Parental Mattering

Marshall, Sheila K.; Lambert, James David

doi:10.1177/0192513x06290039

Cited by 46 publications

(8 citation statements)

References 20 publications

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“…These comments by the participants are in line with Marshall and Lambert's (2006)findings showing that some adults base their practices on their own needs (in this case, not wanting the children to get wet) rather than the needs of the children in their care (in this case, the need for exercise). However, when ECEs base their actions on their own needs, this can act as an obstacle to the use of practices related to showing regard for the child's perspective.…”

Section: Identification Of Eces' Espoused Theories Acting As Obstacles To the Implementation Of Their Theories-in-usesupporting

confidence: 73%

Examination of the Quality of Interactions as Observed in Childcare Centers and Reported by Early Childhood Educators

et al. 2020

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This study aimed to describe the quality of interactions between early childhood educators (ECEs) and children, as observed in childcare centers and as reported by early childhood educators ( N = 15) working with 5 year-old children. To assess ECEs’ practices related to the quality of these interactions as observed in childcare centers (theories-in-use), the Classroom Assessment Scoring System (CLASS) was used. This tool is structured around three domains: emotional support, group organization, and instructional support. Semi-structured interviews were conducted with ECEs to collect data on their reported practices related to the quality of these interactions (espoused theories). The observational data showed that the quality of emotional support and group organization was average-to-high, and these domains were also most often referred to in the participants’ comments. On the contrary, the quality of instructional support was rated average-to-low. Correspondingly, this domain was not often referred to in the participants’ comments. These results are discussed in light of the tensions and gaps brought out between the ECEs’ theories-in-use and espoused theories and lead to recommendations for professional development aimed at improving the quality of ECE–child interactions in childcare centers and, in particular, the instructional support provided therein.

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Section: Identification Of Eces' Espoused Theories Acting As Obstacles To the Implementation Of Their Theories-in-usesupporting

confidence: 73%

Examination of the Quality of Interactions as Observed in Childcare Centers and Reported by Early Childhood Educators

et al. 2020

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“…If maternal guilt emerges when a migrant mother empathizes with her children's pain and losses and takes on the responsibility for inflicting that suffering, her guilt can be comparatively alleviated when her children show understanding and acceptance of her migration, express love and intimacy, and demonstrate good developmental qualities. These actions indicate and verify migrant mothers' continuous significance in their children's lives, a relational process that has been conceptualized as "parental mattering" (Marshall & Lambert, 2006).…”

Section: Maternal Guilt Alleviationmentioning

confidence: 81%

Guilt and compensation: The interplay between maternal emotions and parent–child relationships in migrant families

2022

Family Relations

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ObjectiveThe study aimed to explore how mother–child interactions shape Chinese rural–urban migrant women's maternal guilt, and vice versa.BackgroundMigrant mothers are documented to experience intense feelings of guilt due to long‐term separation from their children. Research on maternal guilt frequently conceptualizes guilt as a negative self‐judgement of mothers without considering the bidirectional interplay between mother–child interactions and mothers' guilt feelings.MethodData were drawn from semistructured interviews with 24 Chinese rural–urban migrant mothers who voiced profound guilt for leaving their children behind. The research was carried out following a grounded theory approach.ResultsResults demonstrate left‐behind children's power to elicit, exacerbate, and alleviate their mothers' guilt, which in turn prompts migrant mothers to engage in a wide range of compensatory practices to remedy their relationships with their children.ConclusionThese interpersonal dynamics highlight the relational nature of maternal guilt; the double victimization, both by public discourses and family members, experienced by migrant mothers; and the mutual support that can be offered between mothers and children.ImplicationsMother–child interactions should be considered when studying maternal guilt. Findings from this study have important implications for policy making and interventions to support migrant families.

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“…Second, although a constructive evaluation of the parental self was found to be a powerful predictor of parent-child relationships and parenting practices (Johnston & Mash, 1989;Ohan et al, 2000), parents' perception and interpretation of the social encounters with their children also influence their self-perception (Marshall & Lambert, 2006;To et al, 2014). As an inner assurance of relevance to children is a crucial dimension of parental identity, the strengthening of the parent-child relationships and improvement in parenting practices can consolidate the parental identity in a feedback loop (Marshall & Lambert, 2006).…”

Section: Discussionmentioning

confidence: 99%

“…Consequently, more RCTs should be undertaken to enhance the reproducibility and generalizability of the program (Rossi, Lipsey, & Freeman, 2003). Second, based on a symbolic interactionist view of parenthood (Marshall & Lambert, 2006), a mediational model of change can be tested to ascertain any indirect or interaction effects between parent-child relationships, parental identity, and parenting practices on the outcomes of intervention in future studies. Third, follow-up surveys should be conducted to examine the long-term effects (e.g., after 3, 6, and 12 months) on the participants.…”

Section: Strengths Limitations and Future Directionsmentioning

confidence: 99%

Parent Education for Migrant Mothers of Left‐Behind Children in China: A Pilot Randomized Controlled Trial

Kwok

et al. 2018

Family Process

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Although numerous studies have indicated the significance of parental support and parent-child communication in alleviating the adverse effects of parental departure on left-behind children, researchers have rarely addressed the impact of parent education on migrant parents. On the basis of the results of a pilot randomized controlled trial, the study reported here involved examining the possible outcomes and feasibility of a parent education program for rural-to-urban migrant mothers of left-behind children in China. Informed by an existential-narrative approach to parent education, the program was composed of six 2.5-hour sessions. The sample included 56 migrant mothers recruited from a social service center in Shenzhen, China, who were randomly assigned to either the immediate group (n = 28, M = 34.82 years, SD = 4.12, aged 23-43) or the waitlist control group (n = 28, M = 34.68 years, SD = 4.53, aged 28-43). The hypotheses of the trial were twofold: that the program would positively affect participants' parental identity and that it would improve mother-child relationships and parenting practices. The results revealed no significant difference in parental identity between the intervention group and the waitlist control group at the post-test assessment after ruling out the effects of pretest survey scores. However, significant differences did emerge in parent-child relationships and parenting practices. Overall, the results corroborate the feasibility of examining the current program for migrant mothers in China in a full trial. The findings also offer insights into developing empirically supported parent education programs for migrant parents.

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Parental Mattering

Cited by 46 publications

References 20 publications

Examination of the Quality of Interactions as Observed in Childcare Centers and Reported by Early Childhood Educators

Examination of the Quality of Interactions as Observed in Childcare Centers and Reported by Early Childhood Educators

Guilt and compensation: The interplay between maternal emotions and parent–child relationships in migrant families

Parent Education for Migrant Mothers of Left‐Behind Children in China: A Pilot Randomized Controlled Trial

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