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REFERENCE LINKING PLATFORM OF KOREA S&T JOURNALS
> Journal Vol & Issue
Child Studies in Asia-Pacific Contexts
Journal Basic Information
Journal DOI :
Korean Association of Child Studies
Editor in Chief :
Volume & Issues
Volume 2, Issue 2 - Aug 2012
Volume 2, Issue 1 - Feb 2012
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The Relationship between Parental Physical Affection and Child Physical Aggression among Japanese Preschoolers
Katsurada, Emiko ;
Child Studies in Asia-Pacific Contexts, volume 2, issue 1, 2012, Pages 1~10
DOI : 10.5723/csdc.2012.2.1.001
The present study, based on Tiffany Field's model of violence and intimacy as well as other previous research, examines the relationship between parents' physical affection and their child's aggressive behavior. One hundred seventy-five mothers and 124 fathers of Japanese preschoolers answered a questionnaire that included a parental physical affection scale developed for this study. Children's aggressive behaviors were rated by their teachers on the hostile-aggressive subscale of the Preschool Behavior Questionnaire. Consistent with Field's model and previous studies, the results of logistic regression analyses indicated that children who received more physical affection from mothers or fathers during daily parenting were less likely to be aggressive at preschool. When the mother's and the father's physical affection scores were simultaneously entered in the equation, only the father's score was significant. Implications and limitations of the research are discussed.
Play Interactions between Children with Autism and their Siblings in a European American and a Vietnamese American Family
Sage, Kara D. ; Jegatheesan, Brinda ;
Child Studies in Asia-Pacific Contexts, volume 2, issue 1, 2012, Pages 11~27
DOI : 10.5723/csdc.2012.2.1.011
We examined play interactions between siblings when one child has autism in a Vietnamese American and a European American family. Analysis was based on video recorded free play sessions with each set of siblings at their home. Interviews with the typically developing sibling and parents also provided supplemental data to aid our knowledge about their play behavior. This study describes the role of the typically developing sibling in play and the types of play engaged in by siblings. Findings indicate that the two sets of siblings differed in their play behavior. Specifically, significant differences were noted in the role of the typically developing sibling in play, and the types of play engaged in by the siblings. The perceptions of the typically developing siblings and parents regarding autism also differed across families, significantly affecting their play behavior. Implications for research are described.
The First Stage of Developing the Adolescent Friendship Social Capital Scale
Xu, Leilei ;
Child Studies in Asia-Pacific Contexts, volume 2, issue 1, 2012, Pages 29~43
DOI : 10.5723/csdc.2012.2.1.029
The purpose of the study was to generate the candidate items for the Adolescent Friendship Social Capital Scale. Both inductive and deductive approaches were used to generate the scale items. Halpern's conceptual map of social capital served as the theoretical basis of this scale, and guided the development of items. Semi-structured interviews with adolescents in Sydney, Melbourne and Beijing generated the initial pool of scale items. Twenty-six items were generated for the Adolescent Friendship Social Capital Scale. The items are organised in four theoretical constructs: Bonding Networks, Bridging Norms, Bridging Sanctions, and Linking Networks. Each item is a short statement followed by a five-point Likert scale anchored by 1= "Strongly disagree" and 5= "Strongly agree". The scale has several advantages over previous measures of adolescent friendship networks and friendship social capital. The scale has a strong and clear theoretical structure, the scale items demonstrate initial construct and content validity, and the format of the scale enables the collection of continuous data. However, in order to ensure the validity and reliability of the scale, another two stages of research need to be conducted in the future: scale development and scale evaluation.
Preschool Children's Understanding of the Graphic Features of Writing
Mortensen, Jennifer ; Burnham, Melissa ;
Child Studies in Asia-Pacific Contexts, volume 2, issue 1, 2012, Pages 45~60
DOI : 10.5723/csdc.2012.2.1.045
This project examined 2, 3, and 4-year-old children (N = 34) in a university campus child care setting to assess their understanding of the graphic features they use in their emergent writing (to distinguish it from a drawing of the same referent). The graphic features present in samples of the children's work were examined and compared to the graphic features children could identify through verbal and nonverbal communication. We examined the frequencies of graphic feature identification, as well as significant differences between graphic feature usage and graphic feature identification. The most frequently used graphic features were linearity, unidirectionality, and small size of units. The most frequently identified graphic feature was conventional letter. Overall, children used significantly more graphic features than they were able to identify. Significant relationships comparing the 2-year-old group and 4-year-old group's usage and identification were also found. The findings are discussed in terms of their application to early childhood classrooms. Teachers can apply these findings when engaging children in conversations about their emergent writing; these discussions are explored as a beneficial teaching tool.
Liminal but Competent: Latin American Migrant Children and School in Australia
Amigo, Maria Florencia ;
Child Studies in Asia-Pacific Contexts, volume 2, issue 1, 2012, Pages 61~75
DOI : 10.5723/csdc.2012.2.1.061
Indisputably school is the main institution that socialises migrant children into the culture of their new country. Through school they learn the new language and customs, which will enable them to become cultural brokers between the new cultural world and their families. During this process migrant children often transit a liminal terrain where their roles and identity become at the same time diverse and ambivalent. Despite the challenges involved these children often become experts in juggling different cultures, environments and expectations. This study explores the experiences of Latin American children and their families as they start primary school in Australia.