This is a term used to describe parents who become over-involved in their children’s activities.
Toddlers whose mothers intervened more frequently in their play grew up to be less able to control their emotions and behaviour.
At age two the children were filmed playing and tidying up with their mothers. The activity was scored on how controlling the mother was – was she helping or intervening when the child became frustrated?
Over the next eight year the researchers returned to see how the children were developing. They interviewed them and teachers and parents and measured behaviour such as emotional control.
“When mothers are too controlling at age two and don’t allow their children to experience a range of emotions and practise managing tim, the child loses out on an important learning opportunity” said Nicole Perry from the University of Minnesota who carried out the study published in the journal Development Psychology..
The ability to regulate emotions ( a key component of emotional intelligence) was linked to a host of adaptive outcomes, including mental and physical health, greater peer likability, healthier social relationships, positive teacher-student relationships, and greater academic adjustment.
If parents want better outcomes they should send their children to a nursery. A recent French study has found that children sent to nurseries have better social skills and behaviour than those kept at home by parents.
Opportunities for socialisation and stimulation offered by quality centre-based childcare might prevent children from developing emotional difficulties, according to an observational study of 1,400 children who were tracked from birth to the age of eight.
Parents were asked to complete questionnaires at three, five-and-a- half, and eight years of age. They were asked how easily their children made friends, their behaviour and social skills. At four, eight, and twelve months of age parent were asked what childcare support they used.
The researchers found that for psychological development a nursery or crêche staffed by professionals was better than being cared for informally by family, friends, or a childminder.
Children who had been to a nursery, daycare centre or crêche – formal childcare (26%)- had lower odds of poor social skills, difficult relationships with peers, and behavioural problems, compared to those who received informal childcare (30%) or went to a childminder (45%).
If they had been in formal childcare for a year the odds were even lower. In contrast those who had been cared for by a childminder appeared more likely to have behavioural problems.
It seems girls do better than boys which they say is because formal childcare is about internalising behaviour, more common in girls than boys.
The study doesn’t prove cause and effect and the families were better educated and more affluent than average and the researchers couldn’t assess the quality of the childcare.
However the researchers concluded that “Access to high quality childcare in the first years of life may improve children’s emotional and cognitive development, prevent later emotional difficulties, and promote pro-social behaviours”.
In France 97% of children start school at three (in contrast to Scandinavian countries where they start later than in the UK) and formal childcare provision is open to everyone.
Parking round the back of the shops in the town centre I spotted these stone monuments.
They are commemorating the clean up of the River Brun (from which Burnley takes its name). The river runs through the town centre, mostly hidden from view but can be seen if you know where to look.
The poem about the Brun, by George Hindle in 1896, refers to the “radiant sun”. I’ve not seen much of that in Burnley lately!
I wrote about the textile museum in a previous post and included photographs of the machinery in use at the time. However I was also interested in its social history and the interesting additions to our everyday language.
When I started work in the 1960s and worked in old mills which had been converted for modern use we still had those type-writers and clocking in machines.
(They even had them during war-time e.g. in the factories building Zeppelins in Friederichshaven, Germany).
And clocking-in machines were still widely used in the 1990s in many businesses.
There were also lots of rules to follow e.g. no swearing, no smoking (for obvious safety reasons), and no sharing the lavatory! Workers were also told how often they should wash and bathe themselves.
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After reading my colleague’s blog about the silk mills I remembered we’d visited this museum some years ago and found it similarly fascinating
It’s been a while since I last visited this Rossendale Valley museum and a photographer friend wanted to see it so we headed there after stopping for a tasty snack at Holden Wood tea shop.
Helmshore is now part of Lancashire County Council’s Pennine Lancashire museums along with Gawthorpe Hall in Padiham, Towneley Hall in Burnley, and Queen Street Mill at Harle Syke in Burnley among others.
The museum comprises two mills, Higher Mill which was a woollen fulling mill built in 1789 and powered by a 20 ton water wheel, and Whitaker’s Mill, built in the mid 19th century specialising in cotton spinning mill, starting from waste recycled cotton and finishing with mule spun yarn.
There is a bright new entrance and reception area. The staff were really friendly and the guides very knowledgeable. We had to get permission to take photographs and flash photography wasn’t allowed which made…
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As part of my continuing exploration of the industrial heritage of Cheshire I decided to take in a visit to the Silk Museum at Macclesfield. I know it may not sound the most exciting of places to visit but sometimes it is the unlikely places that turn out to be the “little gems.”
The Silk Museum is housed in the original School of Art built in 1879 with land and funding granted by the council and public subscriptions. The School had been founded in 1851 and initially used rented rooms in the Useful Knowledge Society building. Its original aim was to educate practical designers for the manufacture of silk, but later it went on to offer more general art education and gained a reputation for producing high quality work.
It formed part of a complex of buildings linked to learning in this area of the town, including the Free Library…
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And when it comes to homework they help less than parents in most other countries according to a survey by educational charity Varkey which surveyed 30,000 parents of children aged 4 – 18 in twenty-nine countries.
They helped on homework and school projects for an average of 3.6 hours a week. Only parents in Finland (3.1 hrs) and japan (2.6 hrs) were less involved.
Parents in India spend 12 hours a week, in Vietnam 10 hours, in Russia 8 hours, in Germany 5 hours and in Spain 4.8 hours.
Only 1 in 5 British parents worried about their children not being academically stretched compared to over 40% in Russia. This could be because we have more confidence in our teachers and schools.
Two-thirds of British parents rate the quality of state schools as fairly or very good, compared with a global average of 45%, and almost 90% rated the quality of teachers as fairly or very good – the fifth highest proportion of all the countries surveyed.
Unfortunately that confidence is misplaced. The UK is ranked 23rd out of 35 OECD countries when it comes to reading and 27th in maths.
Perhaps British parents should be less complacent and do more to help their children?