Framework (OTPF) Domain and Process.
Results: From the 128 initial statements, 95 statements reached consensus determined at 80% agreement. Statements were clustered according to OT roles identified, which included clinician, consultant, educator, trainer, advocate and facilitator.
Conclusion: OTs have a role to play in addressing breastfeeding among mothers in the PHS, within a transdisciplinary team. If OTs aligned their practice with global and national initiatives and policies, the population-based health issue of infant child mortality could
be addressed collectively.

Studies of assimilation tend to focus on whether or not members of a migrant group are adjusting to their new surroundings. This article inverts this focus, asking not how migrant groups adjust, but rather how migrant groups use the language of assimilation to explain generation gaps and other exigencies of migration. This inversion sheds light on the ways a migrant group’s epistemological assumptions underlie their understandings of cultural identity, and shape how they might respond to dilemmas caused by migration. Building upon ethnographic fieldwork among Samoan migrants in the United States, the article explores how and why community workers use the rhetoric of assimilation to teach Samoan parents how to raise children in the US context.

The literature about social capital exponentially increased during the past 10-15 years (Halpert, 2005). The bulk of it focuses on the levels of the social capital, or following Putnam' s legacy, on its effects for various macro-level outcomes, particularly development and producing the public good. Very few studies discuss and empirically test assumption related to the determinants of social capital. Even fewer consider simultaneously the impact of individual and contextual factors.

The article analyzes home-based parental involvement as a child-rearing strategy associated with the academic perfor- mance of adolescents. Through a systematic review of studies with empirical results in six databases, this article shows the multidimensional influence of parental involvement —expressed in monitoring, support, communication, instruc- tion, academic socialization, and availability of resources— at home. The reported findings suggest that parents’ beliefs, support, and communication are relevant in order to understand the effect of parental involvement on adolescents’ aca- demic performance. It is, nevertheless, important to interpret these effects with the mediation of different adolescents’ personal factors.

Parents in academic careers face notable challenges that may go unrecognized by university management and/or policy makers. The COVID-19 pandemic has shed light on some of these challenges, as academic parents shifted to working from home while simultaneously caring for children. On the other hand, many parents found that the shift to working from home offered new opportunities such as working more flexible hours, development of digital skillsets, and increased involvement in the education of their children. In this article we explore the work-related challenges and opportunities experienced by academic parents as a result of the COVID-19 pandemic and offer potential long-term solutions for academic parents and their universities. We use the following methods: (1) a literature review focused on identifying the work-related challenges academic parents faced prior to the pandemic, as well as the impact of the pandemic on scientists and working parents and (2) administer a world-wide survey with the goal of identifying the challenges and opportunities associated with parenting and academic work through the COVID-19 lockdown (304 total responses; 113 complete). Moving forward these findings have enabled conclusions to be drawn in order to shape a new normal. Our aim is to offer university administrators, policy makers, and community service providers with ways to provide additional support for academic parents as well as provide tools for academic parents to learn successful strategies directly from their peers.

La discusión suscitada en torno a la Modernidad, que comprometen de un lado posiciones que intentan rescatar lo más “esencial” de ésta, y de otro a posturas radicalmente antimodernistas, ha puesto de manifiesto los profundos cambios a los cuales se ha visto sometida la sociedad contemporánea.
En el caso colombiano, los profundos cambios que ha vivido la sociedad, principalmente en los últimos treinta años del siglo veinte, gracias a factores como: 1) la modernización de las estructuras sociales y económicas, 2) el desmonte del frente nacional, que en la práctica se traduce en la desorganización de los partidos tradicionales y la aparición de nuevos actores políticos, 3) la mayor cobertura alcanzada por el sistema educativo y 4) el desplazamiento hacia las principales ciudades de grandes masas de la población, por efecto de la violencia y el desempleo.
Esta transformación y los cambios que en general vive el mundo moderno, afectan necesariamente los diferentes aspectos de la vida social del país, produciendo la aparición de nuevos fenómenos sociales, como por ejemplo: los cambios en la conformación de la identidad personal y social de la población colombiana; la reproducción de la violencia en sus distintas manifestaciones; los ajustes en la familia y en el papel jugado por la mujer; o la modificación de los patrones de socialización.
En este escenario, los cambios que enfrenta la familia se constituyen en un campo de investigación de suma importancia para las ciencias sociales, y en particular para la psicología. El interés se centra sobre diferentes aspectos que atañen tanto a la intimidad de la familia como a sus relaciones con el entorno que la rodea. Son objeto de investigación aspectos que van desde lo económico hasta los de carácter estrictamente psicológicos, y han motivado estudios que brindan información valiosa para caracterizar a esta institución, mostrando los ajustes acaecidos en la estructura y dinámica familiar, así como en el papel socializador de la familia.

This chapter explores the meaning of empathy with animals within the emotional socialization of children as it appears in children’s literature and advice manuals from the mid-nineteenth to the end of the twentieth century. Whether or not it was based on an anthropomorphisation of animals, this empathy was a historically invented empathy.  In this context this chapter aims to pursue the link between feeling in general, and feeling with others in particular, thereby considering the changing interplay between emotional practices and moral demands. It reconstructs and reflects not only an emotionalization, but also a politicization of animals and human-animal relationships.

Public concern for child care and education presents liberal and plural democracy with problems regarding authority and rights. A knotty one is a wellknown dilemma: rights of children sometimes conflict with rights of their parents and rights of the (cultural, ethnic, religious) groups to which they belong. Protecting children's rights can be incompatible with respecting traditional beliefs and practices.
An example of this dilemma is the question whether neonatal circumcision must be allowed. Jewish and Islamic traditions prescribe circumcision and according to the people involved it is a meaningful practice of great importance for both parents and the child. Liberal and plural aspirations oblige the state to allow it. But circumcision is a medically unjustifiable practice. The obligation to protect children against abuse and maltreatment and to protect their freedom of religion compels the state to forbid circumcision.
This article explores the problem and suggests a pragmatic way to cope with it.

In the convergence of ample dynamic experiences in our society, there arises the challenge on proper and positive child-rearing practices as we impose discipline and affect values to the young. It is a common issue like obesity and environmental devastations that children are affected much directly or indirectly by the cruelty and violence of many faces by some conventional and framed forms of imposing obedience and discipline. They (the children) are the most fragile minds who greatly suffer by the stings of the supposed " scrupulous " mistake of the fractured culture of the adults. Many accounts in the human strife, children become like objects of torture, abuse, exploitation, coercion and discrimination. They are often left in a closed corner of immobility to retract and be clearly heard of. Some are shut to the sham of mere manipulations of the adult's fixations and vengeance of their mistaken past. To this, they lead to disclose their own identity and hide by suppressing their own guilt, desperation and anger. It is needless to say though that many would turn to yield to more tragic by shunning themselves to people. By that, the chain of violence from the infectious core won't break and will create a series of complex network of undesirable mishaps in the society. It may seem normal to many of the adults to direct their children's lives and wants because of their true personal pitfalls. They (the adults) might have been into that similar situation before that drive them consciously or unconsciously to the same cycle of authoritarianism. The vividness of this kind of rearing is somehow the result of long assault of their own ego. Surprisingly, the drama conflict of this perceived " normal " approach will only multiply countless silent victims. When the vital needs of the children are not being dealt with properly, then the entire script and scene of the faulty monologue will result undesirably. It is now the demand of time to be more balance and democratic in accepting facts that children are like adults and are psychologically capable of realizing their own potentials and capacities if given responsibility, freedom, trust, acceptance, respect and worth. The inviolability of these psychological aspirations must be willingly provided in due to the children with maximum tolerance and understanding that learning is vicarious and that it involves challenges of being into errors. Trust must be laid upon the foundation of all interpersonal acquaintances and that children must understand from the adults that they are being trusted because they are love. Self-esteem and self-worth are positive direct results of this—trust understanding and by that children will more likely to develop a strong sense of responsibility and concept that they will in turn effect and impute positivity to others. The vitality to make a full shift away from that paradigm of futile recourse is levied upon the open understanding of the parents, teachers, social workers and all adults who serve mirror to the child. By that mirror, it must reflect light of proper, desirable and true beacon of guidance for them to avoid all possible negative inhibitions of their delicate conscience and judgement. It needs refresher and an effective opener for the adults to fully ready and responsible in the execution of their duties to enabling and engaging the children in the real world of humanity. Children who are trusted by the adults develop sense of interdependency and will more likely to be effective decision-makers and risk-takers. Trust will develop the sense of optimism and hope to the children's superego. Children who are loved will be more open to other's opposing opinions; have high tolerance to diversity and uniqueness of people; have powerful sense of empathy and sensibility; and have optimum levels of patience with the flaws. Children who are accorded with a democratic space of being themselves and are free to articulate their wants and needs will be more excited at other's triumphs and will show truest sympathy to others. Their development demands sincerest understanding of respect, love, protection and care because they need adults who are capable of showing them the exact orientation of themselves to the world.

This study investigated early child care teachers’ culturally shaped socialization goals and preferred
behavioral strategies. The participants were 183 female teachers and trainees, 93 from Osnabrück,
Germany, representing an urban Western context, which can be characterized by a primary cultural
orientation toward psychological autonomy and a constructivist pedagogical approach; and
90 Cameroonian teachers, representing a rural non-Western context, which can be characterized by
a primary cultural emphasis on hierarchical relatedness and a didactic approach of formal apprenticeship.
The teachers answered questionnaires about their general socialization goals, professional
educational goals, and preferred behavioral strategies. Overall, the different cultural orientations
and pedagogical approaches were embodied in teachers’ general goals and preferred strategies. The
German early child care teachers emphasized the value of psychological autonomy and child-centered
methods most, whereas the Cameroonian teachers focused on hierarchical-relational socialization
goals and apprenticeship-based teaching methods. However, results also showed discrepancies
between general and professional goals of early child care teachers of the same cultural context, as
well as differences with respect to teachers’ work experience, indicating further impact factors on
early child care teachers’ goals besides the own cultural belief system.

Large scale comparative studies, such as the value surveys (EVS and WVS) or the Eurobarometer, include measurements for parental/child-rearing values. This reflects a persistent interest for the topic, which produced salient studies starting with the first half of the twentieth century (Lynd and Lund 1929; Duvall 1946). Various scholars report data on parental values which use versions of the Q-sort methodology (Kohn 1977), ranking variables (Alwin 1990; Lenski 1961), scale indicators (Tulviste et al. 2007). Q-sort methodology remains the most widely employed. One of its versions is included in the value surveys as well. However, it fails to produce comparable indicators in different countries (Rabušic 2011; Xiao 2001) or at different moments in time (Wright and Wright 1976). This paper uses original data, provided by a Romanian convenience sample, to check if using various versions of the EVS/WVS items may lead to better ways to produce synthetic indicators for parental-values at individual level. SEM models are used to show that the best analytic solution would be to use individual items instead of producing summative indexes.

http://shcyhome.org/2015/02/chc-episode-7-the-examined-life/  Episode 7 of CHILDHOOD: History & Critique offers review of _Benign Violence: Education in and beyond the Age of Reason_ and includes a conversation with its author - Ansgar Allen.

CHC is a series of interviews, essays, and happenings in historical studies of childhood presented for the Society for the History of Children and Youth.

Childhood is the most sensitive period in the life of the child, which molds the physical and the intellectual features. The mother is a right and appropriate person to observe the child carefully. A comparative study to assess the child rearing practice among working and non-working mothers in the selected rural areas of Varanasi 1.To assess the child rearing practice among the mothers, 2.To compare the child rearing practice among the working and non-working mothers, 3.To associate the child rearing practice of the mothers with the selected demographic variable A non-experimental research design was adopted for the study. 60mothers were selected by purposive sampling technique out of which 30 were working and 30 were house wives who have children’s of 5-12 years of age from the rural areas of Varanasi. The tool administered to the sample consisted of two sections including the socio-demographic data and a standardized tool by Alabama on child rearing practices. Descriptive and inferential statistics were used to draw the result. The results showed that the good practice of child rearing practice was 27 (90%) among the non-working mothers wherein the working mothers had only 20 (66.6%). and majority 10 (33.3%) of the working mothers had acceptable practice and only 3 (10%) of the non-working mothers had acceptable practice. On comparison, the paired t-test showed 4.763 at the level of p value <0.000025 showing the significance in the child rearing practice between working and non-working mothers.There was no statistically significant association between the mothers on child rearing practice with the selected demographic variables. The study results shows that non-working mothers impart better child rearing practice than the working mothers, yet most of the mothers apply the outmost best effort in child rearing practice. More health education and teaching sessions can be organized to all the mothers’ on good child rearing practice to improve the child’s health and future in a holistic way.

La ponencia presenta el proceso de crianza de las niñas desvinculadas de los grupos armados, que es uno de los resultados de la investigación sobre las características psicosociales de las adolescente y mujeres jóvenes que pertenecieron a los grupos armados organizados al margen de la Ley (GAOML)2 en Colombia. Para la recolección de datos se empleo de una encuesta e historias de vida, las cuales son la base para esta ponencia. La muestra fue de 80 adolescentes y mujeres jóvenes entre los 16 y 27 años (M=22.1 y DE=2.82), tomada de los programas del ICBF y la ACR en 15 ciudades de Colombia. Los resultados ponen en evidencia que las niñas antes de su vinculación a los GAOML vivían en condiciones de alta vulnerabilidad y en áreas del conflicto armado, y que su crianza se enmarca en una representación social de la mujer relegada, con prácticas tradicionales e inmersa en una cultura machista, es decir, definidas en la división sexual del trabajo, que se expresa en la asignación diferenciada de roles, identificando a los hombres con la esfera productiva y a las mujeres con la reproductiva, tendencia que contribuye a mantener órdenes desfavorables para estas últimas.

This working paper is based on the results of a study of the child-rearing practices of Russian-speaking women in the context of a migration perspective focusing on their migration experience, language, and other features that are perceived as cultural and an integration context as determining many important aspects of child-rearing. The analysis shows that a mother’s choice of structured activities for the child can be caused by structural factors, such as the national peculiarities of the system of school and pre-school education, family policy, the specifics and set of programs offered at schools and available in the area. Regardless of the social segment, in which migrants are incorporated, children begin to prefer speaking Spanish than Russian if there is not any special effort from the adults. This leads to the fact that the study of the Russian language in some families affects all spheres of life, and many aspects of child-rearing. Many women develop and share ideas about the differences in the parenting approach and style of women from the post-Soviet space and from Spain. Women perceive the stylistic features of the behavior of Russian women as highly demanding and share the view of the low demands of Spanish parents, yet differ in how they perceive their level of responsiveness to them.