The relationship between family dining practices, parenting style and family functioning and child learning

International Journal on Disability and Human Development Pub Date : 2016-08-01 DOI:10.1515/ijdhd-2015-0013

C. Leung, S. Lo, S. Tsang, R. Chan, E. Kung

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引用次数: 2

Abstract

Abstract Background: This study examined the association between family dining practices, parenting style and family functioning with child learning among Chinese families with preschool children. Methods: Participants included 663 parent-child dyads recruited from Hong Kong preschools. Child learning was measured through individual assessment of children on preschool concepts, parent and teacher report of child learning. Parents completed questionnaires on parenting style, family functioning, frequency of parents/grandparents dining with target children, mealtime television viewing and feeding practice. Results: Child attainment of preschool concepts was associated with child sex and frequency of father eating with child. Parent report of child learning was associated with child sex, parenting style, family functioning and family feeding practice. Teacher report of child learning was associated with child sex. Conclusion: Child learning could potentially be influenced by family practice including family dining practices, parenting style and family functioning.

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家庭用餐习惯、父母教养方式、家庭功能与儿童学习之间的关系

摘要背景:本研究考察了中国学龄前儿童家庭的家庭用餐习惯、父母教养方式和家庭功能与儿童学习之间的关系。方法:研究对象为663对来自香港幼儿园的亲子二人组。通过幼儿学前概念的个体评估、家长和教师对幼儿学习的报告来衡量幼儿学习。家长们完成了关于养育方式、家庭功能、父母/祖父母与目标孩子共进晚餐的频率、用餐时间看电视和喂养方法的调查问卷。结果:儿童学前概念的实现与儿童性别和父亲与孩子一起吃饭的频率有关。家长报告儿童学习情况与儿童性别、父母教养方式、家庭功能和家庭喂养方式有关。教师对儿童学习的评价与儿童性行为存在相关性。结论:儿童学习可能受到家庭习惯的影响，包括家庭用餐习惯、父母教养方式和家庭功能。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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International Journal on Disability and Human Development

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