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Children's Representations (children + representation)

Distribution by Scientific Domains

Psychology	42%

Selected Abstracts

Electronic Paint: Understanding Children's Representation through their Interactions with Digital Paint

INTERNATIONAL JOURNAL OF ART & DESIGN EDUCATION, Issue 3 2007
John Matthews
This article investigates very young children's use of a stylus-driven, electronic painting and drawing on the tablet PC. The authors compare their development in the use of this device with their use of other mark-making media, including those which derive from pencil and paper technologies and also with mouse-driven electronic paintbox programs. After experience of using of electronic paint, two of the children were introduced to simple programming software. The authors wanted to find out how the introduction of electronic, digital, interactive devices impact upon children's development in semiotic understanding. [source]

The representation of fathers by children of depressed mothers: refining the meaning of parentification in high-risk samples

THE JOURNAL OF CHILD PSYCHOLOGY AND PSYCHIATRY AND ALLIED DISCIPLINES, Issue 5 2010
Matthew Woolgar
Background:, Children's representations of mothers in doll-play are associated with child adjustment. Despite the importance of fathers for children's adjustment, especially in the context of maternal psychopathology, few studies have considered children's representations of their fathers. Method:, We examined the portrayal of fathers by 5-year-old children of depressed (N = 55) and non-depressed (N = 39) mothers in a doll-play procedure concerning family experience. Results:, Children gave equal prominence in their play to mothers and fathers. Representations of fathers were unrelated to maternal mood, but were associated with parental conflict. Representations of child care for the father that was unreciprocated predicted poor child adjustment in school, but only in children exposed to maternal postnatal depression. Conclusions:, It may be clinically useful to consider children's distinctive representations of their mother and father; but the concept of parentification in relation to risk and resilience effects requires refinement. [source]

Parental Separation and Children's Behavioral/Emotional Problems: The Impact of Parental Representations and Family Conflict

FAMILY PROCESS, Issue 1 2010
STEPHANIE STADELMANN PH.D.
In this longitudinal study, we examine whether the effect of parental separation on kindergarten children's behavioral/emotional problems varies according to the level of family conflict, and children's parental representations. One hundred and eighty seven children were assessed at ages 5 and 6. Family conflict was assessed using parents' ratings. Children's parental representations were assessed using a story-stem task. A multiinformant approach (parent, teacher, child) was employed to assess children's behavioral/emotional problems. Bivariate results showed that separation, family conflict, and negative parental representations were associated with children's behavioral/emotional problems. However, in multivariate analyses, when controlling for gender and symptoms at age 5, we found that children of separated parents who showed negative parental representations had a significantly greater increase in conduct problems between 5 and 6 than all other children. In terms of emotional symptoms and hyperactivity, symptoms at 5 and (for hyperactivity only) gender were the only predictors for symptoms 1 year later. Our results suggest that kindergarten children's representations of parent-child relationships moderate the impact of parental separation on the development of conduct problems, and underline play and narration as a possible route to access the thoughts and feelings of young children faced with parental separation. RESUMEN En este estudio longitudinal analizamos si el efecto de la separación parental sobre los problemas emocionales y conductuales de los niños de primer grado varía según el nivel de conflicto familiar y las representaciones parentales de los niños. Se evaluó a ciento ochenta y siete niños de 5 y 6 años. El conflicto familiar se evaluó utilizando valoraciones de los padres. Las representaciones parentales de los niños se evaluaron mediante una tarea basada en relatos. Se empleó un enfoque multi-informante (padre, maestro, niño) para evaluar los problemas conductuales y emocionales de los niños. Los resultados bivariables demostraron que la separación, el conflicto familiar y las representaciones parentales negativas estuvieron asociadas con problemas conductuales y emocionales en los niños. Sin embargo, en análisis multivariables, cuando se controló el género y los síntomas a los 5 años, descubrimos que los niños de padres separados que demostraron representaciones parentales negativas tuvieron un aumento mucho mayor en problemas de conducta entre los 5 y los 6 años que todos los demás niños. En cuanto a síntomas emocionales e hiperactividad, los síntomas a los 5 años (para hiperactividad solamente) y el género fueron los únicos predictores de síntomas un año después. Nuestros resultados sugieren que las representaciones de los niños de primer grado de las relaciones entre padres y niños moderan el impacto que tiene la separación parental sobre el desarrollo de problemas de conducta. Además, subrayan el juego y la narración como un posible camino para acceder a los pensamientos y sentimientos de los niños que enfrentan la separación de sus padres. Palabras clave: niños de primer grado; separación parental; representaciones parentales; conflicto familiar; problemas conductuales y emocionales [source]

The Computerized MacArthur Story Stem Battery , a pilot study of a novel medium for assessing children's representations of relationships

INTERNATIONAL JOURNAL OF METHODS IN PSYCHIATRIC RESEARCH, Issue 4 2006
Helen Minnis
Abstract Story stem measures allow the assessment of children's representations of relationship functioning, but are expensive and time-consuming to administer. We developed a computerized story stem measure which does not require specific training for administrators and which allows the child to produce their own animated, narrated story completion. This paper describes, firstly, the reliability of the Computerized MacArthur Story Stem Battery (CMSSB) and, secondly, a preliminary comparison of children in foster care and school controls on narrative coherence, intentionality and avoidance. The CMSSB showed good inter-rater reliability. A group of children in foster care showed significantly poorer coherence of narrative, less intentionality and greater avoidance on the CMSSB compared to a school comparison group. Copyright © 2006 John Wiley & Sons, Ltd. [source]

Self- and maternal representations, relatedness patterns, and problem behavior in middle childhood

PERSONAL RELATIONSHIPS, Issue 2 2008
ARIELA WANIEL
The present study investigated the association between children's representations of their mothers' and teachers' reports of children's problem behavior. The research team conducted semistructured narrative interviews with a community sample of 203 Israeli 9- to 11-year-old children. Ten months later, researchers collected teachers' reports of children's internalizing and externalizing problems. This study investigated whether children's self-representation narratives and their maladaptive relatedness stances questionnaire scores mediated this association. Results indicated that children reporting benevolent representations of their mothers exhibited lower levels of problem behavior. More positive self-representations and lower levels of skewness in children's relatedness stances to their mothers both mediated this association. This article includes a discussion of these results in light of factors contributing to maladjustment in middle childhood. [source]