Parent-Child Interactions and Relationships: Perceptions, Practices and Developmental Outcomes


Kristin Alvarez

Series: Family Issues in the 21st Century
BISAC: FAM034000

Positive parent-child interactions play an important role in fostering the development of pre-schoolers’ knowledge and understandings of their world. This book provides current research on parent-child interactions and relationships. Chapter One reviews Parent-Child Interaction Therapy (PCIT) research conducted with diverse populations as well as adaptations that have been implemented. Chapter Two describes Integration of Working Models of Attachment into Parent-Child Interaction Therapy (IoWA-PCIT). Chapter Three reports results of a small open trial of IoWA-PCIT with children and their adoptive mothers. Chapter Four analyzes the educational representations and practices of Italian parents about childrearing.

Chapter Five compares mothers and fathers on a variety of parenting measures that include behavioral observations as well as self-reported data. Chapter Six presents how experiences of adequate quality promote metacognitive functions. Chapter Seven analyzes mother-child interactions during the use of a touch screen tablet. Chapter Eight explores the effect engagement with media technologies has on the quality of interactions between parents and their children. Chapter Nine suggests that supporting children’s early writing with technologies can complete the traditional early literacy and writing support via a pencil and paper. Chapter Ten examines the relationship between parent teaching of environmental print to their children, child interest in environmental print, and emergent literacy skills. Chapter Eleven describes the longitudinal effects of parent-child interactions on social competence development using the Interaction Rating Scale (IRS) for eighteen-month olds to seven-year-old children.
(Imprint: Nova)

Table of Contents

Table of Contents


Chapter 1
Parent-Child Interaction Therapy across Diverse Cultural Groups
(Diana E. Capous, Nancy M. Wallace, Daniel J. McNeil and Tania A. Cargo, University of California, Santa Barbara, West Virginia University, The College of William & Mary, The University of Auckland, New Zealand)

Chapter 2
Does Security of Attachment Moderate Response to Parent-Child Intervention for Disruptive Behavior?
(Beth Troutman, University of Iowa Carver College of Medicine, Iowa City, Iowa, USA)

Chapter 3
Integrated Behaviorism and Attachment Theory Approach to Reducing Disruptive Behavior in Young Adoptees
(Beth Troutman, University of Iowa Carver College of Medicine, Iowa City, Iowa, USA)

Chapter 4
Parents’ Representations and Practices about Childrearing within Italian Families
(Francesco Arcidiacono, University of Teacher Education BEJUNE, Biel/Bienne, Switzerland)

Chapter 5
Maternal and Paternal Observed Parenting Behaviors and Acceptability of Child Behavior Management Techniques: A Comparative Study
(Jennifer D. Tiano, Marshall University, Huntington, WV, USA, Cheryl B. McNeil, West Virginia University, WV, USA and Samuel O. Peer, Central Michigan University, MI, USA)

Chapter 6
Attachment and Development of Metacognition Skill
(Luca Pievani, Fabiola Colombo, Francesco Cattafi and Angelo Compare, Department of Human & Social Science, University of Bergamo, Italy)

Chapter 7
An Analysis of Mother-Child Interactions during an iPad Activity
(Michelle M. Neumann, and David L. Neumann, Griffith Institute for Educational Research, Griffith University, QLD, Australia, and others)

Chapter 8
The Impact of Media on Parent-Child Interaction: Effects of Child Media Use, Parent Media Use, and New Technologies
(Alexis R. Lauricella, Center on Media and Human Development, Northwestern University, Evanston, IL, USA)

Chapter 9
Parent-Child Early Writing Interactions: Parental Support when Using a Keyboard and a Pencil
(Dorit Aram and Orit Chorowicz Bar-Am Tel-Aviv University, Tel Aviv-Yafo, Israel)

Chapter 10
Parent-Child Interactions with Environmental Print
(Michelle M. Neumann, and David L. Neumann, Griffith Institute for Educational Research, Griffith University, QLD, Australia and School of Education and Professional Studies, Griffith University, QLD, Australia, and others)

Chapter 11
Parent-Child Interactions and Child Social Competence: Longitudinal Evidence Using the Interaction Rating Scale (IRS)
(T. Anme, E. Tanaka, T. Watanabe, E. Tomisaki and Japan Children’s Study Group, Graduate School of Comprehensive Human Sciences, University of Tsukuba, Japan)


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