(See related pages)
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| Parenting Styles and Correlates | ||
| Read more on parenting styles and how the different styles affect children. A list of references is included. ( http://www.athealth.com/Practitioner/ceduc/parentingstyles.html ) | ||
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| Siblings and Peer Relations | ||
| Read about techniques designed to help children learn better ways to get along with each other. ( http://www.familyresource.com/parenting/34/339/ ) | ||
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| The Effect of Poverty on Children's Psychological Development | ||
| Learn about the "Parent-Child Project," a 25-year longitudinal research effort at the University of Minnesota devoted to examining poverty as a risk factor in the development and growth of children and young adults. ( http://cehd.umn.edu/pubs/researchworks/Parent-Child.html ) | ||
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| Understanding and Facilitating Preschool Children's Peer Acceptance | ||
| Consider the peer acceptance strategies presented in this article. These strategies were designed for adults who work with groups of children and feel frustrated in their attempts to help a child achieve social acceptance. ( http://www.vtaide.com/png/ERIC/Peer-Acceptance2.htm ) | ||
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| Children Without Friends | ||
| Explore peer rejection through this multipart series presented by the National Network for Child Care. The series addresses the problems of children without friends, the reasons for peer rejection, children's strengths and weaknesses, and the improvement of children's social skills. ( http://www.nncc.org/Guidance/dc26_wo.friends1.html ) | ||
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| A Multisource Exploration of the Friendship Patterns of Children with and without Learnin... | ||
| Read about a study designed to determine if having a socially rejected child paired with another potentially compatible child would be a better intervention than social skills intervention strategies aimed at peer acceptance. ( http://www.ldonline.org/article/6287 ) | ||
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| Aggression and Peer-Rejected Children | ||
| Read this review of research and practice in regards to aggressive peer-rejected children. ( http://fcs.osu.edu/hdfs/bulletin/volume.3/bull26f.htm ) | ||
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| Twins Early Development Study | ||
| The Twins Early Development Study is one of the foremost ongoing twin studies of its kind in the world. With the help of over 15,000 families, TEDS researchers and academics are exploring how we develop through childhood and adolescence and what factors contribute to making each of us who we are. In this way, the great wealth of information gathered through the study is providing insights into how both nature (the genetic material and characteristics we inherit from our parents) and nurture (our environment) contribute to individual development in a range of areas, such as cognitive and learning abilities, and behaviour. ( http://www.teds.ac.uk/about.html ) | ||
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| Fatherhood Institute | ||
| The Fatherhood Institute’s vision is a society that gives all children a strong and positive relationship with their father and any father-figures; supports both mothers and fathers as earners and carers; and prepares boys and girls for a future shared role in caring for children. Read more about their research at: ( http://www.fatherhoodinstitute.org/about-the-fatherhood-institute/our-work/ ) | ||
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| The Millennium Cohort Study (MCS) | ||
| The Millennium Cohort Study (MCS) is a multi-disciplinary research project following the lives of around 19,000 children born in the UK in 2000/1. It is the most recent of Britain’s world-renowned national longitudinal birth cohort studies. The study has been tracking the Millennium children through their early childhood years and plans to follow them into adulthood. The four surveys of MCS cohort members carried out so far – at age nine months, three, five and seven years – have built up a uniquely detailed portrait of the children of the new century. They have also amassed a vast amount of information on the children’s siblings and parents. The next phase of data collection is planned for 2012 but read about ongoing findings at their website ( http://www.cls.ioe.ac.uk/studies.asp?section=000100020001 ) | ||
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| Partnership for Children | ||
| Partnership for Children is an independent charity that works to promote the mental health and emotional wellbeing of children and young people around the world. Its principal activity is a programme called Zippy’s Friends, which helps young children to develop coping and social skills. The programme is now running in primary schools and kindergartens in 19 countries, helping more than 400,000 children. The charity also develops resources for parents and teachers to help young children cope with difficult situations, such as bereavement, bullying or divorce and separation. Have a look at their resources on their website. ( http://www.partnershipforchildren.org.uk/home.html ) | ||
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| Establishing Friendship in Young Children with Disabilities | ||
| Establishing friendships is an important developmental goal of early childhood, but little research has addressed ways in which parents support the friendship development of their young children with disabilities. The purpose of this survey study was to explore the support strategies that parents use to facilitate their children’s friendships. Forty mothers of preschool-age children completed surveys. Both groups of mothers (parents of children with and without disabilities) reported using similar strategies to support their children’s friendship development. However, mothers of children with disabilities engaged directly in the children’s play far more frequently than did mothers of typically developing children ( http://ecrp.uiuc.edu/v13n1/yu.html ) | ||
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| Cyberbullying | ||
| An investigation into cyberbullying, its forms, awareness and impact, and the relationship between age and gender in cyberbullying. Cyberbullying is a form of bullying which has in recent years become more apparent, as the use of electronic device such as computers and mobile phones by young people has increased. It can be defined as an aggressive, intentional act carried out by a group or individual, using electronic forms of contact, repeatedly and over time against a victim who cannot easily defend him or herself. ( https://www.education.gov.uk/publications/standard/publicationDetail/Page1/RBX03-06 ) | ||
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