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• An Analytical Review of Cross Cultural Child-Rearing and Care Practices: A Special Reference to India

  7-18

  Prasun Sharma

  Views:

  615

  Child-rearing is an individualist, social and cultural process. This paper proposes that Child-Rearing has invariable characteristics and huge diversity. It has been considered that cultural perspective may contribute to the understanding of such multiple forms of child-rearing. The present paper provides an analytical account of dominant factors of child-rearing and caring. The factors selection is done by reviewing the articles which have either more than 50 Google scholar citations or are indexed in top-class journals. It also aims to ascertain whether or not Indian child-rearing intrinsically has something different in its practices and which child-rearing patterns are global and common among all the countries. This article took majorly dominating factors in the area of child-rearing and provided a qualitative comparative account of India especially in relation to the world. Some factors are individualistic as parental attitude and the parent-child relationship. But the study found that corporal punishments, socialization and cultural factors have a strong impact on child-rearing. Altogether these factors affect the cognitive skills of children. The study will give a critical overview of child-rearing patterns in India and across the globe, which would be helpful for policymakers to create new policies and act accordingly.

• Students with Special Needs and Their Parents – Informal Participation of a Parent in the Education of an Adult Child

  44-51

  Monika Pyrczak-Piega

  Katarzyna Kutek-Sładek

  Views:

  98

  The article presents the issue of participation of adult students’ parents in their academic life. There are many examples in the literature of how important is the support of students’ with disabilities parents at the universites. This determines academic success. Disability (its depth, type, cause, limitations resulting from it) is a determining factor for independence, and consequently for the parent’s participation in the student’s academic life. The parent’s attitude towards their own child’s disability is also related to the parent’s participation in the study. The main questions of presented research is: how do students, parents and university staff see the participation of parents in their adult chilredn higher education? This study was qualitative in nature and the individual in-depth interviews were conducted in the course of the study. Two female students with disabilities and their mothers, as well as a member of staff from the one of Polish university’s disability office, were invited to participate in the study. The results show that students, parents and university’s staff can present different opinions about parental suport. The fact is that parental participation cannot be permanent. Each time this type of support should be considered on an individual basis, with particular regard to the welfare of the the student. The results of the survey are relevant to the university’s process of planning support for students with disabilities so as to work with parents with the students’ consent.

• Parent-Teacher Communication from the Perspective of the Educator

  13-24.

  Enikő Major

  Views:

  651

  Several, mostly quantitative, studies have already examined the relationship between teachers and parents, as well as the positive effects of parental involvement. The aim of this study is to explore how parental involvement is realized in communication between the two actors. In the framework of a qualitative study, semi-structured interviews were conducted with 31 teachers teaching in elementary schools, and the analysis was performed using the Atlas.ti software. Based on our findings, we concluded that regular communication, common language use, a positive attitude from both parties, and the appropriate use of information and communication technology tools are essential for effective communication. The practical significance of this is that teacher trainees should also emphasize practical education, with a special focus on their ability to establish appropriate communication with parents of different socioeconomic backgrounds.

• Types of Fathers’ Home-based and School-based Involvement in a Hungarian Interview Study

  95-103

  Zsolt Csák

  Views:

  136

  This study explores the ways that Hungarian fathers are involved, at home and at school, in their children’s
  development and achievement. It also identifies the types of fathers that emerge based on this involvement.
  According to the literature, paternal involvement at home and at school contributes to academic achievement,
  similar to the involvement of mothers, but to a lesser extent and in different ways. The theoretical framework of
  the research relies on the types of parental involvement as defined by Epstein. The research was qualitative,
  based on 14 semi-structured interviews and the classification of fathers, resulting in three groups of similar size.
  The first group comprised fathers who contributed to their child’s achievement at home, often by helping with
  school-related activities, while not participating in school events. The second group included fathers who were
  involved at home and at school alike. Finally, the third group consisted of four divorced fathers, three of whom
  were involved both at home and at school, due to their particular situation. Overall, fathers’ school-based
  involvement can be increased by the supportive attitude of wives, fathers’ greater confidence in themselves and
  their abilities, and by informal events organized by schools (cooking or sports days), in which fathers are more
  likely to participate.