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transformations</title> <meta name="description" content="Search results for: parents’ transformations"> <meta name="keywords" content="parents’ transformations"> <meta name="viewport" content="width=device-width, initial-scale=1, minimum-scale=1, maximum-scale=1, user-scalable=no"> <meta charset="utf-8"> <link href="https://cdn.waset.org/favicon.ico" type="image/x-icon" rel="shortcut icon"> <link href="https://cdn.waset.org/static/plugins/bootstrap-4.2.1/css/bootstrap.min.css" rel="stylesheet"> <link href="https://cdn.waset.org/static/plugins/fontawesome/css/all.min.css" rel="stylesheet"> <link href="https://cdn.waset.org/static/css/site.css?v=150220211555" rel="stylesheet"> </head> <body> <header> <div class="container"> <nav class="navbar navbar-expand-lg navbar-light"> <a class="navbar-brand" href="https://waset.org"> <img src="https://cdn.waset.org/static/images/wasetc.png" alt="Open Science Research Excellence" title="Open Science Research Excellence" /> </a> <button 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action="https://publications.waset.org/abstracts/search"> <div id="custom-search-input"> <div class="input-group"> <i class="fas fa-search"></i> <input type="text" class="search-query" name="q" placeholder="Author, Title, Abstract, Keywords" value="parents’ transformations"> <input type="submit" class="btn_search" value="Search"> </div> </div> </form> </div> </div> <div class="row mt-3"> <div class="col-sm-3"> <div class="card"> <div class="card-body"><strong>Commenced</strong> in January 2007</div> </div> </div> <div class="col-sm-3"> <div class="card"> <div class="card-body"><strong>Frequency:</strong> Monthly</div> </div> </div> <div class="col-sm-3"> <div class="card"> <div class="card-body"><strong>Edition:</strong> International</div> </div> </div> <div class="col-sm-3"> <div class="card"> <div class="card-body"><strong>Paper Count:</strong> 1546</div> </div> </div> </div> <h1 class="mt-3 mb-3 text-center" style="font-size:1.6rem;">Search results for: parents’ transformations</h1> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">1546</span> Functional Analysis of Barriers in Disability Care Research: An Integrated Developmental Approach </h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Asma%20Batool">Asma Batool</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Immigrant families raising a child with developmental disabilities in Canada encounter many challenges during the process of disability care. Starting from the early screening of their child for diagnosis followed by challenges associated with treatment, access and service utilization. A substantial amount of research focuses on identifying barriers. However, the functional aspects of barriers in terms of their potential influences on parents and children with disabilities are unexplored yet. This paper presents functional analysis of barriers in disability care research by adopting a method of integrated approach. Juxtaposition of two developmental approaches, Bronfenbrenner’s ecological model and parents ‘transformational process model is generating multiple hypotheses to be considered while empirically investigating causal relationships and mediating or moderating factors among various variables related with disability care research. This functional analysis suggests that barriers have negative impacts on the physical and emotional development of children with disabilities as well as on the overall quality of family life (QOFL). While, barriers have facilitating impacts on parents, alternatively, the process of transformation in parents expedite after experiencing barriers. Consequently, parents reconstruct their philosophy of life and experience irreversible but continuous developmental change in terms of transformations simultaneously with their developing child and may buffer the expected negative impacts of barriers on disabled child and QOFL. Overall, this paper is suggesting implications for future research and parents’ transformations are suggesting potential pathways to minimize the negative influences of barriers that parents experience during disability care, hence improving satisfaction in QOFL in general. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=barriers%20in%20disability%20care" title="barriers in disability care">barriers in disability care</a>, <a href="https://publications.waset.org/abstracts/search?q=developmental%20disabilities" title=" developmental disabilities"> developmental disabilities</a>, <a href="https://publications.waset.org/abstracts/search?q=parents%E2%80%99%20transformations" title=" parents’ transformations"> parents’ transformations</a>, <a href="https://publications.waset.org/abstracts/search?q=quality%20of%20family%20life" title=" quality of family life"> quality of family life</a> </p> <a href="https://publications.waset.org/abstracts/37036/functional-analysis-of-barriers-in-disability-care-research-an-integrated-developmental-approach" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/37036.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">405</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">1545</span> Data Transformations in Data Envelopment Analysis</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Mansour%20Mohammadpour">Mansour Mohammadpour</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Data transformation refers to the modification of any point in a data set by a mathematical function. When applying transformations, the measurement scale of the data is modified. Data transformations are commonly employed to turn data into the appropriate form, which can serve various functions in the quantitative analysis of the data. This study addresses the investigation of the use of data transformations in Data Envelopment Analysis (DEA). Although data transformations are important options for analysis, they do fundamentally alter the nature of the variable, making the interpretation of the results somewhat more complex. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=data%20transformation" title="data transformation">data transformation</a>, <a href="https://publications.waset.org/abstracts/search?q=data%20envelopment%20analysis" title=" data envelopment analysis"> data envelopment analysis</a>, <a href="https://publications.waset.org/abstracts/search?q=undesirable%20data" title=" undesirable data"> undesirable data</a>, <a href="https://publications.waset.org/abstracts/search?q=negative%20data" title=" negative data"> negative data</a> </p> <a href="https://publications.waset.org/abstracts/192236/data-transformations-in-data-envelopment-analysis" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/192236.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">20</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">1544</span> The Comparison of of Stress Level between Students with Parents and Those without Parents</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Hendeh%20Majdi">Hendeh Majdi</a>, <a href="https://publications.waset.org/abstracts/search?q=Zahra%20Arzjani"> Zahra Arzjani</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This research aimed at the comparison of level of stress between students had parents and those without parents by descriptive-analytical study. To do research number of 128 questionnaires (64 students with parents and 64 students without parents) were distributed among high school in Ray city, Tehran province through classified sampling. The results showed that level of stress in stud tent without parents has been effective and the most important proposal is that necessity study should be considered in decreasing level of stress in students without parent. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=stress" title="stress">stress</a>, <a href="https://publications.waset.org/abstracts/search?q=students%20with%20parents" title=" students with parents"> students with parents</a>, <a href="https://publications.waset.org/abstracts/search?q=without%20parents" title=" without parents"> without parents</a>, <a href="https://publications.waset.org/abstracts/search?q=Ray%20city" title=" Ray city"> Ray city</a> </p> <a href="https://publications.waset.org/abstracts/3833/the-comparison-of-of-stress-level-between-students-with-parents-and-those-without-parents" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/3833.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">499</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">1543</span> Transformations between Bivariate Polynomial Bases</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Dimitris%20Varsamis">Dimitris Varsamis</a>, <a href="https://publications.waset.org/abstracts/search?q=Nicholas%20Karampetakis"> Nicholas Karampetakis</a> </p> <p class="card-text"><strong>Abstract:</strong></p> It is well known that any interpolating polynomial P(x,y) on the vector space Pn,m of two-variable polynomials with degree less than n in terms of x and less than m in terms of y has various representations that depends on the basis of Pn,m that we select i.e. monomial, Newton and Lagrange basis etc. The aim of this paper is twofold: a) to present transformations between the coordinates of the polynomial P(x,y) in the aforementioned basis and b) to present transformations between these bases. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=bivariate%20interpolation%20polynomial" title="bivariate interpolation polynomial">bivariate interpolation polynomial</a>, <a href="https://publications.waset.org/abstracts/search?q=polynomial%20basis" title=" polynomial basis"> polynomial basis</a>, <a href="https://publications.waset.org/abstracts/search?q=transformations" title=" transformations"> transformations</a>, <a href="https://publications.waset.org/abstracts/search?q=interpolating%20polynomial" title=" interpolating polynomial"> interpolating polynomial</a> </p> <a href="https://publications.waset.org/abstracts/14542/transformations-between-bivariate-polynomial-bases" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/14542.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">405</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">1542</span> Strengthening Urban Governance and Planning Practices for Urban Sustainability Transformations in Cambodia</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Fiona%20Lord">Fiona Lord</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This paper presents research on strengthening urban governance and planning practices for sustainable and regenerative city transformations looking at urban governance in Cambodia as a case study. Transformations to urban sustainability and regeneration require systemic and long-term transformation processes, across multiple levels of society and inclusive of multiple urban actors. This paper presents the emerging findings of a qualitative case study comparing the urban governance and planning practices in two of Cambodia's secondary cities - Battambang and Sihanoukville. The lessons learned have broader implications for how governance and planning can be strengthened to initiate and sustain urban sustainability transformations in other developing country cities of Cambodia and the Southeast Asia region. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=Cambodia" title="Cambodia">Cambodia</a>, <a href="https://publications.waset.org/abstracts/search?q=planning%20practices" title=" planning practices"> planning practices</a>, <a href="https://publications.waset.org/abstracts/search?q=urban%20governance" title=" urban governance"> urban governance</a>, <a href="https://publications.waset.org/abstracts/search?q=urban%20sustainability%20transformations" title=" urban sustainability transformations"> urban sustainability transformations</a> </p> <a href="https://publications.waset.org/abstracts/135576/strengthening-urban-governance-and-planning-practices-for-urban-sustainability-transformations-in-cambodia" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/135576.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">232</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">1541</span> Barriers and Strategies for Effective Communication between Parents and Children in the Family</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Sadhana%20Ghnayiem">Sadhana Ghnayiem</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This article deals with the issue of effective communication between parents and children and its impact on the family in general and on the child in particular. The aim of this article is to provide information to parents, students, anyone interested in family communication between parents and children, and to provide them with tools to deal with barriers to communication in the family unit. The article presented a literature review of the importance of effective communication in the family, the definition of the concept of communication, and was a reference to factors and barriers in communication between parents and children leading to conflict destructive to the extent that barriers to effective communication in the family unit. At the end of the article, strategies were introduced to motivate children to behave appropriately, and to equip parents best to foster the healthy development of their children when they can create an atmosphere of effective communication. From the literature review, it's found that effective communication between parents and children prevents problematic behavior and helps children understand how to communicate effectively with others. Communication between parents and children is the cornerstone of a happy family life and is the basis for positive interactions between parents and children and increases self-esteem in children. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=children" title="children">children</a>, <a href="https://publications.waset.org/abstracts/search?q=communication" title=" communication"> communication</a>, <a href="https://publications.waset.org/abstracts/search?q=conflict" title=" conflict"> conflict</a>, <a href="https://publications.waset.org/abstracts/search?q=family" title=" family"> family</a> </p> <a href="https://publications.waset.org/abstracts/92072/barriers-and-strategies-for-effective-communication-between-parents-and-children-in-the-family" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/92072.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">196</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">1540</span> Emotional, Behavioural and Social Development: Modality of Hierarchy of Needs in Supporting Parents with Special Needs</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Fadzilah%20Abdul%20Rahman">Fadzilah Abdul Rahman</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Emotional development is developed between the parents and their child. Behavioural development is also developed between the parents and their child. Social Development is how parents can help their special needs child to adapt to society and to face challenges. In promoting a lifelong learning mindset, enhancing skill sets and readiness to face challenges, parents would be able to counter balance these challenges during their care giving process and better manage their expectations through understanding the hierarchy of needs modality towards a positive attitude, and in turn, improve their quality of life and participation in society. This paper aims to demonstrate how the hierarchy of needs can be applied in various situations of caregiving for parents with a special needs child. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=hierarchy%20of%20needs" title="hierarchy of needs">hierarchy of needs</a>, <a href="https://publications.waset.org/abstracts/search?q=parents" title=" parents"> parents</a>, <a href="https://publications.waset.org/abstracts/search?q=special%20needs" title=" special needs"> special needs</a>, <a href="https://publications.waset.org/abstracts/search?q=care-giving" title=" care-giving"> care-giving</a> </p> <a href="https://publications.waset.org/abstracts/63401/emotional-behavioural-and-social-development-modality-of-hierarchy-of-needs-in-supporting-parents-with-special-needs" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/63401.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">389</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">1539</span> A Study of Primary School Parents’ Interaction with Teachers’ in Malaysia</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Shireen%20Simon">Shireen Simon</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This study explores the interactions between primary school parents-teachers in Malaysia. Schools in the country are organized to promote participation between parents and teachers. Exchanges of dialogue are most valued between parents and teachers because teachers are in daily contact with pupils’ and the first line of communication with parents. Teachers are considered by parents as the most important connection to improve children learning and well-being. Without a good communication, interaction or involvement between parent-teacher might tarnish a pupils’ performance in school. This study tries to find out multiple emotions among primary school parents-teachers, either estranged or cordial, when they communicate in a multi-cultured society in Malaysia. Important issues related to parent-teacher interactions are discussed further. Parents’ involvement in an effort to boost better education in school is significantly more effective with parents’ involvement. Lastly, this article proposes some suggestions for parents and teachers to build a positive relationship with effective communication and establish more democratic open door policy. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=multi-cultured%20society" title="multi-cultured society">multi-cultured society</a>, <a href="https://publications.waset.org/abstracts/search?q=parental%20involvement" title=" parental involvement"> parental involvement</a>, <a href="https://publications.waset.org/abstracts/search?q=parent-teacher%20relationships" title=" parent-teacher relationships"> parent-teacher relationships</a>, <a href="https://publications.waset.org/abstracts/search?q=parents%E2%80%99%20interaction" title=" parents’ interaction"> parents’ interaction</a> </p> <a href="https://publications.waset.org/abstracts/62056/a-study-of-primary-school-parents-interaction-with-teachers-in-malaysia" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/62056.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">248</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">1538</span> What are Parents of Teacher Candidates’ Belief Towards Teaching as a Profession?</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Chua%20Lee%20Chuan">Chua Lee Chuan</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This study was conducted to explore parents’ beliefs towards the teaching profession. This survey was conducted on 51 parents of teacher candidates in a teacher training institute. A research instrument, using questionnaires, adapted from FIT-Choice scale developed by Richardson and Watt (2006) was used to collect data from the population. The findings showed that parents, in general, have positive attitudes towards the teaching profession. They perceived teaching as a career highly valued by the society. Though the teaching job was viewed as difficult and requiring high expertise, the salary received commensurate their hard work and heavy workload. In terms of gender, male and female parents did not differ in their beliefs about the teaching profession. However, results indicated that educational attainment and income level had significant effect on parents’ beliefs on teaching as a profession. Implications and recommendations in relation to the findings are also included. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=beliefs" title="beliefs">beliefs</a>, <a href="https://publications.waset.org/abstracts/search?q=teaching%20profession" title=" teaching profession"> teaching profession</a>, <a href="https://publications.waset.org/abstracts/search?q=parents" title=" parents"> parents</a>, <a href="https://publications.waset.org/abstracts/search?q=teacher%20candidates" title=" teacher candidates"> teacher candidates</a> </p> <a href="https://publications.waset.org/abstracts/33076/what-are-parents-of-teacher-candidates-belief-towards-teaching-as-a-profession" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/33076.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">396</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">1537</span> A Pilot Study on the Predictors of Child-Parent Relationship</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Selen%20Demirtas-Zorbaz">Selen Demirtas-Zorbaz</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This study aimed to determine if there is any relation between child–parent relationships and parental self-efficacy. The participants of this study are 208 parents, and 82,5% of them are mothers. The children’s age range are differed from 4 to 13 (x̄=7,8). The results showed that there is a significant positive correlation between positive relationship with parents and parental self-efficacy (r=0.52, p < .01); and significant negative correlation between conflict with parents and parental self-efficacy (r=-0.28, p < .01). Also, findings reveal that there was no significant correlation between the time spent with the child and conflict with parents (r=-0.08, p>.05). It was also found that there was no significant correlation between the time spends with the child and positive relationship with parents (r=0.08, p > 0.5). In addition to this; regression analysis’ results indicated that parental self-efficacy is significant predictors of conflict (β=-.268, t=-4.002, p < .001) and positive relationship with parents (β =.519, t= 8.733, p < .001) whereas time spent with children is not (β =-.070, t=-1,045, p > .05 for conflict; β =.061, t=1.023, p > .05 for positive relationship with parents). <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=child-parent%20relationship" title="child-parent relationship">child-parent relationship</a>, <a href="https://publications.waset.org/abstracts/search?q=conflict%20with%20parents" title=" conflict with parents"> conflict with parents</a>, <a href="https://publications.waset.org/abstracts/search?q=positive%20relationship%20with%20parents" title=" positive relationship with parents"> positive relationship with parents</a>, <a href="https://publications.waset.org/abstracts/search?q=parental%20efficacy" title=" parental efficacy"> parental efficacy</a> </p> <a href="https://publications.waset.org/abstracts/70718/a-pilot-study-on-the-predictors-of-child-parent-relationship" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/70718.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">299</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">1536</span> Appraisal of Parents' Views and Supervision of Their Children's Use of Information Communication Technology</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Olabisi%20Adedigba">Olabisi Adedigba</a> </p> <p class="card-text"><strong>Abstract:</strong></p> It is a fundamental truth that Information Communication Technology (ICT) lies at the very heart of our today’s society and determines its development. The use of ICT has given a boost to the educational and mental development of an average pupil of this age far above their counterparts who lived centuries ago. Nevertheless, the present age children stand the risk of the scourge of this technology if proactive measures are not taken urgently to arrest the damages of its negative use on them. One of the measures that can be taken is supervision of children’s use of ICT. This research therefore investigated parents’ views and supervision of their children’s use of Information Communication Technology. Descriptive design was adopted for this study. 300 parents were randomly selected. “Parents’ Views and Supervision of Children’s Use of ICT” was used to collect data for the study. Data collected were analyzed using percentage, mean, standard deviation and t-test. The result revealed that parents’ view of their children’s use of ICT is negative while supervision of their children’s use of ICT is low. Recommendations were thus offered that schools and other stakeholders should educate parents on children’s proper utilization of ICT and parents are urged to maintain adequate supervision on their children use of ICT. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=appraisal%20of%20parents%E2%80%99%20views%20and%20supervision" title="appraisal of parents’ views and supervision">appraisal of parents’ views and supervision</a>, <a href="https://publications.waset.org/abstracts/search?q=children%E2%80%99s%20use" title=" children’s use"> children’s use</a>, <a href="https://publications.waset.org/abstracts/search?q=information%20communication%20technology" title=" information communication technology"> information communication technology</a>, <a href="https://publications.waset.org/abstracts/search?q=t-test" title=" t-test"> t-test</a> </p> <a href="https://publications.waset.org/abstracts/23859/appraisal-of-parents-views-and-supervision-of-their-childrens-use-of-information-communication-technology" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/23859.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">510</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">1535</span> Parental Perceptions and Practices toward Childhood Asthma</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Amani%20K.%20Abu-Shaheen">Amani K. Abu-Shaheen</a>, <a href="https://publications.waset.org/abstracts/search?q=Abdullah%20Nofal"> Abdullah Nofal</a>, <a href="https://publications.waset.org/abstracts/search?q=Humariya%20Heena"> Humariya Heena</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Introduction: Parental perceptions and practices are important for improving the asthma outcomes in children; indeed, evidence shows that parents of asthmatic children harbor considerable misperceptions of the disease. Objective: To identify the prevalence of asthma and to investigate the perceptions and practices of parents toward asthma and its management in Saudi children. Methods: A two-stage cross-sectional survey of 2000 parents of children aged 3–15 years from schools located in all five districts of Riyadh province located in central Saudi Arabia, was conducted. Data collection was accomplished using a self-administered questionnaire based on information obtained from the literature. Results: Of 1450 children whose parents participated in the study, 600 had asthma, dyspnea, or chest allergy. The overall number of children with parental reports of ever having been diagnosed with asthma was 478 (32.9%). The majority of parents (321, 53.5%) believed that asthma was a hereditary disease. Of these parents, 361 (60.3%) were concerned about side effects of inhaled steroids, and 192 (32%) about development of dependency on asthma medications. Three hundred sixty seven (61.2%) parents reported that they could treat the asthma attack at home and almost 76% of parents went to pediatric emergency department during asthma attack. Conclusions: In this study, the overall prevalence of children whose parents reported that they were diagnosed with asthma was high (32.9%). Furthermore, parents of children with asthma had misperceptions regarding asthma and exhibited ineffective practices in its management. To improve asthma care and compliance, adequate education should be provided to parents. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=asthma" title="asthma">asthma</a>, <a href="https://publications.waset.org/abstracts/search?q=management" title=" management"> management</a>, <a href="https://publications.waset.org/abstracts/search?q=parents" title=" parents"> parents</a>, <a href="https://publications.waset.org/abstracts/search?q=quality%20of%20life" title=" quality of life"> quality of life</a> </p> <a href="https://publications.waset.org/abstracts/45901/parental-perceptions-and-practices-toward-childhood-asthma" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/45901.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">274</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">1534</span> Divorce Advice and Parents' Council Support Groups: Help for Divorced Parents to Create Co-Parenting after Divorce</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Paivi%20Hietanen">Paivi Hietanen</a> </p> <p class="card-text"><strong>Abstract:</strong></p> At family with children, divorce is a risk for a child to lose the relationship to the parent with whom the child doesn't live. A child has the right to the get care from both parents after the divorce. Even though your ex-spouse isn’t longer your companion, to the child he or she is still unique as a parent and parents must cooperate and support their child in the new family situation. To divorcee, it's necessary to understand the difference between the intimate relationship that ends and parenthood that continues. Cooperative parenting takes a lot of effort and flexibility for the parents to make joint custody work well. It is vital that parents get help to understand the situation from child points of view. When parent is facing divorce, and all the emotions that it brings along, can the child easily be forgotten. To help children, we must help parents to understand, that a relationship can end, parenthood cannot. As professionals, we should help the parents to see the significance and value of both parents to the child and try to support and protect parenthood-relationship between parents. The Federation of Mother and Child Homes and Shelters have developed group models to work with parents during or after divorce. These support groups are led by professionals, but peer support is also used. These support groups have been held over 10 years and there are found from 20 different cities in Finland. Eroneuvo event (divorce advice) service is intended for parents who are considering or have already divorced. The Vanhemman neuvo (parents' council) is a peer support group that helps parents with post-divorce parenting issues. From these groups, parents receive information and peer support for matters related to divorcing and how to support the child and do co-parenting. At the groups and in given information for divorced parents, is used a method called the 'Irreversible triangle'. It's a way to picture the intimate relationship and parenthood after the divorce and what is the difference between these two things. 'Irreversible triangle' is used to help parents and professionals to understand, what happens if a child loses the relationship to the other parent or if parents co-parenting doesn't work well. From the largely collected feedback, group members tell that they feel themselves relieved after taking part of the group. Parents also experience that talking with other parents helps to survive. Group members learn to co-operate with the other parent, and they'll also learn to see the best interest of the child after the divorce. Parents would highly recommend these groups to other parents. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=child%27s%20right" title="child's right">child's right</a>, <a href="https://publications.waset.org/abstracts/search?q=co-parenting" title=" co-parenting"> co-parenting</a>, <a href="https://publications.waset.org/abstracts/search?q=parenthood%20after%20the%20divorce" title=" parenthood after the divorce"> parenthood after the divorce</a>, <a href="https://publications.waset.org/abstracts/search?q=peer%20support" title=" peer support"> peer support</a> </p> <a href="https://publications.waset.org/abstracts/82145/divorce-advice-and-parents-council-support-groups-help-for-divorced-parents-to-create-co-parenting-after-divorce" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/82145.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">165</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">1533</span> Training Student Teachers to Work in Partnership with Parents of Students with Special Needs</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Alicia%20Greenbank">Alicia Greenbank</a>, <a href="https://publications.waset.org/abstracts/search?q=Efrat%20Bengio"> Efrat Bengio</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The aim of this research was to examine the efficacy of the first course in Israel, whose objective is to train student teachers in the special education department to work cooperatively with parents of children with special needs. Studies often highlight the importance of cooperation between teachers and parents of students with special needs. Israel’s Special Education Law defines parents as complete partners, and the Ministry of Education encourages and even requires that partnership be present. Yet this partnership is difficult to achieve many kindergarten teachers, and teachers have a lot of difficulties establishing and managing a pattern of cooperation with their students’ parents. Often we see different perspectives on the child's development and needs, distrust, lack of appreciation, and communication difficulties on both sides – parents & teachers. The course describes a method of instilling the need for cooperation at an early stage of teacher training-in the teacher training program. 22 students in the special education program for early childhood education in the fourth year of learning took part in the course. The fourth-year is the experiential training year and the first time that students have worked in a school. The course consisted of 14 sessions. Seven parents of students with different disabilities participated at 6 of the sessions. The changes in the students' attitudes towards partnership and their ability to manage this partnership were carried out by examining the reports written by the students before the meetings with the parents and the reflections they wrote after each meeting with the parents and at the end of the course. Three themes emerged from the narrative analysis, corresponding to the three preconditions for joint activities with parents — Approach, Attitude, Appropriate Atmosphere, according to the Four A’s Model. The findings showed that a course combining meetings with parents of children with special needs offers many benefits for teacher training. The course raised student awareness of the question partnership, changed students’ approaches and attitudes towards the parents, stressed the importance of partnership, and provided students with tools for working with parents through the school. Based on the findings of this study, courses in this format can be applied in order to cooperate between teachers and parents, for example, parents of gifted children with special needs. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=Partnership%20with%20parents%20in%20special%20education" title="Partnership with parents in special education">Partnership with parents in special education</a>, <a href="https://publications.waset.org/abstracts/search?q=parents%20of%20children%20with%20disabilities" title=" parents of children with disabilities"> parents of children with disabilities</a>, <a href="https://publications.waset.org/abstracts/search?q=parents%20of%20children%20with%20special%20needs" title=" parents of children with special needs"> parents of children with special needs</a>, <a href="https://publications.waset.org/abstracts/search?q=parents%E2%80%99%20involvement%20in%20special%20education" title=" parents’ involvement in special education "> parents’ involvement in special education </a> </p> <a href="https://publications.waset.org/abstracts/116186/training-student-teachers-to-work-in-partnership-with-parents-of-students-with-special-needs" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/116186.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">188</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">1532</span> Impact of Forgiveness Therapy on Quality of Life of Parents of Children with Intellectual Disability</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Prajakta%20Bhadgaonkar">Prajakta Bhadgaonkar</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Forgiveness is taught since birth in Indian tradition. However, delivering a disabled child is a trauma for the parents. They keep on blaming themselves for the fault, which they are not responsible. Hence, due to lack of forgiving oneself the quality of life of both parent and child gets affected. In forgiveness, person tries to relieve oneself from the feeling of hatred towards oneself or other person. Forgiveness helps move ahead in the life. Hence, one can handle problem more efficiently resulting into better quality of life. In this study, the 30 parents of children with intellectual disability were contacted to find out quality of life. They were administered standardized measure of quality of life (QOL). The children were between 6 to 8 years of age. Out of these 30 parents, 12 parents (7 females and 5 males) were given forgiveness therapy for three months span. After every one month, the QOL scale was administered. At the end of three months, the significant difference was observed in quality of life of parents of children with intellectual disability. Genderwise there was no significant difference between male and female on quality of life. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=children%20with%20intellectual%20disability" title="children with intellectual disability">children with intellectual disability</a>, <a href="https://publications.waset.org/abstracts/search?q=forgiveness" title=" forgiveness"> forgiveness</a>, <a href="https://publications.waset.org/abstracts/search?q=parents" title=" parents"> parents</a>, <a href="https://publications.waset.org/abstracts/search?q=quality%20of%20life" title=" quality of life"> quality of life</a> </p> <a href="https://publications.waset.org/abstracts/80025/impact-of-forgiveness-therapy-on-quality-of-life-of-parents-of-children-with-intellectual-disability" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/80025.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">330</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">1531</span> Exactly Fractional Solutions of Nonlinear Lattice Equation via Some Fractional Transformations</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=A.%20Zerarka">A. Zerarka</a>, <a href="https://publications.waset.org/abstracts/search?q=W.%20Djoudi"> W. Djoudi</a> </p> <p class="card-text"><strong>Abstract:</strong></p> We use some fractional transformations to obtain many types of new exact solutions of nonlinear lattice equation. These solutions include rational solutions, periodic wave solutions, and doubly periodic wave solutions. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=fractional%20transformations" title="fractional transformations">fractional transformations</a>, <a href="https://publications.waset.org/abstracts/search?q=nonlinear%20equation" title=" nonlinear equation"> nonlinear equation</a>, <a href="https://publications.waset.org/abstracts/search?q=travelling%20wave%20solutions" title=" travelling wave solutions"> travelling wave solutions</a>, <a href="https://publications.waset.org/abstracts/search?q=lattice%20equation" title=" lattice equation "> lattice equation </a> </p> <a href="https://publications.waset.org/abstracts/20487/exactly-fractional-solutions-of-nonlinear-lattice-equation-via-some-fractional-transformations" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/20487.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">657</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">1530</span> The Effect of Parents and Coaches on Preschool Children's Self-Control in Preschool Centers in District 5 of Tehran</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Alieh%20Arasteh">Alieh Arasteh</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The main purpose of this study was to investigate the effect of parents and educators on the self-control of children in pre-primary schools in District 5 of Tehran. The method of this survey was a survey and post-correlation type. The statistical population of this study included all teachers and parents of children in preschool centers in the region. The 5th city of Tehran in 1397 was the number of kindergartens in 117 centers and the number of parents was 1872, the sample size of the parents was 320 and the sample size of the trainers was 76. The method of sampling in this study was randomized and clustered. The data gathering tool was Rosenbaum and Ronen (1992) self-control skills, a five-factor questionnaire NEO personality Costa and McCrae (1985) and a questionnaire on demographic characteristics, reliability using Cronbach's alpha, the data analysis was performed using the software spss24. The results of the research showed that the personality characteristics of parents, parents' socioeconomic status and personality traits of educators affect the self-control dimensions of pre-primary school children (P <0.05). <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=self-control" title="self-control">self-control</a>, <a href="https://publications.waset.org/abstracts/search?q=pre-primary%20school" title=" pre-primary school"> pre-primary school</a>, <a href="https://publications.waset.org/abstracts/search?q=the%20effect%20of%20parents" title=" the effect of parents"> the effect of parents</a>, <a href="https://publications.waset.org/abstracts/search?q=couches" title=" couches"> couches</a> </p> <a href="https://publications.waset.org/abstracts/138976/the-effect-of-parents-and-coaches-on-preschool-childrens-self-control-in-preschool-centers-in-district-5-of-tehran" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/138976.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">173</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">1529</span> The Importance of Compulsory Pre-School Education from the Parents’ Perspective in the Czech Republic</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Beata%20Horn%C3%ADckova">Beata Horníckova</a>, <a href="https://publications.waset.org/abstracts/search?q=Sona%20Lorencova"> Sona Lorencova</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The study deals with the presentation of the results of quantitatively oriented research. The research was conducted as part of a questionnaire survey with the aim to find out what are the attitudes of parents to compulsory preschool education in the Czech Republic. This research presents results from the area of importance of compulsory pre-school education from the parents’ perspective. The research method was a questionnaire, which was distributed to respondents through an online platform. The research involved 107 parents, who answered a total of 36 questions that found out their attitudes to last year’s compulsory preschool attendance. The results show that compulsory pre-school attendance has increased the importance of pre-school education. However, the results also show that the compulsory last year of pre-school education is not more important according to parents than in previous years. Most participants consider compulsory pre-school attendance to be important and are happy that their child attends it. The results reveal the fact that the introduction of compulsory pre-school attendance has contributed to the importance of parents’ perceptions of pre-primary education. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=compulsory%20pre-school%20education" title="compulsory pre-school education">compulsory pre-school education</a>, <a href="https://publications.waset.org/abstracts/search?q=education%20of%20pre-school%20children" title=" education of pre-school children"> education of pre-school children</a>, <a href="https://publications.waset.org/abstracts/search?q=kindergarten" title=" kindergarten"> kindergarten</a>, <a href="https://publications.waset.org/abstracts/search?q=parents" title=" parents"> parents</a> </p> <a href="https://publications.waset.org/abstracts/130970/the-importance-of-compulsory-pre-school-education-from-the-parents-perspective-in-the-czech-republic" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/130970.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">164</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">1528</span> The Effect of Education given to Parents of Children with Sickle Cell Anemia in Turkey and Chad to Reduce Children's Pain</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Fatima%20El%20Zahra%20Amin">Fatima El Zahra Amin</a>, <a href="https://publications.waset.org/abstracts/search?q=Emine%20Efe"> Emine Efe</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This study was carried out to evaluate the effect of the education program for parents of children with Sickle Cell Anemia, on the knowledge level of parents and the reduction of pain relief by non-pharmacological methods used by parents at home. In Turkey, 54 parents and 109 from Chad agreed to participate in the survey. The data were collected by the researcher using a face-to-face interview method. Non-pharmacological treatment information form for parents, face expressions rating scale, and parent education program for non-pharmacological methods used in children with sickle cell anemia were used. It was determined that there was a statistically significant difference between the educational status, occupation, disease status, place of residence, family structure and age of parents of Chad and Turkey. According to the ratings of facial expressions scale, it was concluded that there was no significant difference between the children’s average degree of pain before and after administration of non-pharmacological methods by the groups of Chad and Turkey. It was determined that the educational programs prepared for parents of children with sickle cell anemia in both Turkey and Chad were effective in increasing the knowledge level of parents and also in reducing pain crisis with non-pharmacological methods parents used at home. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=Chad" title="Chad">Chad</a>, <a href="https://publications.waset.org/abstracts/search?q=child" title=" child"> child</a>, <a href="https://publications.waset.org/abstracts/search?q=non-pharmacological%20treatment%20methods" title=" non-pharmacological treatment methods"> non-pharmacological treatment methods</a>, <a href="https://publications.waset.org/abstracts/search?q=nurse" title=" nurse"> nurse</a>, <a href="https://publications.waset.org/abstracts/search?q=sickle%20cell%20anemia" title=" sickle cell anemia"> sickle cell anemia</a>, <a href="https://publications.waset.org/abstracts/search?q=Turkey" title=" Turkey"> Turkey</a> </p> <a href="https://publications.waset.org/abstracts/73309/the-effect-of-education-given-to-parents-of-children-with-sickle-cell-anemia-in-turkey-and-chad-to-reduce-childrens-pain" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/73309.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">269</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">1527</span> Teachers’ Instructional Decisions When Teaching Geometric Transformations</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Lisa%20Kasmer">Lisa Kasmer</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Teachers’ instructional decisions shape the structure and content of mathematics lessons and influence the mathematics that students are given the opportunity to learn. Therefore, it is important to better understand how teachers make instructional decisions and thus find new ways to help practicing and future teachers give their students a more effective and robust learning experience. Understanding the relationship between teachers’ instructional decisions and their goals, resources, and orientations (beliefs) is important given the heightened focus on geometric transformations in the middle school mathematics curriculum. This work is significant as the development and support of current and future teachers need more effective ways to teach geometry to their students. The following research questions frame this study: (1) As middle school mathematics teachers plan and enact instruction related to teaching transformations, what thinking processes do they engage in to make decisions about teaching transformations with or without a coordinate system and (2) How do the goals, resources and orientations of these teachers impact their instructional decisions and reveal about their understanding of teaching transformations? Teachers and students alike struggle with understanding transformations; many teachers skip or hurriedly teach transformations at the end of the school year. However, transformations are an important mathematical topic as this topic supports students’ understanding of geometric and spatial reasoning. Geometric transformations are a foundational concept in mathematics, not only for understanding congruence and similarity but for proofs, algebraic functions, and calculus etc. Geometric transformations also underpin the secondary mathematics curriculum, as features of transformations transfer to other areas of mathematics. Teachers’ instructional decisions in terms of goals, orientations, and resources that support these instructional decisions were analyzed using open-coding. Open-coding is recognized as an initial first step in qualitative analysis, where comparisons are made, and preliminary categories are considered. Initial codes and categories from current research on teachers’ thinking processes that are related to the decisions they make while planning and reflecting on the lessons were also noted. Surfacing ideas and additional themes common across teachers while seeking patterns, were compared and analyzed. Finally, attributes of teachers’ goals, orientations and resources were identified in order to begin to build a picture of the reasoning behind their instructional decisions. These categories became the basis for the organization and conceptualization of the data. Preliminary results suggest that teachers often rely on their own orientations about teaching geometric transformations. These beliefs are underpinned by the teachers’ own mathematical knowledge related to teaching transformations. When a teacher does not have a robust understanding of transformations, they are limited by this lack of knowledge. These shortcomings impact students’ opportunities to learn, and thus disadvantage their own understanding of transformations. Teachers’ goals are also limited by their paucity of knowledge regarding transformations, as these goals do not fully represent the range of comprehension a teacher needs to teach this topic well. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=coordinate%20plane" title="coordinate plane">coordinate plane</a>, <a href="https://publications.waset.org/abstracts/search?q=geometric%20transformations" title=" geometric transformations"> geometric transformations</a>, <a href="https://publications.waset.org/abstracts/search?q=instructional%20decisions" title=" instructional decisions"> instructional decisions</a>, <a href="https://publications.waset.org/abstracts/search?q=middle%20school%20mathematics" title=" middle school mathematics"> middle school mathematics</a> </p> <a href="https://publications.waset.org/abstracts/149689/teachers-instructional-decisions-when-teaching-geometric-transformations" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/149689.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">88</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">1526</span> An Explorative Study: Awareness and Understanding of Dyspraxia amongst Parents of Preschool Children Presenting with Dyspraxia</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=A.%20Pedro">A. Pedro</a>, <a href="https://publications.waset.org/abstracts/search?q=T.%20Goldschmidt"> T. Goldschmidt</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Dyspraxia affects approximately 5-6% of school aged children. Utilising an ecological framework, this study aimed to (1) explore the awareness and understanding of dyspraxia or similar disorders among preschool parents and (2) to explore what skills are required or sought after by parents of children presenting with dyspraxia. A qualitative methodological approach with an exploratory design was employed in this study. A total of 15 parents were purposively selected from urban mainstream preschools in the Cape Town metropole region. Data were collected by means of semi-structured interviews and analysed thematically according to Braun and Clarke (2006). Participants were knowledgeable of their rights throughout the research process. The findings reveal that parents understanding of dyspraxia hinges on observable characteristics of their children’s abilities in comparison to typically developing children. Although parents are aware of ways to explore various avenues to better assist their child, they desire more social support and skills in terms of resources to inform them about their child’s difficulties as well as different techniques to better manage their child’s condition. Findings indicate that regular contact between preschool teachers and parents of children presenting with dyspraxia is an important factor in children’s academic success. The implications of the findings are related to the awareness of dyspraxia and similar learning disorders among both parents and teachers. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=awareness%20and%20understanding" title="awareness and understanding">awareness and understanding</a>, <a href="https://publications.waset.org/abstracts/search?q=dyspraxia" title=" dyspraxia"> dyspraxia</a>, <a href="https://publications.waset.org/abstracts/search?q=parents" title=" parents"> parents</a>, <a href="https://publications.waset.org/abstracts/search?q=preschool" title=" preschool"> preschool</a> </p> <a href="https://publications.waset.org/abstracts/100881/an-explorative-study-awareness-and-understanding-of-dyspraxia-amongst-parents-of-preschool-children-presenting-with-dyspraxia" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/100881.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">154</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">1525</span> Improving Access to Training for Parents of Children with Autism Spectrum Disorders through Telepractice: Parental Perception</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Myriam%20Rousseau">Myriam Rousseau</a>, <a href="https://publications.waset.org/abstracts/search?q=Marie-H%C3%A9l%C3%A8ne%20Poulin"> Marie-Hélène Poulin</a>, <a href="https://publications.waset.org/abstracts/search?q=Suzie%20McKinnon"> Suzie McKinnon</a>, <a href="https://publications.waset.org/abstracts/search?q=Jacinthe%20Bourassa"> Jacinthe Bourassa</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Context: There is a growing demand for effective training programs for parents of children with autism spectrum disorders. While traditional in-person training is effective, it can be difficult for some parents to participate due to distance, time, and cost. Telepractice, a form of distance education, could be a viable alternative to address these challenges. Research objective: The objective of this study is to explore the experiences of parents of children with autism who participated in a training program offered by telepractice in order to document: 1) the experience of parents who participated in a program telepractice training program for autistic children, 2) parental satisfaction with the telepractice modality, and 3) potential benefits of using telepractice to deliver training programs to parents of autistic children. Method: This study followed a qualitative research design, and Braun and Clarke's six-step procedure was used for the thematic analysis of the comments provided by parents. Data were collected through individual interviews with parents who participated in the project. The analysis focused on identifying patterns and themes in the comments in order to better understand parents' experiences with the telepractice modality. Results: The study revealed that parents were generally satisfied with the telepractice modality, as it was easy to use and enabled a better balance between work and family. This modality also enabled parents to share and receive mutual support. Despite the positive results, it is still relevant to offer training in different modalities to meet the different needs of parents. Conclusion: The study shows that parents of children with autism are generally satisfied with telepractice as a training modality. The results suggest that telepractice can be an effective alternative to traditional face-to-face training. The study highlights the importance of taking parents' needs and preferences into account when designing and implementing training programs. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=parents" title="parents">parents</a>, <a href="https://publications.waset.org/abstracts/search?q=children" title=" children"> children</a>, <a href="https://publications.waset.org/abstracts/search?q=training" title=" training"> training</a>, <a href="https://publications.waset.org/abstracts/search?q=telepractice" title=" telepractice"> telepractice</a> </p> <a href="https://publications.waset.org/abstracts/155567/improving-access-to-training-for-parents-of-children-with-autism-spectrum-disorders-through-telepractice-parental-perception" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/155567.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">145</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">1524</span> Parents of Kids with Type 1 Diabetes Sleep with Open Eyes </h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Samereh%20Abdoli">Samereh Abdoli</a>, <a href="https://publications.waset.org/abstracts/search?q=Amit%20Vora"> Amit Vora</a>, <a href="https://publications.waset.org/abstracts/search?q=Anusha%20Vora"> Anusha Vora</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Aim: To qualitatively investigate diabetes burnout in parents of children with Type 1 Diabetes (T1D) who shared their experiences through YouTube videos in order to inform future interventions and improve diabetes practice. Methods: A qualitative descriptive approach was used to explore YouTube videos. Of the 568 videos that were identified, only 9 videos met the inclusion criteria of the study. Results: After the videos were transcribed and analyzed using qualitative content analysis, it was revealed that parents shared common concerns and experiences and they translated into three main themes: I do not ever get a break, I am exhausted, I can’t burn out, and I just need a break Conclusion: All in all, the literature revealed that there are negative psychosocial outcomes associated with caring for a child with T1D, but there is a lack of information on diabetes burnout and how parents’ well-being are affected. Reports of self-neglect and sleep deprivation only confirm the need for intervention for parents of children with T1D. The hope with this study is that burnout can be recognized early on and appropriate interventions put in place to help parents cope with the stressors of caring for a child with a chronic disease. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=Diabetes%20burnout" title="Diabetes burnout">Diabetes burnout</a>, <a href="https://publications.waset.org/abstracts/search?q=type%201%20diabetes" title=" type 1 diabetes"> type 1 diabetes</a>, <a href="https://publications.waset.org/abstracts/search?q=qualitative%20research" title=" qualitative research"> qualitative research</a>, <a href="https://publications.waset.org/abstracts/search?q=parents" title=" parents"> parents</a> </p> <a href="https://publications.waset.org/abstracts/99344/parents-of-kids-with-type-1-diabetes-sleep-with-open-eyes" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/99344.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">175</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">1523</span> Parent’s Perspective about the Impact of Digital Storytelling on a Child’s Moral Development in the Early Years</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Hina%20Abdul%20Majeed">Hina Abdul Majeed</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The story has a powerful impact on the human mind of all age groups. There are various ways to tell stories; one of the forms is digital storytelling. Digital storytelling is getting popular nowadays; it mainly catalyzes a child's holistic development in the early years. Thus, this study's primary purpose is to explore parents' perception of the impact of digital storytelling on developing children's moral values and the change that occurs in child's moral behavior and attitude using the digital storytelling tool. Literature was reviewed by exploring the recent studies on digital stories and their impact on child's development. This study was based on a mixed-method approach, considering qualitative and quantitative research designs. The population for this study included parents of early years children who resided in Karachi. However, parents of two to six years old children were targeted as samples by selecting using a purposive sample method. Thus, 100 parents were chosen for the quantitative survey, and five parents were interviewed to collect qualitative data. Questionnaires were developed for collecting data from parents through surveys and interviews. The SPSS was used to analyze the quantitative data, and the parents' responses collected during discussions were presented in narrative form. The findings show that the impact of digital storytelling, in most parents' opinion, is positive in inculcating moral values in their children. Moreover, parents also endorse the changes in child's behavior and attitude due to digital stories. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=digital%20storytelling" title="digital storytelling">digital storytelling</a>, <a href="https://publications.waset.org/abstracts/search?q=moral%20development" title=" moral development"> moral development</a>, <a href="https://publications.waset.org/abstracts/search?q=early%20years" title=" early years"> early years</a>, <a href="https://publications.waset.org/abstracts/search?q=parents" title=" parents"> parents</a> </p> <a href="https://publications.waset.org/abstracts/162826/parents-perspective-about-the-impact-of-digital-storytelling-on-a-childs-moral-development-in-the-early-years" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/162826.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">78</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">1522</span> Parents' Expectations from Compulsory Pre-School Education in the Slovak Republic</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Sona%20Lorencova">Sona Lorencova</a>, <a href="https://publications.waset.org/abstracts/search?q=Beata%20Hornickova"> Beata Hornickova</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The study deals with the presentation of the results of qualitatively oriented research, the aim of which was to find out the attitudes of parents to the planned compulsory pre-school education in the Slovak Republic. The research was conceived as an entry into the field of the researched issue and its aim was to support the validity and effectiveness of items in the questionnaire, which was created based on the statements of parents. The research method was an interview with 15 parents whose children attended kindergarten. The main question of the interviews was to find out what are the parents' expectations from compulsory pre-school education, which will be compulsory in the Slovak Republic from 2021 for all 5-year-old children. From the introduction of compulsory pre-school education, the professional public expects in particular greater participation of children from marginalized Roma communities in pre-school education, as well as children from socially disadvantaged backgrounds, better preparation of children for primary school and better results in international testing. The research found that the expectations of parents are different and depend on their socio-economic status, in accordance with which they place greater importance on the upbringing and education of children. The findings from interviews with parents contributed to the formulation of items in the questionnaire, which will be distributed to parents whose children will attend compulsory pre-school education in the Slovak Republic from 2021. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=compulsory%20pre-school%20education" title="compulsory pre-school education">compulsory pre-school education</a>, <a href="https://publications.waset.org/abstracts/search?q=kindergarten" title=" kindergarten"> kindergarten</a>, <a href="https://publications.waset.org/abstracts/search?q=education%20of%20pre-school%20children" title=" education of pre-school children"> education of pre-school children</a>, <a href="https://publications.waset.org/abstracts/search?q=parental%20expectations%20from%20pre-school%20education" title=" parental expectations from pre-school education"> parental expectations from pre-school education</a> </p> <a href="https://publications.waset.org/abstracts/127311/parents-expectations-from-compulsory-pre-school-education-in-the-slovak-republic" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/127311.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">179</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">1521</span> Parents' Attitudes towards a School-Based Family Program in Early Literacy in Qatari Preschool Settings</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Fathi%20Ihmeideh">Fathi Ihmeideh</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The study aimed at investigating parents’ attitudes towards a school-based family program in developing kindergarten children’s literacy skills. The study surveyed 160 parents of preschool children, gathering information about their attitudes toward the development of children’s early literacy. Results indicated that parents hold positive attitudes towards the school-based family literacy program. The results also revealed statistically significant differences among parents due to a number of study variables. The study concludes with putting forward a number of practical and theoretical recommendations for the field of study. Acknowledgment: This paper was made possible by NPRP grant # (NPRP 8-921-5-122) from the Qatar national research fund (a member of Qatar foundation). The statements made herein are solely the responsibility of the authors. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=parents" title="parents">parents</a>, <a href="https://publications.waset.org/abstracts/search?q=literacy%20development" title=" literacy development"> literacy development</a>, <a href="https://publications.waset.org/abstracts/search?q=preschool%20children" title=" preschool children"> preschool children</a>, <a href="https://publications.waset.org/abstracts/search?q=family%20involvement" title=" family involvement"> family involvement</a> </p> <a href="https://publications.waset.org/abstracts/70952/parents-attitudes-towards-a-school-based-family-program-in-early-literacy-in-qatari-preschool-settings" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/70952.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">271</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">1520</span> Stress and Marital Satisfaction of Parents to Children Diagnosed with Autism</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Oren%20Shtayermman">Oren Shtayermman</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The current investigation expended on research among parents caring for a child who is diagnosed with an autism spectrum disorder (ASD). An online web survey was used to collect data from 253 parents caring for a child with a diagnosis of ASD. Both parents reported on elevated levels of parental stress associated with caring for the child on the spectrum. In addition, lower levels of marital satisfaction were found in both parents. About 13% of the parents in the sample met the diagnostic criteria for Major Depressive Disorder and About 15% of the parents met the diagnostic criteria for Generalized Anxiety Disorder. Although the majority of the sample was females (94%) significant differences were found between males and females in relation to meeting the diagnostic criteria for Major Depressive Disorder and for Generalized Anxiety Disorder. Higher levels of stress were associated with higher number of Generalized Anxiety Disorder symptoms and higher number of Major Depressive Disorder symptoms. Findings from this study indicate how vulnerable parents and especially females are in relation to caring to a child diagnosed with ASD. Educational Objectives: At the conclusion of the paper, the readers should be able to: -Identify levels of stress and marital satisfaction among parents caring for a child diagnosed with autism spectrum disorder, -Recognize the impact of stress on the development of mental health issues, -Name the two most common mood and anxiety related disorders associated with caring for a child diagnosed with an autism spectrum disorder. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=autism" title="autism">autism</a>, <a href="https://publications.waset.org/abstracts/search?q=stress" title=" stress"> stress</a>, <a href="https://publications.waset.org/abstracts/search?q=parents" title=" parents"> parents</a>, <a href="https://publications.waset.org/abstracts/search?q=children" title=" children"> children</a> </p> <a href="https://publications.waset.org/abstracts/46126/stress-and-marital-satisfaction-of-parents-to-children-diagnosed-with-autism" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/46126.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">315</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">1519</span> Defending the Right to Send Children with Disabilities to the Local School in New Zealand</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Barbara%20A.%20Fogarty-Perry">Barbara A. Fogarty-Perry</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This paper draws on one to one interviews with parents of children with high and complex needs conducted in 2019. Those interviewed were asked questions around various areas of well-being, and these were transcribed and then thematically analysed. Results were plotted to identify strategies that enhance resilience in parents of children with physical disabilities. The parents were asked to highlight challenges in the support systems they utilized, and all of those interviewed identified difficulties in the New Zealand education system. Legally in New Zealand, children have the right to attend their local primary school, but for 100% of those interviewed, this was an issue. This paper will discuss the way these parents navigated the New Zealand education system in order to defend this right for their children. The New Zealand education system is having to become more inclusive through parental actions despite precarious times of counter-movement by the New Zealand government. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=autoethnography" title="autoethnography">autoethnography</a>, <a href="https://publications.waset.org/abstracts/search?q=human%20rights" title=" human rights"> human rights</a>, <a href="https://publications.waset.org/abstracts/search?q=inclusion" title=" inclusion"> inclusion</a>, <a href="https://publications.waset.org/abstracts/search?q=parents%20voice%20in%20disability" title=" parents voice in disability"> parents voice in disability</a> </p> <a href="https://publications.waset.org/abstracts/110943/defending-the-right-to-send-children-with-disabilities-to-the-local-school-in-new-zealand" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/110943.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">148</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">1518</span> Cultural Variation in Book-sharing Between U.S. and Nigerian Parents and Their Children</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Mercy%20Vivian%20Sulaiman">Mercy Vivian Sulaiman</a>, <a href="https://publications.waset.org/abstracts/search?q=Pablo%20Chavajay"> Pablo Chavajay</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This study examined parents ways of supporting and facilitating their first-grade children in a book-activity in Nigeria and the United States. Seventy-five parent-child dyads (38 from Nigeria and 37 from the U.S.) were video recorded constructing narratives around a wordless picture book. Analyses focused on identifying parents’ means of facilitating children’s involvement as well as parents and children's reliance on questions and statements during the shared activity. Nigerian parents assumed a sole narrator approach, guiding the narratives and providing most of the information to their children through referential questions and referential and behavioral statements. Unlike the Nigerian parents, US parents engaged in a shared narrator approach, encouraging and building more on their children's contributions, asking more inferential and yes/no questions, and making more inferential and yes/no statements. Nigerian and US children’s extent and types of questions and statements made during their involvement in the activities varied and their contributions resembled those of their parents in their respective cultural groups. These findings highlight significant cultural variations and similarities in book-sharing practices between parents and children, underscoring the role of parental approaches to children's narrative construction and their impact on their learning. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=book-sharing" title="book-sharing">book-sharing</a>, <a href="https://publications.waset.org/abstracts/search?q=cultural%20differences" title=" cultural differences"> cultural differences</a>, <a href="https://publications.waset.org/abstracts/search?q=parent-child%20interactions" title=" parent-child interactions"> parent-child interactions</a>, <a href="https://publications.waset.org/abstracts/search?q=narrative%20contributions" title=" narrative contributions"> narrative contributions</a>, <a href="https://publications.waset.org/abstracts/search?q=Nigeria" title=" Nigeria"> Nigeria</a>, <a href="https://publications.waset.org/abstracts/search?q=united%20states" title=" united states"> united states</a> </p> <a href="https://publications.waset.org/abstracts/190772/cultural-variation-in-book-sharing-between-us-and-nigerian-parents-and-their-children" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/190772.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">24</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">1517</span> Navigating Urban Childcare Challenges: Perspectives of Dhaka City Parents</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Md.%20Shafiullah">Md. Shafiullah</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This study delves into the evolving landscape of urban childcare in Bangladesh, focusing on the experiences and challenges faced by parents in Dhaka city. This paper argues that the traditional childcare arrangement of city families is inadequate to meet the development needs of children. The study aims to explore the childcare challenges faced by urban parents as they transition from traditional family-based childcare networks to alternative caregiving arrangements amidst urbanization, economic shifts, and social transformations. Utilizing a mixed-method research approach, combining quantitative surveys (n = 200) and four qualitative interviews, the research examines the parental viewpoints on childcare practices and the role of societal norms and values. The study finds childcare crises in both the family and daycare settings. In family care, caregiving suffers from the less availability of grandparents, a lack of skills of caregivers, and a lack of child interaction. As for the daycare, it is affected by the absence of appropriate policies, a lack of quality, health and safety concerns, affordability issues, and cultural concerns. Additionally, the study highlights inadequacies in childcare policies and regulatory frameworks, calling for comprehensive reforms to address the childcare vacuum in urban areas. By shifting the focus from developed to developing countries, this study contributes to the literature and suggests policy implications for Bangladesh and beyond. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=childcare" title="childcare">childcare</a>, <a href="https://publications.waset.org/abstracts/search?q=child%20development" title=" child development"> child development</a>, <a href="https://publications.waset.org/abstracts/search?q=childcare%20policy" title=" childcare policy"> childcare policy</a>, <a href="https://publications.waset.org/abstracts/search?q=daycare" title=" daycare"> daycare</a>, <a href="https://publications.waset.org/abstracts/search?q=Bangladesh" title=" Bangladesh"> Bangladesh</a> </p> <a href="https://publications.waset.org/abstracts/184345/navigating-urban-childcare-challenges-perspectives-of-dhaka-city-parents" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/184345.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">56</span> </span> </div> </div> <ul class="pagination"> <li class="page-item disabled"><span class="page-link">&lsaquo;</span></li> <li class="page-item active"><span class="page-link">1</span></li> <li class="page-item"><a class="page-link" href="https://publications.waset.org/abstracts/search?q=parents%E2%80%99%20transformations&page=2">2</a></li> <li class="page-item"><a class="page-link" href="https://publications.waset.org/abstracts/search?q=parents%E2%80%99%20transformations&page=3">3</a></li> <li class="page-item"><a class="page-link" href="https://publications.waset.org/abstracts/search?q=parents%E2%80%99%20transformations&page=4">4</a></li> <li class="page-item"><a class="page-link" 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