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How different are parents and educators? A comparative study of interactive differences between parents and educators in a collaborative adult-child activity.

ABSTRACT: Involving children in collaborative tasks supports their cognitive, motor and social development. This study, performed in Portugal, aims to describe and compare early childhood educators and parents regarding their collaborative and interactive behavior when working with children. For that purpose, 55 educators (of both genders) with a child from their class and 45 parents (of both genders) with their children, participated in an everyday-like quasi-experimental situation for 20 minutes. The participants were invited to build an object of their choice, using a range of available materials and tools. The children included 47 boys and 48 girls, between 3 and 5 year-old. In comparison with the parents, the educators encouraged the children more to explore and find their own solutions. Conversely, the parents helped their children by offering demonstrations and directions. When the educators and the parents were grouped by gender ("men" versus "women"), different opportunities were offered to boys and girls by male and female adults. Our study suggests that educators and parents serve as diverse, but complementary educational role models and provide different learning opportunities.

SUBMITTER: Fuertes M

PROVIDER: S-EPMC6241116 | biostudies-other | 2018

REPOSITORIES: biostudies-other

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How different are parents and educators? A comparative study of interactive differences between parents and educators in a collaborative adult-child activity.

Fuertes Marina M Sousa Otília O Łockiewicz Marta M Nunes Clarisse C Lino Dalila D

PloS one 20181114 11

Involving children in collaborative tasks supports their cognitive, motor and social development. This study, performed in Portugal, aims to describe and compare early childhood educators and parents regarding their collaborative and interactive behavior when working with children. For that purpose, 55 educators (of both genders) with a child from their class and 45 parents (of both genders) with their children, participated in an everyday-like quasi-experimental situation for 20 minutes. The pa ...[more]

PMID: 30427856

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Project description:Background and Objectives:Dementia caregiving has been associated with increased burden, depression, grief, a decreased sense of well-being and quality of life, and a weakening of social support. Little is known about the experience of caregiving in Dementia with Lewy Bodies (DLB). The present study examines differences in the caregiving experience of spouse versus adult child caregivers of individuals with DLB. Research Design and Methods:In this cross-sectional analytic study of spouses (n = 255) and adult children (n = 160) caregivers of individuals with DLB, participants completed an online survey of burden, grief, depression, well-being, quality of life, and social support. Results:Adult child caregivers were more likely to care for women (p < .001) and see the care recipient less often (p < .001) than spouses. Adult child caregivers reported lower quality of life (p < .001) and more caregiver burden (p < .009), but also greater social support (p < .001) than spouses. Between group analyses of caregiver type by disease severity demonstrated that spousal caregivers experience greater grief with advancing disease (p = .005), while adult child caregivers increase social support with advancing disease (p < .001). Discussion and Implications:Spouses and adult children experience DLB caregiving differently. This was explained by the younger age of the adult child caregiver, frequency of contact with the care recipient, and differences in the care recipient's characteristics, frequency of neuropsychiatric symptoms, and disease severity. DLB caregiver support for this population should target psychoeducation for complicated neuropsychiatric symptoms in the care recipient. Screening all DLB caregivers for burden, grief, and depression is suggested to identify those that may benefit most from intervention. Spouses specifically may benefit from interventions that target increasing social support, while adult child caregivers may benefit from interventions aimed at mitigating burden and improving quality of life.

Project description:Older adults' psychosocial outcomes during the COVID-19 pandemic have been inequitable by socio-economic status (SES). However, studies have focused solely on own SES, ignoring emerging evidence of the relationship between adult child SES and late-life health. We evaluated whether adult child educational attainment - a core marker of SES - is associated with older parents' psychosocial outcomes during the pandemic. We used data from the Survey of Health, Aging, and Retirement in Europe (SHARE) 2004-2018 and the SHARE Corona Surveys (SCS) 2020 and 2021. We included 40,392 respondents ≥ 65 years who had pre-pandemic information on adult child educational attainment and self-reported psychosocial outcomes during the pandemic, including self-assessments of worsened psychosocial outcomes compared to the pre-pandemic period. We used generalized estimating equations with a Poisson distribution and a log link, adjusted for respondent and family-level characteristics, including respondents' own educational attainment. Older adults whose adult children averaged levels of educational attainment at or above (vs. below) their country-specific mean had a lower prevalence of feeling nervous (Prevalence Ratio [PR]: 0.94, 95% Confidence Interval [CI]: 0.90, 0.97), sad or depressed (PR: 0.94, 95% CI: 0.91, 0.98), and having sleep problems (PR: 0.94, 95% CI: 0.90, 0.97) during the pandemic. Additionally, higher adult child educational attainment was associated with a lower risk of perceiving worsened feelings of nervousness (PR: 0.95, 95% CI: 0.90, 1.01) and worsened sleep problems (PR: 0.91, 95% CI: 0.82, 1.01) as compared to the pre-pandemic. In stratified models, protective associations were observed only in countries experiencing "high" levels of COVID-19 intensity at the time of the survey. All of these results are derived from adjusted models. Adult child SES may have "upward" spillover effects on the psychosocial wellbeing of older parents during periods of societal duress like the pandemic.

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How different are parents and educators? A comparative study of interactive differences between parents and educators in a collaborative adult-child activity.

Publications

How different are parents and educators? A comparative study of interactive differences between parents and educators in a collaborative adult-child activity.

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