Posts Tagged ‘
child behavior ’
Wednesday, February 20th, 2013
A new study published in the journal Pediatrics has found that children who watch quality, educational programs on television are better-behaved than those kids who watch television of varying moral and educational value. The new research will be welcome news to parents who struggle to minimize their kids’ screen time despite recommendations from the American Academy of Pediatrics and other groups. More from Time.com:
“There is no question kids watch too much television at all ages,” says Dr. Dimitri Christakis, lead author and director of the Center for Child Health, Behavior and Development
at Seattle Children’s Research Institute. “Part of the message is not just about turning off the television but about changing the channel.”
Kids are sponges who absorb their surroundings; it’s how they learn to develop the proper behaviors and responses to social situations. And they are not only parroting their parents and other family members, but mimicking behaviors they see on television or in movies as well. So Christakis, who has conducted extensive research on the effects of screen time on child development, explored ways to influence what shows children watch so that they’re more apt to imitate quality conduct. “We’ve known for decades that kids imitate what they see on TV,” he says. “They imitate good behaviors and they imitate bad behaviors.”
In the study, he and his colleagues tracked 617 families with kids between the ages of 3 and 5. Half of the families agreed to go on a media “diet” and swap programming with more aggressive and violent content for educational, prosocial shows that encourage sharing, kindness and respect, like Dora the Explorer, which teaches how to resolve conflicts, and Sesame Street, which models tolerance for diversity. The other families did not change their children’s viewing choices.
To help parents in the first group to choose appropriate shows, they received a program guide that highlighted prosocial content and learned how to block out violent programming. (The parents were so delighted with the guidance that many asked to continue receiving program guides even after the study ended.) They were also urged to watch alongside their kids. The researchers tracked what the children watched and also measured their behavior with standard tests of aggressiveness and sharing responses six months and a year into the study.
At both testing periods, the children in the first group watched less aggressive programming than they did at the beginning of the study compared with children in the control group. Both groups of kids upped their screen time a bit, but the first group saw more quality programs while the control group spent even more time watching violent shows.
Six months after the study began, the children who increased their prosocial viewing acted less aggressively and showed more sharing and respectful behaviors compared with the control group. They were more apt to compromise and cooperate than children who didn’t change their viewing content, and the effects persisted for the entire year that the study lasted. “There is a connection between what children watch, not just in terms of violence but in terms of improved behavior,” says Christakis, who is also a professor of pediatrics at the University of Washington.
Who got the biggest boost in behavior? Low-income boys. “They derived the greatest benefit, which is interesting because they are most at risk of being victims and perpetrators of aggression,” he says.
Image: Child watching TV, via Shutterstock
Monday, February 11th, 2013
Boys who act out or otherwise misbehave in their school classrooms may actually be doing themselves an academic disservice, a new study published in The Journal of Human Resources suggests. The study found that in many classrooms, boys earned lower grades than their standardized test scores would have predicted, because their teachers hold their behavior against them. More from NBC News:
According to the study, disruptive behavior may indeed be working against the wiggle worms of the world.
[Study co-author Jessica] Van Parys and co-researchers analyzed data from the National Center for Education Statistics involving about 6,000 mostly white, black and Hispanic students from around the country who were followed from kindergarten through fifth grade, starting in the 1998-1999 school year.
Students were given tests in reading, math and science, while teachers also rated students’ abilities in all three areas, as well as rated them on classroom behaviors. The study found that when assessing kids’ academic abilities, the teachers factored in their classroom behaviors.
This ultimately helped the girls and hurt boys. The girls scored about 15 percent higher in behavior (also called ”non-cognitive skills”), which meant they earned better grades than boys, even though they didn’t score as high on the tests.
“Our point is that teachers take into account other factors, either consciously or unconsciously, when they rate the child’s ability on all kinds of subject areas,” Van Parys said. “It’s hard for teachers to be completely objective when they’re giving an assessment.”
Image: Boy in school, via Shutterstock
Categories: Education, Must Read, New Research | Tags: boys, child behavior, Education, gender, grades, math, reading, school, science
Wednesday, August 15th, 2012
The New York Times has published a provocative new essay by Dr. Perri Klass that outlines how the debate over whether American children are overindulged or spoiled is ongoing–and complicated. From the essay:
In the pediatric office today, parents often bring up spoiling, as that mother did last week, in reference to young babies, sleep and feeding. It’s as if the later, more confusing questions about how to respond to a child’s demands crystallize in those early months when the new baby cries and the parents worry.
The official pediatric line — I said some version of this to that mother last week — is that you can’t spoil babies by taking good care of them. But even that doesn’t turn out to be simple.
“It’s important to be there and to be responsive and responsible, but it also doesn’t mean that you have to be totally at the whim of the baby,” said Dr. Pamela High, a professor of pediatrics at Brown University and medical director of the Fussy Baby Clinic at the Brown Center for the Study of Children. “You’re teaching them patterns and routine and regularity.”
Parents can meet a baby’s needs while still allowing her a chance to learn to settle down and sleep without being held. In a randomized study on babies with colic that was published this year by Dr. High’s group, when parents got help with issues of feeding, sleep, routine and their own mental health, those colicky babies cried less and slept more.
As children get older, setting limits and establishing family routines and expectations gets more complicated. But it’s still a question of balancing immediate gratification and larger life lessons.
It’s also an area where we still feel comfortable and righteous blaming and judging other parents — and ourselves.
Problematic childhood behaviors once attributed to incompetent or destructive parenting are now understood to be hard-wired, set by genetics, reflecting neurological differences. We don’t blame bad parenting for autism now, or A.D.H.D. But “spoiled” evokes traits and behaviors for which we’re often quick to hold parents responsible.
As Roald Dahl put it in 1964 in “Charlie and the Chocolate Factory,” “A girl can’t spoil herself, you know.”
Image: Angry girl, via Shutterstock
Monday, October 24th, 2011
Preliminary research into the effects of in-utero exposure to the chemical bisphenol-A (BPA) has correlated high levels of the compound with behavioral issues in 3-year-old girls, The Associated Press reports.
The study, published in the journal Pediatrics, found that preschool-aged girls whose mothers had high levels of BPA during pregnancy scored worse–though still within normal range–on behavioral measures including anxiety and hyperactivity. For every 10-fold increase in BPA in the mothers during pregnancy, the study found that girls scored 6 points worse on the behavioral questionnaire given at 3 years.
The results did not seem to be replicated in boys.
Nearly all Americans have measurable BPA levels in their bodies (the pregnant women were given urine tests). The chemical is found in some plastics and food can linings, though increasing numbers of companies are marketing “BPA-free” materials, especially in items intended for use by children.
Researchers called these results “preliminary” and called for further study of BPA’s effects on child health. This study was specifically faulted for not tracking other potential behavior-influencing factors, such as the mother’s prenatal eating habits.
Parents can consult the U.S. Department of Health and Human Services website for information on current research and advice on managing BPA levels in children.
(image via: http://onmybaby.com)
Monday, September 5th, 2011
Puberty, the physical transformation from child to adult, is an epic event in a kid’s life.
A new study in the journal Developmental Psychology finds that the timing of that change (how early or late it begins) and the pace at which it takes place have a big impact on a child’s behavior and mood, The Los Angeles Times reports.
From the LA Times:
Researchers followed 364 white boys and 373 white girls for six years through puberty. In girls, they found, both an early timing of puberty (early compared with their same-age peers) and faster tempo (how fast or slow the puberty evolves from start to finish) were linked with problems related to symptoms of depression, anxiety, social withdrawal or vague physical complaints. A faster tempo was also linked to delinquent behaviors, such as lying and cheating.
In boys, faster tempo was linked to more behavioral problems. Boys who started puberty earlier than their peers and progressed through puberty faster than normal experienced the most problems.
The researchers commented that the puberty timeline can vary widely from child to child. From the LA Times:
“The thought is that when the major changes of puberty are compressed into a shorter amount of time, adolescents don’t have enough time to acclimate, so they’re not emotionally or socially ready for all the changes that happen,” the lead author of the study, Kristine Marceau, of Penn State, said in a news release. “This is the explanation that originally was attributed solely to early timing, but we suggest that the same thing also is happening if the rate of puberty is compressed.”
Readers, what do you think? What can parents do to help make these changes easier on kids?
(image via: http://www.wholeheartedparenting.com)