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grandparents</title> <meta name="description" content="Search results for: grandparents"> <meta name="keywords" content="grandparents"> <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 class="d-block d-lg-none navbar-toggler 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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="grandparents"> <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> 27</div> </div> </div> </div> <h1 class="mt-3 mb-3 text-center" style="font-size:1.6rem;">Search results for: grandparents</h1> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">27</span> Issues of Time's Urgency and Ritual in Children's Picture Books: A Closer Look at the Contributions of Grandparents</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Karen%20Armstrong">Karen Armstrong</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Although invisible and fleeting, time is an essential variable in perception. Ritual is proposed as an antithesis to the passage of time, a way of linking our narratives with the past, present and future. This qualitative exploration examines a variety of award winning twentieth-century children’s picture books, specifically regarding the issues of time’s urgency and ritual with respect to children and grandparents. The paper will begin with a consideration of issues of time from the area of psychology, with regard to age, specifically contrasting later age and childhood. Next the value of ritual as represented by the presence of grandparents in children’s books. Specific instances of the contributions of grandparents or older adults with regard to this balancing function between time’s urgency and ritual will be discussed. Recommendations for future research include a consideration of grandparents’ or older characters’ depictions in books for older children. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=children%27s%20picture%20books" title="children's picture books">children's picture books</a>, <a href="https://publications.waset.org/abstracts/search?q=grandparents" title=" grandparents"> grandparents</a>, <a href="https://publications.waset.org/abstracts/search?q=ritual" title=" ritual"> ritual</a>, <a href="https://publications.waset.org/abstracts/search?q=time" title=" time"> time</a> </p> <a href="https://publications.waset.org/abstracts/65775/issues-of-times-urgency-and-ritual-in-childrens-picture-books-a-closer-look-at-the-contributions-of-grandparents" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/65775.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">304</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">26</span> Older Adult Grandparents' Voices as a Principle Care Giver in a Skipped-Generation Family</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Kerdsiri%20Hongthai">Kerdsiri Hongthai</a>, <a href="https://publications.waset.org/abstracts/search?q=Darunee%20Jongudomkarn"> Darunee Jongudomkarn</a>, <a href="https://publications.waset.org/abstracts/search?q=Rutja%20Phuphaibul"> Rutja Phuphaibul</a> </p> <p class="card-text"><strong>Abstract:</strong></p> In Thailand, many adults in rural areas migrate to seek employ¬ment resulting in skipped-generation family where grandparents care for grandchildren with no other adults present. This is a preliminary study using qualitative case study methods, aimed to explore the situations of older adult grandparents' experiences in skipped-generation family in North-East of Thailand. Data were collected by in-depth inter¬views with 6 grandparents living in skipped-generation families; 5 females and 1 males grandparents, aged 62-75, some of them have diabetes mellitus, hypertension, during November to December, 2017. The finding themes are: ‘Caught up in the middle’: the older adults were pleased to have grandchildren but, at the same time, acknowledge the burden that this placed on them, especially when the migrant children failed to send enough money back to support the family. ‘Getting bad health’: they reported to be fatigued and stressed due to burden of caring for their grandchildren without support. This situation can aggravate problems of poor health status and be worsening economic status of the grandparents. In some cases of deprivation, the grandparents feel that having to be the sole care providers of their grandchildren can negative adversely affect their mental status. It is important to find out in other sectors similar to Thailand and lead to more in-depth research to answer the research questions about policy and social support in skipped-generation family in the future. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=older%20adult%20grandparents" title="older adult grandparents">older adult grandparents</a>, <a href="https://publications.waset.org/abstracts/search?q=experiences" title=" experiences"> experiences</a>, <a href="https://publications.waset.org/abstracts/search?q=principle%20care%20giver" title=" principle care giver"> principle care giver</a>, <a href="https://publications.waset.org/abstracts/search?q=skipped-generation%20family" title=" skipped-generation family"> skipped-generation family</a> </p> <a href="https://publications.waset.org/abstracts/94052/older-adult-grandparents-voices-as-a-principle-care-giver-in-a-skipped-generation-family" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/94052.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">144</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">25</span> Great-Grandparents: Inter and Transgenerational Relationships Involved in the Family</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Emily%20Schuler">Emily Schuler</a>, <a href="https://publications.waset.org/abstracts/search?q=Cristina%20M.%20S.%20B.%20Dias"> Cristina M. S. B. Dias</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The increase of human aging is a phenomenon observed in world scale and allows the experience of several roles within the family. Nowadays grandparents can see their grandchildren growing up and having children, becoming great-grandparents, and thus adding another generation in the network of relationships. Consequently, more and more multigenerational families are emerging, formed by four or even five generations, and therefore more vertically. Thus, the objective of this research was to understand the role of great-grandparents, as well as the intergenerational repercussions of this role in their lives and that of their relatives. More specifically it was intended: to analyze the meaning of being great-grandparents in the family, from the perspective of each generation; identify the activities performed by their great-grandparents; identify the legacy that the great-grandparents wish to convey; characterize the needs and feelings experienced by the great-grandparents and their families; understand intergenerational relations permeated by the presence of great-grandparents among family members. It is a multiple case study with four families consisting of four generations and a family with five generations, thus totaling twenty-two participants; three great-grandmothers, two great-grandfathers, and one great-great-grandmother. As for the other generations, five children, grandchildren, great-grandchildren, and a great-great-grandchild were interviewed. As a research instrument, a semi-directed interview was used, with a specific script for each generation, as well as a questionnaire with the sociodemographic data of the participants. The data were analyzed through thematic content analysis. The main results pointed out the following: 1) As for the feelings experienced when becoming great-grandparents, they reported joy, satisfaction, and gratitude; 2) The support provided by them, most of the time, is of the emotional type; 3) The family relationship appeared quite significant, being characterized especially in the form of visits; 4) Conflicts exist, but seem to be circumvented with wisdom and much respect; 5) The legacies transmitted by them are related to faith, solidarity, education, and order; 6) The meaning of being great-grandmother is intimately linked to the feeling of transcendence, the sense of having fulfilled the purpose of life and also its continuity in grandchildren and great-grandchildren. In other generations, the appreciation of the great-grandparents, perceived as wise people, has been observed and can contribute as teachers to the new generations. It is hoped to give visibility to this generation still little studied in our country. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=great-grandparents" title="great-grandparents">great-grandparents</a>, <a href="https://publications.waset.org/abstracts/search?q=intergenerational%20relation" title=" intergenerational relation"> intergenerational relation</a>, <a href="https://publications.waset.org/abstracts/search?q=multigenerational%20families" title=" multigenerational families"> multigenerational families</a>, <a href="https://publications.waset.org/abstracts/search?q=transgenerational%20legacies" title=" transgenerational legacies"> transgenerational legacies</a> </p> <a href="https://publications.waset.org/abstracts/87256/great-grandparents-inter-and-transgenerational-relationships-involved-in-the-family" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/87256.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">171</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">24</span> The Experience of Grandparenthood among Grandparents of Children with Autism in the Arab–Bedouin Society</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Binoun%20Chaki%20Hagar">Binoun Chaki Hagar</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Studies have investigated grandparents' perceptions relating to their grandchildren with disabilities. Literature on grandparenthood focuses on the Western grandparents. Autism within the Arab populations has also being investigated. Moreover, the Bedouin population can also be seen in various studies related to different experiences and different perceptions about disabilities in general and among children in particular. However, as far as we know, no studies were found on grand parenting a child with autism in Bedouin society. This study combines three areas of knowledge, to create another knowledge domain. The aim of this study was to learn about the experience of grand parenting an autistic child in the Bedouin Arab society, to examine how it affects the grandparents' relationships, feelings, and functioning within the family, and as individuals, as well as to examine their coping mechanisms and their social support networks. This study is significant and as it examines autism and grandparents among the Bedouin Arab population in Israel, a population that has unique socio-demographic, cultural and traditional characteristics. The study revealed three themes concerning the meaning of grandparenthood to be associated with family continuity, how autism is perceived, and the importance of religion. It also suggests another category – the status of the elderly in the Arab-Bedouin family. It is recognized that the role of the elderly is held in high esteem, and can be affected by the grandchild’s’ autism. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=Arab%E2%80%93Bedouin%20family" title="Arab–Bedouin family">Arab–Bedouin family</a>, <a href="https://publications.waset.org/abstracts/search?q=autism" title=" autism"> autism</a>, <a href="https://publications.waset.org/abstracts/search?q=grandparents" title=" grandparents"> grandparents</a>, <a href="https://publications.waset.org/abstracts/search?q=family%20relationships" title=" family relationships"> family relationships</a> </p> <a href="https://publications.waset.org/abstracts/55921/the-experience-of-grandparenthood-among-grandparents-of-children-with-autism-in-the-arab-bedouin-society" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/55921.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">292</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">23</span> Complementary Child-Care by Grandparents: Comparisons of Zambia and the Netherlands</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Francis%20Sichimba">Francis Sichimba</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Literature has increasingly acknowledged the important role that grandparents play in child care with evidence highlighting differences in grand-parental investment between countries and cultures. However, there are very few systematic cross cultural studies on grandparents’ participation in child care. Thus, we decided to conduct this study in Zambia and the Netherlands because the two countries differ rather drastically socially and culturally. The objective of this study was to investigate grand-parental involvement in child care in Zambia and the Netherlands. In line with the general objective, four hypotheses were formulated using nationality, family size, social economic status (SES), attachment security as independent variables. The study sample consisted of 411 undergraduate students from the University of Zambia and the University of Leiden. A questionnaire was used to measure grand-parental involvement in child care. Results indicated that grandparent involvement in child care was prevalent in both Zambia and Netherlands. However, as predicted it was found that Zambian grandparents (M = 9.69, SD=2.40) provided more care for their grandchildren compared to their Dutch counterparts (M = 7.80, SD=3.31) even after controlling for parents being alive. Using hierarchical logistic regression analysis the study revealed that nationality and attachment-related avoidance were significant predictors of grand-parental involvement in child care. It was concluded that grand-parental care is a great resource in offering complementary care in both countries. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=attachment" title="attachment">attachment</a>, <a href="https://publications.waset.org/abstracts/search?q=care" title=" care"> care</a>, <a href="https://publications.waset.org/abstracts/search?q=grand-parenting%20involvement" title=" grand-parenting involvement"> grand-parenting involvement</a>, <a href="https://publications.waset.org/abstracts/search?q=social%20economic%20status" title=" social economic status"> social economic status</a> </p> <a href="https://publications.waset.org/abstracts/21494/complementary-child-care-by-grandparents-comparisons-of-zambia-and-the-netherlands" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/21494.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">720</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">22</span> Needs-Gap Analysis on Culturally and Linguistically Diverse Grandparent Carers ‘Hidden Issues’: An Insight for Community Nurses</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Mercedes%20Sepulveda">Mercedes Sepulveda</a>, <a href="https://publications.waset.org/abstracts/search?q=Saras%20Henderson"> Saras Henderson</a>, <a href="https://publications.waset.org/abstracts/search?q=Dana%20Farrell"> Dana Farrell</a>, <a href="https://publications.waset.org/abstracts/search?q=Gaby%20Heuft"> Gaby Heuft</a> </p> <p class="card-text"><strong>Abstract:</strong></p> In Australia, there is a significant number of Culturally and Linguistically Diverse (CALD) Grandparent Carers who are sole carers for their grandchildren. Services in the community such as accessible healthcare, financial support, legal aid, and transport to services can assist Grandparent Carers to continue to live in their own home whilst caring for their grandchildren. Community nurses can play a major role by being aware of the needs of these grandparents and link them to services via information and referrals. The CALD Grandparent Carer experiences have only been explored marginally and may be similar to the general Grandparent Carer population, although cultural aspects may add to their difficulties. This Needs-Gap Analysis aimed to uncover ‘hidden issues’ for CALD Grandparent Carers such as service gaps and actions needed to address these issues. The stakeholders selected for this Needs-Gap Analysis were drawn from relevant service providers such as community and aged care services, child and/or grandparents support services and CALD specific services. One hundred relevant service providers were surveyed using six structured questions via face to face, phone interviews, or email correspondence. CALD Grandparents who had a significant or sole role of being a carer for grandchildren were invited to participate through their CALD community leaders. Consultative Forums asking five questions that focused on the caring role, issues encountered, and what needed to be done, were conducted with the African, Asian, Spanish-Speaking, Middle Eastern, European, Pacific Islander and Maori Grandparent Carers living in South-east Queensland, Australia. Data from the service provider survey and the CALD Grandparent Carer forums were content analysed using thematic principles. Our findings highlighted social determinants of health grouped into six themes. These were; 1) service providers and Grandparent Carer perception that there was limited research data on CALD grandparents as carers; 2) inadequate legal and financial support; 3) barriers to accessing information and advice; 4) lack of childcare options in the light of aging and health issues; 5) difficulties around transport; and 6) inadequate technological skills often leading to social isolation for both carer and grandchildren. Our Needs-Gap Analysis provides insight to service providers especially health practitioners such as doctors and community nurses, particularly on the impact of caring for grandchildren on CALD Grandparent Carers. Furthermore, factors such as cultural differences, English language difficulties, and migration experiences also impacted on the way CALD Grandparent Carers are able to cope. The findings of this Need-Gap Analysis signposts some of the ‘ hidden issues’ that CALD Grandparents Carers face and draws together recommendations for the future as put forward by the stakeholders themselves. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=CALD%20grandparents" title="CALD grandparents">CALD grandparents</a>, <a href="https://publications.waset.org/abstracts/search?q=carer%20needs" title=" carer needs"> carer needs</a>, <a href="https://publications.waset.org/abstracts/search?q=community%20nurses" title=" community nurses"> community nurses</a>, <a href="https://publications.waset.org/abstracts/search?q=grandparent%20carers" title=" grandparent carers"> grandparent carers</a> </p> <a href="https://publications.waset.org/abstracts/20186/needs-gap-analysis-on-culturally-and-linguistically-diverse-grandparent-carers-hidden-issues-an-insight-for-community-nurses" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/20186.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">313</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">21</span> Family Functionality in Mexican Children with Congenital and Non-Congenital Deafness</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=D.%20Estrella">D. Estrella</a>, <a href="https://publications.waset.org/abstracts/search?q=A.%20Silva"> A. Silva</a>, <a href="https://publications.waset.org/abstracts/search?q=R.%20Zapata"> R. Zapata</a>, <a href="https://publications.waset.org/abstracts/search?q=H.%20Rubio"> H. Rubio</a> </p> <p class="card-text"><strong>Abstract:</strong></p> A total of 100 primary caregivers (mothers, fathers, grandparents) with at least one child or grandchild with a diagnosis of congenital bilateral profound deafness were assessed in order to evaluate the functionality of families with a deaf member, who was evaluated by specialists in audiology, molecular biology, genetics and psychology. After confirmation of the clinical diagnosis, DNA from the patients and parents were analyzed in search of the 35delG deletion of the GJB2 gene to determine who possessed the mutation. All primary caregivers were provided psychological support, regardless of whether or not they had the mutation, and prior and subsequent, the family APGAR test was applied. All parents, grandparents were informed of the results of the genetic analysis during the psychological intervention. The family APGAR, after psychological and genetic counseling, showed that 14% perceived their families as functional, 62% moderately functional and 24% dysfunctional. This shows the importance of psychological support in family functionality that has a direct impact on the quality of life of these families. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=deafness" title="deafness">deafness</a>, <a href="https://publications.waset.org/abstracts/search?q=psychological%20support" title=" psychological support"> psychological support</a>, <a href="https://publications.waset.org/abstracts/search?q=family" title=" family"> family</a>, <a href="https://publications.waset.org/abstracts/search?q=adaptation%20to%20disability" title=" adaptation to disability"> adaptation to disability</a> </p> <a href="https://publications.waset.org/abstracts/67892/family-functionality-in-mexican-children-with-congenital-and-non-congenital-deafness" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/67892.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">424</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">20</span> Health Promotion Programs for Fifteen Years Decreased Loneliness and Increased Happiness for Elementary School Children in Yuzawa Town, Japan</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Takeo%20Shibata">Takeo Shibata</a>, <a href="https://publications.waset.org/abstracts/search?q=Arihito%20Endo"> Arihito Endo</a>, <a href="https://publications.waset.org/abstracts/search?q=Chika%20Hiraga"> Chika Hiraga</a>, <a href="https://publications.waset.org/abstracts/search?q=Akemi%20Kunimatsu"> Akemi Kunimatsu</a>, <a href="https://publications.waset.org/abstracts/search?q=Yoko%20Shimizu"> Yoko Shimizu</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Introduction: A health promotion program, Yuzawa family health plan, was initiated in 2002. It has been held for fifteen years. Yuzawa Town is famous with hot springs and ski resorts. We evaluated the changes in mental status in elementary school children. Methods: questionnaires survey had been held every five years. 196 questionnaires were corrected (94 boys and 102 girls). Changes for their anxieties, loneliness, confiding, problem-solving, risk breaching, communications, happiness, and life satisfaction were evaluated by chi-square test. Results: The rate of loneliness and life dissatisfactions decreased. The rates of happiness, confiding in grandparents, and risk breaching, increased. Especially, happiness rates increased for boys, loneliness rate decreased for girls, confiding in grandparents and risk breaching rate increased for girls. Conclusion: Our health promotion programs could increase mental health status in elementary school children. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=health%20promotion" title="health promotion">health promotion</a>, <a href="https://publications.waset.org/abstracts/search?q=mental%20status" title=" mental status"> mental status</a>, <a href="https://publications.waset.org/abstracts/search?q=elementary%20school" title=" elementary school"> elementary school</a>, <a href="https://publications.waset.org/abstracts/search?q=loneliness" title=" loneliness"> loneliness</a>, <a href="https://publications.waset.org/abstracts/search?q=happiness" title=" happiness"> happiness</a> </p> <a href="https://publications.waset.org/abstracts/106488/health-promotion-programs-for-fifteen-years-decreased-loneliness-and-increased-happiness-for-elementary-school-children-in-yuzawa-town-japan" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/106488.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">276</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">19</span> Voices of the Grown-Ups: Transnational Rearing among Chinese Families</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Laura%20Lamas%20Abraira">Laura Lamas Abraira</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Large-scale Chinese immigration in Spain emerged in the 80's. Engaged in their own businesses or working for other Chinese migrants with long schedules, young couples had to choose between contracting or transnationalising the care labour as they were unable to combine productive and reproductive tasks. In most cases, they decided to transnationalize the care labour embodied on grandparents or children migratory paths. Either the grandparents go to Spain to take care of their grandchildren or the kids were left behind or sent to China after being born in Spain in order to be raised with their extended family members. Very little is known about how the people who have been raised in a transnational context relates their own experience and agency as care managers within the family care cycle. In order to fill this gap, this paper aims to inquire into these transnationally-reared Chinese young adults’ narratives about their own experience and expectations (past, present and future) by adopting care circulation and care cycle approach within life course framework. Drawing upon a qualitative study resulting from a multi-sited ethnography (Spain-China), we argue that young adults raised in transnational context build their narratives as a result of an otherness process related to their parents and an essentialization of their Chinese roots to use selectively among different contexts. In doing so, these family narratives constitute a part of their social identity that interact with other dimensions such as the ethnic one. We suggest when building their parent's otherness they also build their sameness among pairs, as members of the same club, marked by transnational care on a double time basis: the practices of their parents as wrong past, and their own as an amendable future. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=Chinese%20families" title="Chinese families">Chinese families</a>, <a href="https://publications.waset.org/abstracts/search?q=narratives" title=" narratives"> narratives</a>, <a href="https://publications.waset.org/abstracts/search?q=transnational%20care" title=" transnational care"> transnational care</a>, <a href="https://publications.waset.org/abstracts/search?q=young%20adults" title=" young adults"> young adults</a> </p> <a href="https://publications.waset.org/abstracts/63065/voices-of-the-grown-ups-transnational-rearing-among-chinese-families" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/63065.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">381</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">18</span> Infant Care Practice in Hadiya Culture: Case Study of Harche Auyaya</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Dawit%20Thomas">Dawit Thomas</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Feeding and weaning practices vary from culture to culture and depend on different child-rearing values. The socio-cultural dimensions that influence the acceptable infant feeding practices are varied and complex. Understanding cultural differences in beliefs and practices relating to infant feeding is important to enhance designing programs for delivering successful psychological, social, physiological and economic well-being of mothers and infants. The main purpose of this study was exploring mothers infant feeding practices in the context of Hadiyya culture. After purposively selecting Harche Huyaya Uyaya Kebele eight infant feeding mothers were selected using snowball sampling technique. The study employed interviews and focus group discussion. The study found out early initiation and prolonged breastfeeding and early complementary feeding in some instances immediately after birth. In addition, infants were not forced to wean unless the mothers encounter pressing issues like pregnancy and health related problems. Furthermore, the main weaning techniques were putting unpleasant materials on the tip of nipples and sending infants to grandparents home. The study also found out gender difference in weaning, i.e., early initiation of weaning for girls. This can be indicative of gender-based bias on weaning practice. Finally, health extension workers, office of women and children affairs and Hadiyya Zone Tourism office should organize awareness raising programs to preserve vital infant feeding practices like prolonged breastfeeding and length of weaning. In addition, the offices should raise awareness among communities on negative side effects of sending infant to grandparents home that may weaken infant-mothers attachment and create favorable ground for the development of phobia. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=feeding" title="feeding">feeding</a>, <a href="https://publications.waset.org/abstracts/search?q=infant" title=" infant"> infant</a>, <a href="https://publications.waset.org/abstracts/search?q=practices" title=" practices"> practices</a>, <a href="https://publications.waset.org/abstracts/search?q=weaning" title=" weaning"> weaning</a> </p> <a href="https://publications.waset.org/abstracts/52489/infant-care-practice-in-hadiya-culture-case-study-of-harche-auyaya" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/52489.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">324</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">17</span> Transforming Gender Norms through Play: Qualitative Findings from Primary Schools in Rwanda, Ghana, and Mozambique</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Geetanjali%20Gill">Geetanjali Gill</a> </p> <p class="card-text"><strong>Abstract:</strong></p> International non-governmental organizations (INGOs) and development assistance donors have been implementing education projects in Sub-Saharan Africa and the global South that respond to gender-based inequities and that attempt to transform socio-cultural norms for greater gender equality in schools and communities. These efforts are in line with the United Nations Sustainable Development Goal number four, quality education, and goal number five, gender equality. Some INGOs and donors have also championed the use of play-based pedagogies for improved and more gender equal education outcomes. The study used the qualitative methods of life history interviews and focus groups to gauge social norm change amongst male and female adolescents, families, and teachers in primary schools that have been using gender-responsive play-based pedagogies in Rwanda, Ghana, and Mozambique. School administrators and project managers from the INGO Right to Play International were consulted in the selection of two primary schools per country (in both rural and urban contexts), as well as the selection of ten male and ten female students in grades four to six in each school, using specific parameters of social norm adherence. The parents (or guardians) and grandparents of four male and four female students in each school who were determined to be ‘outliers’ in their adherence to social norms were also interviewed. Additionally, sex-specific focus groups were held with thirty-six teachers. The study found that gender-responsive play-based pedagogies positively impactedsocio-cultural norms that shape gender relations amongst adolescents, their families, and teachers. Female and male students who spoke about their beliefs about gender equality in the roles and educational and career aspirations of men/boys and women/girls made linkages to the play-based pedagogies and approaches used by their teachers. Also, the parents and grandparents of these students were aware of generational differences in gender norms, and many were accepting of changed gender norms. Teachers who were effectively implementing gender-responsive play-based pedagogies in their classrooms spoke about changes to their own gender norms and how they were able to influence the gender norms of parents and community members. Life history interviews were found to be well-suited for the examination of changes to socio-cultural norms and gender relations. However, an appropriate framing of questions and topics specific to each target group was instrumental for the collection of data on socio-cultural norms and gender. The findings of this study can spur further academic inquiry of linkages between gender norms and education outcomes. The findings are also relevant for the work of INGOs and donors in the global South and for the development of gender-responsive education policies and programs. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=education" title="education">education</a>, <a href="https://publications.waset.org/abstracts/search?q=gender%20equality" title=" gender equality"> gender equality</a>, <a href="https://publications.waset.org/abstracts/search?q=ghana" title=" ghana"> ghana</a>, <a href="https://publications.waset.org/abstracts/search?q=international%20development" title=" international development"> international development</a>, <a href="https://publications.waset.org/abstracts/search?q=life%20histories" title=" life histories"> life histories</a>, <a href="https://publications.waset.org/abstracts/search?q=mozambique" title=" mozambique"> mozambique</a>, <a href="https://publications.waset.org/abstracts/search?q=rwanda" title=" rwanda"> rwanda</a>, <a href="https://publications.waset.org/abstracts/search?q=socio-cultural%20norms" title=" socio-cultural norms"> socio-cultural norms</a>, <a href="https://publications.waset.org/abstracts/search?q=sub-saharan%20africa" title=" sub-saharan africa"> sub-saharan africa</a>, <a href="https://publications.waset.org/abstracts/search?q=qualitative%20research" title=" qualitative research"> qualitative research</a> </p> <a href="https://publications.waset.org/abstracts/137843/transforming-gender-norms-through-play-qualitative-findings-from-primary-schools-in-rwanda-ghana-and-mozambique" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/137843.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">183</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">16</span> Effective Health Promotion Interventions Help Young Children to Maximize Their Future Well-Being by Early Childhood Development</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Nadeesha%20Sewwandi">Nadeesha Sewwandi</a>, <a href="https://publications.waset.org/abstracts/search?q=Dilini%20Shashikala"> Dilini Shashikala</a>, <a href="https://publications.waset.org/abstracts/search?q=R.%20Kanapathy"> R. Kanapathy</a>, <a href="https://publications.waset.org/abstracts/search?q=S.%20Viyasan"> S. Viyasan</a>, <a href="https://publications.waset.org/abstracts/search?q=R.%20M.%20S.%20Kumara"> R. M. S. Kumara</a>, <a href="https://publications.waset.org/abstracts/search?q=Duminda%20%20Guruge"> Duminda Guruge</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Early childhood development is important to the emotional, social, and physical development of young children and it has a direct effect on their overall development and on the adult they become. Play is so important to optimal child developments including skill development, social development, imagination, creativity and it fulfills a baby’s inborn need to learn. So, health promotion approach empowers people about the development of early childhood. Play area is a new concept and this study focus how this play areas helps to the development of early childhood of children in rural villages in Sri Lanka. This study was conducted with a children society in a rural village called Welankulama in Sri Lanka. Survey was conducted with children society about emotional, social and physical development of young children (Under age eight) in this village using questionnaires. It described most children under eight years age have poor level of emotional, social and physical development in this village. Then children society wanted to find determinants for this problem and among them they prioritized determinants like parental interactions, learning environment and social interaction and address them using an innovative concept called play area. In this village there is a common place as play area under a big tamarind tree. It consists of a playhouse, innovative playing toys, mobile library, etc. Twice a week children, parents, grandparents gather to this nice place. Collective feeding takes place in this area once a week and it was conducted by several mothers groups in this village. Mostly grandparents taught about handicrafts and this is a very nice place to share their experiences with all. Healthy competitions were conducted in this place through playing to motivate the children. Happy calendar (mood of the children) was marked by children before and after coming to the play area. In terms of results qualitative changes got significant place in this study. By learning about colors and counting through playing the thinking and reasoning skills got developed among children. Children were widening their imagination by means of storytelling. We observed there were good developments of fine and gross motor skills of two differently abled children in this village. Children learn to empathize with other people, sharing, collaboration, team work and following of rules. And also children gain knowledge about fairness, through role playing, obtained insight on the right ways of displaying emotions such as stress, fear, anger, frustration, and develops knowledge of how they can manage their feelings. The reading and writing ability of the children got improved by 83% because of the mobile library. The weight of children got increased by 81% in the village. Happiness was increased by 76% among children in the society. Playing is very important for learning during early childhood period of a person. Health promotion interventions play a major role to the development of early childhood and it help children to adjust to the school setting and even to enhance children’s learning readiness, learning behaviors and problem solving skills. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=early%20childhood%20development" title="early childhood development">early childhood development</a>, <a href="https://publications.waset.org/abstracts/search?q=health%20promotion%20approach" title=" health promotion approach"> health promotion approach</a>, <a href="https://publications.waset.org/abstracts/search?q=play%20and%20learning" title=" play and learning"> play and learning</a>, <a href="https://publications.waset.org/abstracts/search?q=working%20with%20children" title=" working with children"> working with children</a> </p> <a href="https://publications.waset.org/abstracts/96226/effective-health-promotion-interventions-help-young-children-to-maximize-their-future-well-being-by-early-childhood-development" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/96226.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">138</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">15</span> Caste and Marriage: A Qualitative Study of Four Castes from City of Lahore</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Huma%20Aly">Huma Aly</a>, <a href="https://publications.waset.org/abstracts/search?q=M.%20Asir%20Ajmal"> M. Asir Ajmal</a>, <a href="https://publications.waset.org/abstracts/search?q=Maryam%20F%20Munir"> Maryam F Munir</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The present study explored the role of caste system in determining and understanding the positive and negative impact of within caste marriages. It analyzed various rituals and concept of dowry system across castes. Reasons for the emphasis on within caste marriage were identified. Qualitative research method was used and for this purpose semi structured interviews were conducted across four castes namely Arains, Jutts, Sayyads, and Kakezais. The sample consisted of eight individuals including a male and female from each caste. Grounded theory method was used to analyze the results. Codes, categories and themes were formulated. Findings revealed that rriage mrituals and dowry system varied across biradries. Parents and grandparents still feel reluctant to marry outside their own caste. One major reason which appeared was that while marrying across castes, individuals feel reluctant to marry in Jutts and Kakezais. On the contrary, modernization, education and urbanization is changing the mindset of new generation and some of them want to eradicate the negative aspects of this system. This study will play a significant part in changing the traditional viewpoint of majority of elders of our society who still have immense association with the caste they belong to. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=caste" title="caste">caste</a>, <a href="https://publications.waset.org/abstracts/search?q=codes" title=" codes"> codes</a>, <a href="https://publications.waset.org/abstracts/search?q=categories" title=" categories"> categories</a>, <a href="https://publications.waset.org/abstracts/search?q=themes" title=" themes"> themes</a>, <a href="https://publications.waset.org/abstracts/search?q=Pakistan" title=" Pakistan"> Pakistan</a> </p> <a href="https://publications.waset.org/abstracts/7970/caste-and-marriage-a-qualitative-study-of-four-castes-from-city-of-lahore" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/7970.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">14</span> Intergenerational Technology Learning in the Family</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Chih-Chun%20Wu">Chih-Chun Wu</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Learning information and communication technologies (ICT) helps people survive in current society. For the internet generation also referred as digital natives, learning new technology is like breathing; however, for the elder generations also called digital immigrants, including parents and grandparents, learning new technology could be challenged and frustrated. While majority research focused on the effects of elders’ ICT learning, less attention was paid to the help that the elders got from their other family members while learning ICT. This study utilized the anonymous questionnaire to survey 3,749 undergraduates and demonstrated that families are great places for intergenerational technology learning to be carried out. Results from this study confirmed that in the family, the younger generation both helped set up technology products and educated the elder ones needed technology knowledge and skills. The family elder members in this study applied to those who lived under the same roof with relative relations. Results from this study revealed that 2,331 (62.2%) and 2,656 (70.8%) undergraduates revealed that they helped their family elder members set up and taught them how to use LINE respectively. In addition, 1,481 (49.1%) undergraduates helped their family elder members set up, and 2,222 (59.3%) taught them. When it came to Apps, 2,527 (67.4%) helped their family elder members download them, and 2,876 (76.7%) taught how to use them. As for search engine, 2,317 (61.8%) undergraduates taught their family elders. Furthermore, 3,118 (83.2%), 2,639 (70.4%) and 2,004 (53.7%) undergraduates illustrated that they taught their family elder members smartphones, computers and tablets respectively. Meanwhile, only 904 (24.2%) undergraduates taught their family elders how to make a doctor appointment online. This study suggests to making good use of intergenerational technology learning in the family, since it increases family elders’ technology capital, and thus strengthens our country’s human capital and competitiveness. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=intergenerational%20technology%20learning" title="intergenerational technology learning">intergenerational technology learning</a>, <a href="https://publications.waset.org/abstracts/search?q=adult%20technology%20learning" title=" adult technology learning"> adult technology learning</a>, <a href="https://publications.waset.org/abstracts/search?q=family%20technology%20learning" title=" family technology learning"> family technology learning</a>, <a href="https://publications.waset.org/abstracts/search?q=ICT%20learning" title=" ICT learning"> ICT learning</a> </p> <a href="https://publications.waset.org/abstracts/79517/intergenerational-technology-learning-in-the-family" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/79517.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">235</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">13</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> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">12</span> The Trauma Suffered by Left behind Children and Its Impact on Their Emotional Development: A Pilot Study with Brazilian Immigrants in the United States</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Liliane%20Clark">Liliane Clark</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Immigrating to a different country may imply having to handle many difficult exertions. There is a particular issue that has to be endured by some immigrants: the children they had to leave behind. It is a phenomenon that occurs with certain frequency. Surprisingly, despite the fact that immigration in the United States is such a large proceeding, there is not much research about the topic in America exploring the trauma of the abandonment caused by this separation and its consequences on the mental health of those children. The term “left behind children” is usually applied to children who were left behind by their parents in their original nation under the care of a noteworthy relative, frequently the grandparents, when they moved to another country. This preliminary research, which is a partial study projected for a doctoral thesis, investigated whether the trauma of abandonment experienced by ten left behind children had affected their emotional development. The Strengths and Difficulties Questionnaire (SDQ) and a brief interview were utilized to assess the information. The SDQ explored scales such as emotional symptoms, conduct problems, hyperactivity, peer problems and prosocial behavior. In this pilot study, the results indicated that all these issues had some sort of significant correlation between them. During the interviews, the participants or their parents identified a range of symptoms: anxiety disorder, eating disorders, panic attacks, psychotic-like experiences, drug use and depression. Hence, it seems that there is a connection between the trauma of abandonment suffered due to the separation and the children’s consequent symptomatic behavior. Further studies are indeed necessary to validate the initial results of this investigation. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=abandonment" title="abandonment">abandonment</a>, <a href="https://publications.waset.org/abstracts/search?q=parent%20migration" title=" parent migration"> parent migration</a>, <a href="https://publications.waset.org/abstracts/search?q=psychological%20problems" title=" psychological problems"> psychological problems</a>, <a href="https://publications.waset.org/abstracts/search?q=trauma" title=" trauma"> trauma</a> </p> <a href="https://publications.waset.org/abstracts/102628/the-trauma-suffered-by-left-behind-children-and-its-impact-on-their-emotional-development-a-pilot-study-with-brazilian-immigrants-in-the-united-states" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/102628.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">187</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">11</span> Family Living with Adolescent Mother: The Consequential Effects of Adolescent Pregnancy</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Somsakhool%20Neelasmith">Somsakhool Neelasmith</a>, <a href="https://publications.waset.org/abstracts/search?q=Darunee%20Jongudomkarn"> Darunee Jongudomkarn</a>, <a href="https://publications.waset.org/abstracts/search?q=Rutja%20Phuphaibul"> Rutja Phuphaibul</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Adolescent pregnancy is a major global concern including Thailand, which has long adopted policies and solutions to prevent such problem. Family is one of the key strategies to drive policy achievement whereas the various families and regional differences will be challenges. This article reports a preliminary study finding using qualitative case study methods, aiming to explore the situation of families living with adolescent mother in the North Eastern of Thailand or ISAN. Data were collected by in-depth interview with six key informants; five adolescent mothers age 14- 19 years and one mother in law of adolescent mother during November to December of 2017. The preliminary suggests that firstly, the adolescent pregnancy was found to be one of the significant issues among most of the families and that adolescent mothers and their family perceived other families were also faced with this problem with despite different conditions. Secondly, the parents assumed simultaneous roles as both parents and grandparents when one of their adolescent girls became an adolescent mother. Lastly, when perceiving that their adolescent daughter became pregnant, families addressed this issue by compromise with the related parties to maintain family and social relationship. This situation can be a potential intractable problem to adolescents and their families. Families may suffer from adolescent pregnancy with respect to health, economy and other family burdens. Moreover, the national development may be affected or delayed since this group of people is considered promising human resource. It is therefore required to further conduct in-depth research to cope with this issue particularly about the policies related to adolescent pregnancy. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=adolescent%20mother" title="adolescent mother">adolescent mother</a>, <a href="https://publications.waset.org/abstracts/search?q=adolescent%20pregnancy" title=" adolescent pregnancy"> adolescent pregnancy</a>, <a href="https://publications.waset.org/abstracts/search?q=consequential%20effect" title=" consequential effect"> consequential effect</a>, <a href="https://publications.waset.org/abstracts/search?q=family%20living%20with%20adolescent%20mother" title=" family living with adolescent mother"> family living with adolescent mother</a> </p> <a href="https://publications.waset.org/abstracts/94063/family-living-with-adolescent-mother-the-consequential-effects-of-adolescent-pregnancy" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/94063.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">278</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">10</span> Islamic Perspective on Autism Spectrum Disorder: Lived Experience of Muslim Families of Children with Autism Spectrum Disorder in a City in the UK </h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Hawa%20Khan">Hawa Khan</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Autism is a complex disorder related to abnormalities in the development of brain structure and neurological function and a new phenomenon which is epidemically on the increase. The Muslim community, with its profound commitment to the all-encompassing Islamic precedence, views all phenomena in the light of religious imperatives. How autism is understood and treated in these communities is key to successful inclusive services. Moreover, parents mentioned their Islamic faith as a coping mechanism for the challenges they faced while caring for their child. This study utilises interpretative phenomenology analysis as a methodology that seeks to interpret the meaning the participants make of their experiences, which extends descriptive analysis. Semi-structured interviews were conducted with 5 family units that included fathers, mothers, grandparents, and siblings. In the preliminary stage, this study found families give high importance of accessible Islamic education for their child and questioning the accountability of the child who might not be able to follow the Islamic way of life entirely or understand the concept of Allah. Moreover, the families expressed their beliefs in traditional and religious treatment as an effective way to treat and cure autism. This poses a major barrier between families seeking support and professionals providing services. Consequentially, it can also result in a low uptake of mainstream services from the Muslim community. Exploring the lived experiences of parents from the Muslim community and how ASD is conceptualised in this community could have implications for improved and effective home, community, and service collaboration. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=autism%20spectrum%20disorder" title="autism spectrum disorder">autism spectrum disorder</a>, <a href="https://publications.waset.org/abstracts/search?q=Islamic%20education" title=" Islamic education"> Islamic education</a>, <a href="https://publications.waset.org/abstracts/search?q=religious%20beliefs" title=" religious beliefs"> religious beliefs</a>, <a href="https://publications.waset.org/abstracts/search?q=mainstream%20services" title=" mainstream services"> mainstream services</a> </p> <a href="https://publications.waset.org/abstracts/108673/islamic-perspective-on-autism-spectrum-disorder-lived-experience-of-muslim-families-of-children-with-autism-spectrum-disorder-in-a-city-in-the-uk" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/108673.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">117</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">9</span> Association Between Grandchild Caring With Different Household Structures and Depression at Later Life: A Cross-Sectional Study in India</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Papai%20Barman">Papai Barman</a>, <a href="https://publications.waset.org/abstracts/search?q=Harihar%20Sahoo"> Harihar Sahoo</a> </p> <p class="card-text"><strong>Abstract:</strong></p> With increasing life expectancy, urbanization, and adult out migration, elder people live without adult child and most of time responsible for grandchild caring while the care is needed for them. On this line, the current study examined the association between grandchild caring (GCC) with different household structures and depression among elderly (60+) grandparents (GP) living in India using Longitudinal Aging Study in India (LASI), 2017-18. HH structure was defined as the skipped-generation household (SGH) where GP and GC lived together without middle generation and the multi-generation household (MGH) where more than two generations lived together. GCC was defined by two categories, compulsive and non-compulsive caring. CES-D depression scale was utilized to measure GP’s mental health. Socio-economic characteristics, chronic diseases, and health behavior were controlled to get the effect of HH structure and GCC considered key explanatory variables. Bivariate analyses showed that the prevalence of elderly lived in SGH in India (2.5%). Prevalence of compulsive caring was found 16.3% in MGH and 51.1% in SGH. Prevalence of depressions was found nearly 37.1 and 49.5% among the GPs responsible for GCC in MGH and SGH, respectively. Using Biprobit and margins results, GPs lived in SGH were 0.40 times (dy/dx=0.40, p<0.001) more likely to report depression than GPs lived in MGH, given the condition on compulsive caring. Ensuring SDG goal-3, health aging, and giving more social security to the elder people responsible for caring while they are needed care at later life, the current study may improve the existing knowledge and help policy makers to make an intervention on this most vulnerable people, especially for the elderly people living in SGH and responsible for caring. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=household%20structure" title="household structure">household structure</a>, <a href="https://publications.waset.org/abstracts/search?q=grandchild%20caring" title=" grandchild caring"> grandchild caring</a>, <a href="https://publications.waset.org/abstracts/search?q=skipped-generation%20household" title=" skipped-generation household"> skipped-generation household</a>, <a href="https://publications.waset.org/abstracts/search?q=multi-generation%20household" title=" multi-generation household"> multi-generation household</a>, <a href="https://publications.waset.org/abstracts/search?q=depression" title=" depression"> depression</a>, <a href="https://publications.waset.org/abstracts/search?q=mental%20health" title=" mental health"> mental health</a>, <a href="https://publications.waset.org/abstracts/search?q=India" title=" India"> India</a> </p> <a href="https://publications.waset.org/abstracts/156022/association-between-grandchild-caring-with-different-household-structures-and-depression-at-later-life-a-cross-sectional-study-in-india" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/156022.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">70</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">8</span> Disadvantaged Adolescents and Educational Delay in South Africa: Impacts of Personal, Family, and School Characteristics</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Rocio%20Herrero%20Romero">Rocio Herrero Romero</a>, <a href="https://publications.waset.org/abstracts/search?q=Lucie%20Cluver"> Lucie Cluver</a>, <a href="https://publications.waset.org/abstracts/search?q=James%20Hall"> James Hall</a>, <a href="https://publications.waset.org/abstracts/search?q=Janina%20Steinert"> Janina Steinert</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Educational delay and non-completion are major policy concerns in South Africa. However, little research has focused on predictors for educational delay amongst adolescents in disadvantaged areas. This study has two aims: first, to use data integration approaches to compare the educational delay of 599 adolescents aged 16 to 18 from disadvantaged communities to national and provincial representative estimates in South Africa. Second, the paper also explores predictors for educational delay by comparing adolescents out of school (n=64) and at least one year behind (n=380), with adolescents in the age-appropriate grade or higher (n=155). Multinomial logistic regression models using self-report and administrative data were applied to look for significant associations of risk and protective factors. Significant risk factors for being behind (rather than in age-appropriate grade) were: male gender, past grade repetition, rural location and larger school size. Risk factors for being out of school (rather than in the age-appropriate grade) were: past grade repetition, having experienced problems concentrating at school, household poverty, and food insecurity. Significant protective factors for being in the age-appropriate grade (rather than out of school) were: living with biological parents or grandparents and access to school counselling. Attending school in wealthier communities was a significant protective factor for being in the age-appropriate grade (rather than behind). Our results suggest that both personal and contextual factors –family and school- predicted educational delay. This study provides new evidence to the significant effects of personal, family, and school characteristics on the educational outcomes of adolescents from disadvantaged communities in South Africa. This is the first longitudinal and quantitative study to systematically investigate risk and protective factors for post-compulsory educational outcomes amongst South African adolescents living in disadvantaged communities. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=disadvantaged%20communities" title="disadvantaged communities">disadvantaged communities</a>, <a href="https://publications.waset.org/abstracts/search?q=quantitative%20analysis" title=" quantitative analysis"> quantitative analysis</a>, <a href="https://publications.waset.org/abstracts/search?q=school%20delay" title=" school delay"> school delay</a>, <a href="https://publications.waset.org/abstracts/search?q=South%20Africa" title=" South Africa"> South Africa</a> </p> <a href="https://publications.waset.org/abstracts/57508/disadvantaged-adolescents-and-educational-delay-in-south-africa-impacts-of-personal-family-and-school-characteristics" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/57508.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">348</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">7</span> Indigenous Learning of Animal Metaphors: The ‘Big Five’ in King Shaka’s Praise-Poems</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Ntandoni%20Gloria%20Biyela">Ntandoni Gloria Biyela</a> </p> <p class="card-text"><strong>Abstract:</strong></p> During traditional times, there were no formal institutions of learning as they are today, where children attend classes to acquire or develop knowledge. This does not mean that there was no learning in indigenous African societies. Grandparents used to tell their grandchildren stories or teach them educational games around the fireplace, which this study refers to as a ‘traditional classroom’. A story recreated in symbolic or allegorical way, forms a base for a society’s beliefs, customs, accepted norms and language learning. Through folklore narratives, a society develops its own self awareness and education. So narrative characters, especially animals may be mythical products of the pre-literate folklore world and thus show the closeness that the Zulu society had with the wildlife. Oral cultures strive to create new facets of meaning by the use of animal metaphors to reflect the relationship of humans with the animal realm and to contribute to the language learning or literature in cross-cultural studies. Although animal metaphors are widespread in Zulu language because of the Zulu nation’s traditional closeness to wildlife, little field-research has been conducted on the social behavior of animals on the way in which their characteristics were transferred with precision to depictions of King Shaka’s behavior and activities during the amalgamation of Nguni clans into a Zulu kingdom. This study attempts to fill the gap by using first-hand interviews with local informants in areas traditionally linked to the king in KwaZulu-Natal province, South Africa. Departing from the conceptual metaphor theory, the study concentrates on King Shaka’s praise-poems in which the praise-poet describes his physical and dispositional characteristics through bold animal metaphors of the ‘Big Five’; namely, the lion, the leopard, the buffalo, the rhinoceros and the elephant, which are often referred to as Zulu royal favorites. These metaphors are still learnt by young and old in the 21st century because they reflect the responsibilities, status, and integrity of the king and the respect in which he is held by his people. They also project the crescendo growth of the Zulu nation, which, through the fulfillment of his ambitions, grew from a small clan to a mighty kingdom. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=animal" title="animal">animal</a>, <a href="https://publications.waset.org/abstracts/search?q=indigenous" title=" indigenous"> indigenous</a>, <a href="https://publications.waset.org/abstracts/search?q=learning" title=" learning"> learning</a>, <a href="https://publications.waset.org/abstracts/search?q=metaphor" title=" metaphor"> metaphor</a> </p> <a href="https://publications.waset.org/abstracts/45818/indigenous-learning-of-animal-metaphors-the-big-five-in-king-shakas-praise-poems" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/45818.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">266</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">6</span> Geographic Legacies for Modern Day Disease Research: Autism Spectrum Disorder as a Case-Control Study</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Rebecca%20Richards%20Steed">Rebecca Richards Steed</a>, <a href="https://publications.waset.org/abstracts/search?q=James%20Van%20Derslice"> James Van Derslice</a>, <a href="https://publications.waset.org/abstracts/search?q=Ken%20Smith"> Ken Smith</a>, <a href="https://publications.waset.org/abstracts/search?q=Richard%20Medina"> Richard Medina</a>, <a href="https://publications.waset.org/abstracts/search?q=Amanda%20Bakian"> Amanda Bakian</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Elucidating gene-environment interactions for heritable disease outcomes is an emerging area of disease research, with genetic studies informing hypotheses for environment and gene interactions underlying some of the most confounding diseases of our time, like autism spectrum disorder (ASD). Geography has thus far played a key role in identifying environmental factors contributing to disease, but its use can be broadened to include genetic and environmental factors that have a synergistic effect on disease. Through the use of family pedigrees and disease outcomes with life-course residential histories, space-time clustering of generations at critical developmental windows can provide further understanding of (1) environmental factors that contribute to disease patterns in families, (2) susceptible critical windows of development most impacted by environment, (3) and that are most likely to lead to an ASD diagnosis. This paper introduces a retrospective case-control study that utilizes pedigree data, health data, and residential life-course location points to find space-time clustering of ancestors with a grandchild/child with a clinical diagnosis of ASD. Finding space-time clusters of ancestors at critical developmental windows serves as a proxy for shared environmental exposures. The authors refer to geographic life-course exposures as geographic legacies. Identifying space-time clusters of ancestors creates a bridge for researching exposures of past generations that may impact modern-day progeny health. Results from the space-time cluster analysis show multiple clusters for the maternal and paternal pedigrees. The paternal grandparent pedigree resulted in the most space-time clustering for birth and childhood developmental windows. No statistically significant clustering was found for adolescent years. These results will be further studied to identify the specific share of space-time environmental exposures. In conclusion, this study has found significant space-time clusters of parents, and grandparents for both maternal and paternal lineage. These results will be used to identify what environmental exposures have been shared with family members at critical developmental windows of time, and additional analysis will be applied. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=family%20pedigree" title="family pedigree">family pedigree</a>, <a href="https://publications.waset.org/abstracts/search?q=environmental%20exposure" title=" environmental exposure"> environmental exposure</a>, <a href="https://publications.waset.org/abstracts/search?q=geographic%20legacy" title=" geographic legacy"> geographic legacy</a>, <a href="https://publications.waset.org/abstracts/search?q=medical%20geography" title=" medical geography"> medical geography</a>, <a href="https://publications.waset.org/abstracts/search?q=transgenerational%20inheritance" title=" transgenerational inheritance"> transgenerational inheritance</a> </p> <a href="https://publications.waset.org/abstracts/107266/geographic-legacies-for-modern-day-disease-research-autism-spectrum-disorder-as-a-case-control-study" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/107266.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">116</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">5</span> A Model for Language Intervention: Toys & Picture-Books as Early Pedagogical Props for the Transmission of Lazuri </h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Peri%20Ozlem%20Yuksel-Sokmen">Peri Ozlem Yuksel-Sokmen</a>, <a href="https://publications.waset.org/abstracts/search?q=Irfan%20Cagtay"> Irfan Cagtay</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Oral languages are destined to disappear rapidly in the absence of interventions aimed at encouraging their usage by young children. The seminal language preservation model proposed by Fishman (1991) stresses the importance of multiple generations using the endangered L1 while engaged in daily routines with younger children. Over the last two decades Fishman (2001) has used his intergenerational transmission model in documenting the revitalization of Basque languages, providing evidence that families are transmitting Euskara as a first language to their children with success. In our study, to motivate usage of Lazuri, we asked caregivers to speak the language while engaged with their toddlers (12 to 48 months) in semi-structured play, and included both parents (N=32) and grandparents (N=30) as play partners. This unnatural prompting to speak only in Lazuri was greeted with reluctance, as 90% of our families indicated that they had stopped using Lazuri with their children. Nevertheless, caregivers followed instructions and produced 67% of their utterances in Lazuri, with another 14% of utterances using a combination of Lazuri and Turkish (Codeswitch). Although children spoke mostly in Turkish (83% of utterances), frequencies of caregiver utterances in Lazuri or Codeswitch predicted the extent to which their children used the minority language in return. This trend suggests that home interventions aimed at encouraging dyads to communicate in a non-preferred, endangered language can effectively increase children’s usage of the language. Alternatively, this result suggests than any use of the minority language on the part of the children will promote its further usage by caregivers. For researchers examining links between play, culture, and child development, structured play has emerged as a critical methodology (e.g., Frost, Wortham, Reifel, 2007, Lilliard et al., 2012; Sutton-Smith, 1986; Gaskins & Miller, 2009), allowing investigation of cultural and individual variation in parenting styles, as well as the role of culture in constraining the affordances of toys. Toy props, as well as picture-books in native languages, can be used as tools in the transmission and preservation of endangered languages by allowing children to explore adult roles through enactment of social routines and conversational patterns modeled by caregivers. Through adult-guided play children not only acquire scripts for culturally significant activities, but also develop skills in expressing themselves in culturally relevant ways that may continue to develop over their lives through community engagement. Further pedagogical tools, such as language games and e-learning, will be discussed in this proposed oral talk. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=language%20intervention" title="language intervention">language intervention</a>, <a href="https://publications.waset.org/abstracts/search?q=pedagogical%20tools" title=" pedagogical tools"> pedagogical tools</a>, <a href="https://publications.waset.org/abstracts/search?q=endangered%20languages" title=" endangered languages"> endangered languages</a>, <a href="https://publications.waset.org/abstracts/search?q=Lazuri" title=" Lazuri"> Lazuri</a> </p> <a href="https://publications.waset.org/abstracts/13949/a-model-for-language-intervention-toys-picture-books-as-early-pedagogical-props-for-the-transmission-of-lazuri" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/13949.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">329</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">4</span> Enhancement of Cross-Linguistic Effect with the Increase in the Multilingual Proficiency during Early Childhood: A Case Study of English Language Acquisition by a Pre-School Child</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Anupama%20Purohit">Anupama Purohit</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The paper is a study on the inevitable cross-linguistic effect found in the early multilingual learners. The cross-linguistic behaviour like code-mixing, code-switching, foreign accent, literal translation, redundancy and syntactic manipulation effected due to other languages on the English language output of a non-native pre-school child are discussed here. A case study method is adopted in this paper to support the claim of the title. A simultaneously tetra lingual pre-school child’s (within 1;3 to 4;0) language behaviour is analysed here. The sample output data of the child is gathered from the diary entries maintained by her family, regular observations and video recordings done since her birth. She is getting the input of her mother tongue, Sambalpuri, from her grandparents only; Hindi, the local language from her play-school and the neighbourhood; English only from her mother and occasional visit of other family friends; Odia only during the reading of the Odia story book. The child is exposed to code-mixing of all the languages throughout her childhood. But code-mixing, literal translation, redundancy and duplication were absent in her initial stage of multilingual acquisition. As the child was more proficient in English in comparison to her other first languages and had never heard code-mixing in English language; it was expected from her input pattern of English (one parent, English language) that she would maintain purity in her use of English while talking to the English language interlocutor. But with gradual increase in the language proficiency in each of the languages of the child, her handling of the multiple codes becomes deft cross-linguistically. It can be deduced from the case study that after attaining certain milestone proficiency in each language, the child’s linguistic faculty can operate at a metalinguistic level. The functional use of each morpheme, their arrangement in words and in the sentences, the supra segmental features, lexical-semantic mapping, culture specific use of a language and the pragmatic skills converge to give a typical childlike multilingual output in an intelligible manner to the multilingual people (with the same set of languages in combination). The result is appealing because for expressing the same ideas which the child used to speak (may be with grammatically wrong expressions) in one language, gradually, she starts showing cross-linguistic effect in her expressions. So the paper pleads for the separatist view from the very beginning of the holophrastic phase (as the child expresses in addressee-specific language); but development of a metalinguistic ability that helps the child in communicating in a sophisticated way according to the linguistic status of the addressee is unique to the multilingual child. This metalinguistic ability is independent of the mode if input of a multilingual child. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=code-mixing" title="code-mixing">code-mixing</a>, <a href="https://publications.waset.org/abstracts/search?q=cross-linguistic%20effect" title=" cross-linguistic effect"> cross-linguistic effect</a>, <a href="https://publications.waset.org/abstracts/search?q=early%20multilingualism" title=" early multilingualism"> early multilingualism</a>, <a href="https://publications.waset.org/abstracts/search?q=literal%20translation" title=" literal translation"> literal translation</a> </p> <a href="https://publications.waset.org/abstracts/60633/enhancement-of-cross-linguistic-effect-with-the-increase-in-the-multilingual-proficiency-during-early-childhood-a-case-study-of-english-language-acquisition-by-a-pre-school-child" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/60633.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">3</span> 2017 Survey on Correlation between Connection and Emotions for Children and Adolescents</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Ya-Hsing%20Yeh">Ya-Hsing Yeh</a>, <a href="https://publications.waset.org/abstracts/search?q=I-Chun%20Tai"> I-Chun Tai</a>, <a href="https://publications.waset.org/abstracts/search?q=Ming-Chieh%20Lin"> Ming-Chieh Lin</a>, <a href="https://publications.waset.org/abstracts/search?q=Li-Ting%20Lee"> Li-Ting Lee</a>, <a href="https://publications.waset.org/abstracts/search?q=Ping-Ting%20Hsieh"> Ping-Ting Hsieh</a>, <a href="https://publications.waset.org/abstracts/search?q=Yi-Chen%20Ling"> Yi-Chen Ling</a>, <a href="https://publications.waset.org/abstracts/search?q=Jhia-Ying%20Du"> Jhia-Ying Du</a>, <a href="https://publications.waset.org/abstracts/search?q=Li-Ping%20Chang"> Li-Ping Chang</a>, <a href="https://publications.waset.org/abstracts/search?q=Guan-Long%20Yu"> Guan-Long Yu</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Objective: To understand the connection between children/adolescents and those who they miss, as well as the correlation between connection and their emotions. Method: Based on the objective, a close-ended questionnaire was made into a formal questionnaire after experts evaluated its validity. In February 2017, the paper-based questionnaire was adopted. Twenty-one elementary schools and junior high schools in Taiwan were sampled by purposive sampling approach and the fifth to ninth graders were our participants. A total of 2,502 valid questionnaires were retrieved. Results: Forty-four-point three percent of children/adolescents missed a person in mind, or they thought a person as a significant other in mind, but they had no connection with them. The highest proportion of those they wanted to contact with was ‘Friends and classmates’, and the others were ‘immediate family’, such as parents and grandparents, and ‘academic or vocational instructors, such as home-room teachers, coaches, cram school teachers and so on, respectively. Only 14% of children/adolescents would actively contact those they missed. The proportion of what children/adolescents ‘often’ actively keeping in touch with those they missed felt happy or cheerful was higher compared with those who ‘seldom’ actively keeping in touch with people they missed whenever they recalled who they missed, or the person actively contacted with them. Sixty-one-point seven percent of participants haven’t connected with those they missed for more than one year. The main reason was ‘environmental factors’, such as school/class transfer or moving, and then ‘academic or personal factors’, ‘communication tools’, and ‘personalities’, respectively. In addition to ‘greetings during festivals and holidays’, ‘hearing from those they missed’, and ‘knowing the latest information about those they missed on their Internet communities’, children/adolescents would like to actively contact with them when they felt ‘happy’ and ‘depressed or frustrated. The first three opinions of what children/adolescents regarded truly connection were ‘listening to people they missed attentively’, ‘sharing their secrets’, and ‘contacting with people they regularly missed with real actions’. In terms of gender, girls’ proportion on ‘showing with actions, including contacting with people they missed regularly or expressing their feelings openly’, and ‘sharing secrets’ was higher than boys’, while boy’s proportion on ‘the attitudes when contacting people they missed, including listening attentively or without being distracted’ was higher than girls’. Conclusions: I. The more ‘active’ connection they have, the more happiness they feel. II. Teachers can teach children how to manage their emotions and express their feelings appropriately. III. It is very important to turn connection into ‘action.’ Teachers can set a good example and share their moods with others whatever they are in the mood. This is a kind of connection. <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=connection" title=" connection"> connection</a>, <a href="https://publications.waset.org/abstracts/search?q=emotion" title=" emotion"> emotion</a>, <a href="https://publications.waset.org/abstracts/search?q=mental%20health" title=" mental health"> mental health</a> </p> <a href="https://publications.waset.org/abstracts/86498/2017-survey-on-correlation-between-connection-and-emotions-for-children-and-adolescents" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/86498.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">2</span> Preventative Programs for At-Risk Families of Child Maltreatment: Using Home Visiting and Intergenerational Relationships</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Kristina%20Gordon">Kristina Gordon</a> </p> <p class="card-text"><strong>Abstract:</strong></p> One in three children in the United States is a victim of a maltreatment investigation, and about one in nine children has a substantiated investigation. Home visiting is one of several preventative strategies rooted in an early childhood approach that fosters maternal, infant, and early childhood health, protection, and growth. In the United States, 88% of states report administering home visiting programs or state-designed models. The purpose of this study was to conduct a systematic review on home visiting programs in the United States focused on the prevention of child abuse and neglect. This systematic review included 17 articles which found that most of the studies reported optimistic results. Common across studies was program content related to (1) typical child development, (2) parenting education, and (3) child physical health. Although several factors common to home visiting and parenting interventions have been identified, no research has examined the common components of manualized home visiting programs to prevent child maltreatment. Child maltreatment can be addressed with home visiting programs with evidence-based components and cultural adaptations that increase prevention by assisting families in tackling the risk factors they face. An innovative approach to child maltreatment prevention is bringing together at-risk families with the aging community. This innovative approach was prompted due to existing home visitation programs only focusing on improving skillsets and providing temporary relationships. This innovative approach can provide the opportunity for families to build a relationship with an aging individual who can share their wisdom, skills, compassion, love, and guidance, to support families in their well-being and decrease child maltreatment occurrence. Families would be identified if they experience any of the risk factors, including parental substance abuse, parental mental illness, domestic violence, and poverty. Families would also be identified as at risk if they lack supportive relationships such as grandparents or relatives. Families would be referred by local agencies such as medical clinics, hospitals, schools, etc., that have interactions with families regularly. The aging community would be recruited at local housing communities and community centers. An aging individual would be identified by the elderly community when there is a need or interest in a relationship by or for the individual. Cultural considerations would be made when assessing for compatibility between the families and aging individuals. The pilot program will consist of a small group of participants to allow manageable results to evaluate the efficacy of the program. The pilot will include pre-and post-surveys to evaluate the impact of the program. From the results, data would be created to determine the efficacy as well as the sufficiency of the details of the pilot. The pilot would also be evaluated on whether families were referred to Child Protective Services during the pilot as it relates to the goal of decreasing child maltreatment. The ideal findings will display a decrease in child maltreatment and an increase in family well-being for participants. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=child%20maltreatment" title="child maltreatment">child maltreatment</a>, <a href="https://publications.waset.org/abstracts/search?q=home%20visiting" title=" home visiting"> home visiting</a>, <a href="https://publications.waset.org/abstracts/search?q=neglect" title=" neglect"> neglect</a>, <a href="https://publications.waset.org/abstracts/search?q=preventative" title=" preventative"> preventative</a>, <a href="https://publications.waset.org/abstracts/search?q=abuse" title=" abuse"> abuse</a> </p> <a href="https://publications.waset.org/abstracts/147568/preventative-programs-for-at-risk-families-of-child-maltreatment-using-home-visiting-and-intergenerational-relationships" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/147568.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">116</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">1</span> The Lifecycle of a Heritage Language: A Comparative Case Study of Volga German Descendants in North America </h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Ashleigh%20Dawn%20Moeller">Ashleigh Dawn Moeller</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This is a comparative case study which examines the language attitudes and behaviors of descendants of Volga German immigrants in North America and how these attitudes combined with surrounding social conditions have caused their heritage language to develop differently within each community. Of particular interest for this study are the accounts of second- and third-generation descendants in Oregon, Kansas, and North Dakota regarding their parents’ and grandparents’ attitudes toward their language and how this correlates with the current sentiment as well as visibility of their heritage language and culture. This study discusses the point at which cultural identity could diverge from language identity and what elements play a role in this development, establishing the potential for environments (linguistic landscapes) which uphold their heritage yet have detached from the language itself. Emigrating from Germany in the 1700s, these families settled for over a hundred years along the Volga Region of Imperial Russia. Subsequently, many descendants of these settlers immigrated to the Americas in the 1800-1900s. Identifying neither as German nor Russian, they called themselves Wolgadeutche (Volga Germans). During their time in Russia, the German language was maintained relatively homogenously, yet the use and status of their heritage language diverged considerably upon settlement across the Americas. Data shows that specific conditions, such as community isolation, size, religion, location as well as language policy established prior to and following the Volga German immigration to North America have had a substantial impact on the maintenance of their heritage language—causing complete loss in some areas and peripheral use or even full rebirth in others. These past conditions combined with the family accounts correlate directly with the general attitudes and ideologies of the descendants toward their heritage language. Data also shows that in many locations, despite a strong presence of German within the linguistic landscape, minimal to no German is spoken nor understood; the attitude toward the language is indifferent while a staunch holding to the heritage is maintained and boasted. Data for this study was gathered from historical accounts, archived records and newspapers, and published biographies as well as from formal interviews with second- and third-generation descendants of Volga German immigrants conducted in Oregon and Kansas. Through the interviews, members of the community have shared and provided their family genealogies as well as biographies published by family members. These have helped to trace their relatives back to specific locations, thus allowing for comparisons within the same families residing in distinctly different areas of North America. This study is part of a larger ongoing project which researches the immigration of Volga and Black Sea Germans to North America and diachronically examines the over-arching sociological factors which have directly impacted the maintenance, loss, or rebirth of their heritage language. This project follows specific families who settled in areas of Colorado, Kansas, Nebraska, Illinois, Minnesota, North and South Dakota, Saskatchewan, and Manitoba, and who later had relatives move west to areas of Oregon and Washington State. Interviews for the larger project will continue into the following year. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=heritage%20language" title="heritage language">heritage language</a>, <a href="https://publications.waset.org/abstracts/search?q=immigrant%20language" title=" immigrant language"> immigrant language</a>, <a href="https://publications.waset.org/abstracts/search?q=language%20change" title=" language change"> language change</a>, <a href="https://publications.waset.org/abstracts/search?q=language%20contact" title=" language contact"> language contact</a>, <a href="https://publications.waset.org/abstracts/search?q=linguistic%20landscape" title=" linguistic landscape"> linguistic landscape</a>, <a href="https://publications.waset.org/abstracts/search?q=Volga%20Germans" title=" Volga Germans"> Volga Germans</a>, <a href="https://publications.waset.org/abstracts/search?q=Wolgadeutsche" title=" Wolgadeutsche"> Wolgadeutsche</a> </p> <a href="https://publications.waset.org/abstracts/109636/the-lifecycle-of-a-heritage-language-a-comparative-case-study-of-volga-german-descendants-in-north-america" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/109636.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">121</span> </span> </div> </div> </div> </main> <footer> <div id="infolinks" class="pt-3 pb-2"> <div class="container"> <div style="background-color:#f5f5f5;" class="p-3"> <div class="row"> <div class="col-md-2"> <ul class="list-unstyled"> About <li><a href="https://waset.org/page/support">About Us</a></li> <li><a href="https://waset.org/page/support#legal-information">Legal</a></li> <li><a target="_blank" rel="nofollow" href="https://publications.waset.org/static/files/WASET-16th-foundational-anniversary.pdf">WASET celebrates its 16th 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