Intra‐Household Specialization in Housework in the United States and Denmark*

Objective. Focusing on housework activities, we hypothesize that the degree of specialization is influenced by economic notions of efficiency, as well as by time constraints and egalitarian values. Methods. Employing time‐use data on U.S. and Danish couples, we construct a composite index measure of intra‐household specialization. We analyze the comparability of reported time use and our specialization index using different types of data, and then model specialization using a multivariate two‐limit Tobit. Results. We find evidence that Danish households specialize less than U.S. households and that children, particularly preschool‐aged children, are associated with significantly increased specialization in the United States but not in Denmark. Conclusions. We postulate that the more egalitarian social structure in Scandinavia is a driving force behind the lower rate of specialization observed in Denmark. Further, we believe the subsidized child‐care services provided by the Danish welfare system reduce the impact children have on specialization in ordinary housework tasks.     

Family Configurations and Child-Care Patterns: Familes with Two or More Preschool-Age Children

Objectives . This article examines the extent to which mothers must find child-care arrangements for more than one preschool child and, when they do, the strategies they adopt to juggle their work and family roles. Methods . We use national data from numerous studies with information on fertility and child care among employed mothers with children. Results . We find that it is a common life-course experience for mothers to need child care for two or more preschool-age children. Employed mothers' preferred strategy for child care for their multiple preschool-age children is to place all preschoolers in the same type of arrangement, choosing parental care more often and center care less often than employed mothers with one preschooler. Conclusions . Previous child-care research has ignored the complexities parents face when they must make child-care decisions about all their preschool-age children simultaneously. Child-care decisions need to be studied within the family and household context.     

How Appreciated Do Wives Feel for the Housework They Do?*

Objective. Sense of appreciation for the work one does contributes to subjective well‐being and relational satisfaction, but few studies examine the factors that may affect levels of recognition for household labor. We formulate and test hypotheses based on the effort‐reward imbalance model in occupational health research to investigate the extent to which married women feel that the work they do around the house is appreciated. Methods. We use data from a sample of married women from the 1987–1988 National Survey of Families and Households to test these hypotheses. Results. We find that wives' absolute time spent in housework and the share they do are both important in shaping their perception of appreciation for housework. Women who hold relatively liberal attitudes toward gender roles and those who have more options outside marriage are less likely to feel appreciated. Finally, wives who often share time with their husbands tend to report higher levels of gratitude for their work at home than those who do so rarely. Conclusions. This study suggests that the literature on psychological and relational outcomes of household labor should go beyond amounts and divisions of housework to include beliefs about roles, couples' dependency, and their relationship.     

Children's influence on household economic activity in Nigeria

This study estimates the effects of children's economic contributions on parents' allocation of time for income-earning activities, care of preschool children, non-income home production, and leisure activities in Ile-Ife, Nigeria. Fathers spent 65% of work time, mothers 20%, and children 15% during the assessment of family time allocation and income contribution. Demographic factors affecting the parents' time for the children include age of parents, age and sex of children and the number of other people living in the household. Economic factors affecting parents' time allocation include education, house value, wealth, and combined income of parents. Major observations noted were the following: 1) children contribute non-negligible amounts of income and time to their families' income-earning activities; 2) they play important roles in non-income home production and child care activities; 3) their presence has a considerable influence on their parent's allocation of time; 4) children appear to stimulate fathers to work longer hours at the expense of leisure; 5) young children reduce mothers' time in income-earning activities and leisure time; 6) older male children substitute for mothers' shorter work time; 7) older female children substitute for mothers' lesser home production time; and 8) older children of both sexes appear to increase mothers' leisure time.     

双薪家庭的家务性别分工：经济依赖、性别观念或情感表达

基于２０１０年第三期中国妇女地位调查数据的分析显示,城镇家庭的家务劳动分工具有“女性为主,男性为辅”的特征。研究表明,经济依赖关系、工作时间、性别角色观念均显著地影响着两性的家务分工,但其影响机制存在差别。对于男性而言,经济上的独立与成就对于其家务劳动投入的影响最大,其次是工作时间与性别角色观念,这些要素均相对独立地发挥作用,男性家务劳动的承担不存在“性别表演”。对于女性而言,纯粹的经济独立（对配偶收入的依赖程度、本人的绝对收入状况等）并非其家务劳动投入的最好预测,性别角色观念也不独立地对家务劳动参与产生影响。部分女性的家务劳动在经济依赖与性别角色观念交互影响下存在着形态与效应各异的“性别表演”。这一特征揭示了两性在劳动力市场中的经济地位与社会文化期待交互影响的形塑作用。     

Construct Validation of the Social Competence Scale in Preschool-age Children

This study evaluated the utility of the social competence scale (SCS)‐parent version, a measure of social competence developed for children of elementary school age, for use with preschool‐age children. Data were derived from two samples of preschoolers: a community sample assessed at enrollment to pre‐kindergarten programs and a high‐risk sample of children at familial risk for conduct problems participating in a preventive intervention trial. Using data from both samples, we assessed the factor structure, internal consistency, and stability of the SCS, and whether the SCS discriminated the high‐risk sample from the community sample. Results support the utility and construct validity of the SCS for use in preschoolers. The total SCS scale was relatively stable over 24 months during the preschool period and was correlated with other measures of social competence, parent ratings of emotion regulation, lability and behavior problems, and tests of child cognitive ability.     

Sibling Jealousy in a Triadic Context with Mothers and Fathers

The current study focused on jealousy between toddler and preschool siblings. Sixty-two families participated in triadic interaction sessions, in which mothers and then fathers were instructed to focus on one child (older sibling or toddler) while encouraging the other child to play with other toys in the room. Results indicated that child jealousy reactions differed between mothers and fathers, and parents behaved differently with older and younger siblings. Although older and younger siblings showed jealousy, older children were better than their toddler-age siblings at regulating jealousy responses and engaging in focused play. Further, younger siblings showed differences in jealous behavior when interacting with each parent, whereas older siblings showed somewhat greater behavioral consistency across parents, indicating internalization of emotion regulation style. Mothers expressed more happiness than fathers, and parents responded differently to older versus younger siblings' behaviors. Findings underscore the importance of examining emotion regulation processes within salient family relationships and of considering sibling interaction as a socialization context in which young children learn to negotiate emotional challenges.     

Maternal and Paternal Mental‐state Talk and Executive Function in Preschool Children

The present study examined the relationship between parents’ mental‐state talk and preschoolers’ executive function. Seventy‐two children participated in the present study, as well as their mothers and fathers. When children were enrolled in the second preschool year, mothers’ and fathers’ use of mental‐state references were assessed during a shared picture‐book reading task with the child. Later, four months before admission to the first grade, preschoolers’ executive function was measured. Hierarchical regression analysis revealed that maternal, but not paternal, mental‐state talk was a significant predictor of children's executive function composite, even after accounting for child gender, age, verbal ability, and parental education. When looking at each of the EF components, maternal mental‐state talk proved to be a predictor of set‐shifting whereas no significant relations emerged with inhibitory control or working memory. These findings add to prior research on parenting quality and executive function in preschoolers.     

The Effects of a Creative Dance and Movement Program on the Social Competence of Head Start Preschoolers

The effects of an eight‐week instructional program in creative dance/movement on the social competence of low‐income preschool children were assessed in this study utilizing a scientifically rigorous design. Forty preschool children from a large Head Start program were randomly assigned to participate in either an experimental dance program or an attention control group. Teachers and parents, blind to the children's group membership, rated children's social competence both before and after the program, using English and Spanish versions of the Social Competence Behavior Evaluation: Preschool Edition. The results revealed significantly greater positive gains over time in the children's social competence and both internalizing and externalizing behavior problems for the experimental group compared with the control group. Small‐group creative dance instruction for at‐risk preschoolers appears to be an excellent mechanism for enhancing social competence and improving behavior. The implications for early childhood education and intervention are discussed.     

The Recognition of Wifely Labour by Welfare States

This article is concerned with questions about the amount of support given by welfare states towards the maintenance of a wife engaged in housework and child care. It compares the value of the support supplied by the tax/benefit packages of 15 countries. The article defines support for wifely labour as the difference between the net disposable income of a single person and a couple with the same earnings. In analysing the data, three models are used: the “traditional” model where the wife is economically dependent on her husband; the “modern” model where the wife remains outside the labour market while she has young children; and the “dual breadwinner” model where the mother of young children is in full- or part-time employment. Much of the analysis is concerned with patterns of social policy in which support for wives is associated with support for children. While the evidence shows that welfare states do provide support to wives, both with and without young children and engaged in paid as well as unpaid work, the levels of support vary greatly between welfare states. The variations are not associated with the generally discussed categorizations of welfare state types.     

Attachment and Joint Problem-Solving Experiences During the Preschool Period

This study examined how attachment quality, measured during the preschool period using the Waters & Deane Q-Sor. (1985). affects preschoolers' collaborative problem-solving interactions. We compared collaborative styles of 19 securely- and 18 insecurely-attached three and four year olds during a grocery planning task with mother and then a strange female adult who was also the mother of a preschool child. Results indicated that securely-attached preschoolers were more likely to show task-relevant and metacognitive behavior in both contexts and performed better with the stranger than did their insecure peers. The collaborative style of mothers of secure children was more in synchrony with secure children's level of participation in the task than with that of insecure children who were less focused on goal-directed task activities. Strangers were generally less structuring than mothers particularly with insecure children. Interestingly, the security status of the stranger's own child did not influence her collaborative style with an unfamiliar preschooler. Results are discussed with reference to concepts from both attachment and Vygotskian theories.     

The Social Ecology of Early Childhood: Preschool Social Support Networks and Social Acceptance

The focus of this study was on the social networks of preschool children and on the interface between network characteristics and the child's acceptance by peers and teachers. Fifty-six children and their mothers were interviewed about the child's social support network. Social acceptance measures included peer sociometric ratings and teacher ratings of child preference and relationship quality. Frequency of contact with mother-nominated child network members was a determining factors in the concordance of mother and child reports. From the child's perspective, social acceptance was related to the presence and supportiveness of siblings and extended kin. Mother reports were less predictive, with only one significant association between parental support and teacher preference. In general, the children's perceptions regarding the structure and function of their social networks were found to be reliable and to relate meaningfully to social acceptance in the preschool domain.     

Child learning and family mealtime environment,parenting style and family functioning among preschoolers in Hong Kong

A two-wave longitudinal study on 470 parent–child dyads examined the impact of family mealtime environment, parenting style and family functioning on preschoolers’ (three to six years old) learning. Measures included parent report on parenting style, family functioning, family meal frequency, mealtime television, feeding practice, teacher/parent report of academic competence and individual assessment of preschoolers’ preschool concepts. Family mealtime environment variables were associated with pre-schoolers’ learning, in addition to parenting style and family functioning, after controlling for family income and wave 1 preschoolers’ learning. The results highlighted the importance of family mealtime environment on preschoolers’ learning.     

Why Does More Housework Lower Women's Wages? Testing Hypotheses Involving Job Effort and Hours Flexibility

Objective . The purpose of this paper is to test two hypotheses regarding the observed negative relation between housework time and wages for women. Methods . Regression analysis is performed to determine the robustness of the housework-wage relation to controls for effort and job flexibility. The data contain self-reported flexibility measures and unique information on effort that can be normalized to reduce individual-specific heterogeneity in reporting. Results . Reported work effort and flexible working conditions are found to be significant determinants of wages, but not at the expense of housework time. Conclusion . The evidence fails to support a link between housework and wages based on either job effort or hours flexibility, but the finding that only time spent on housework on job days is negatively related to wages suggests that time constraints are a critical factor.     

How Parenting Style Affects False Belief Understanding

This study investigated whether mothers facilitate false belief understanding, and if so, what strategies are particularly relevant. The mothers of 64 3- and 4-year-olds were given questionnaires eliciting information about mother's education, mother's occupation, number of younger and older siblings, the time the child spends with mother, and about how mothers deal with five disciplinary situations with their child. Three variables were positively correlated with belief understanding: age, number of older siblings, and number of times mothers said they would respond to the disciplinary situations by asking the child to reflect on the victim's feelings (How Feel responses). These three variables had an independent effect on belief understanding because each was significant after accounting for the influence due to the other two variables. In contrast, there was no significant positive relation between belief understanding and mothers who engaged their child in general discussion and exploration of the disciplinary issues, or who simply reprimanded the child without discussing the situation. The effects for number of older siblings and How Feel responses remained even after the influence due to the child's age, verbal mental age, time spent with the mother, and number of younger siblings was accounted for. The results are consistent with recent research showing that parent-child relations may be important for theory of mind understanding. More importantly, they provide insight into a specific strategy by which parents may help children learn about mental states.     

Social Competence with Peers in Third Grade: Associations with Earlier Peer Experiences in Childcare1

The early developmental antecedents of individual differences in children's social functioning with peers in third grade were examined using longitudinal data from the large‐scale National Institute of Child Health and Human Development (NICHD) study of early child care. In a sample of 1,364 children, with family and child factors controlled, the frequency of positive and negative peer interactions in childcare between 24 and 54 months and the number of hours spent in childcare peer groups of different sizes (alone, dyad, small, medium, large) predicted third graders' peer competence at three levels of analysis: individual social skills, dyadic friendships, and peer‐group acceptance. Children who had more positive experiences with peers in childcare had better social and communicative skills with peers in third grade, were more sociable and co‐operative and less aggressive, had more close friends, and were more accepted and popular. Children with more frequent negative experiences with peers in childcare were more aggressive in third grade, had lower social and communicative skills, and reported having fewer friends. When children spent more time in small‐sized peer groups in childcare (four or fewer children at 24 months of age up to seven or fewer at 54 months), they were more sociable and co‐operative in third grade, but their teachers rated them as more aggressive, suggesting that such children may be more socially outgoing and active both positively and negatively. Like those who spent more time in small peer groups, children who spent more hours in medium‐sized groups received higher ratings for peer aggression by their third‐grade teachers. Children who spent more time with one other child in childcare or in small peer groups had fewer classroom friends in third grade as reported by the teacher but not according to maternal report or self‐report. There were no significant associations between the amount of time children spent in large childcare‐based peer groups and third‐grade peer social competence.     

性别观念、现代化与女性的家务劳动时间

通过分析2010年中国家庭追踪调查数据,本文考察了中国城乡已婚女性家务劳动时间的影响因素。研究发现,已婚女性的工作时间与绝对收入的增加可以显著地帮助她们减少家务劳动时间。此外,本文检验了女性的相对收入对家务劳动时间的影响在城乡与地区间的差异。结果表明,城镇地区女性相对收入的增加可以帮助她们持续地减少家务劳动,而农村地区的女性受到传统性别观念的影响,无法持续地利用相对收入的增加来减少其家务劳动。通过将调查数据与市级统计数据匹配,本文进一步发现,在农村地区,现代化水平的不同会造成女性相对收入对家务劳动影响的地区差异。在现代化程度较高的地区,女性相对收入对家务劳动的议价能力较强,而在现代化程度较低的地区,这种议价能力更容易受到限制。     

Family Size and the Gendered Division of Unpaid Work: Implications for Fertility Decisions in Australia

Low fertility in Australia has been attributed to social factors which encourage women to devote more time to market work and reduce the number of children they have. This paper explores whether women might have fewer children because they experience a gendered division of unpaid household and childcare work. It uses ABS time use data to analyse the time spent by men and women in unpaid household and childcare, and finds an unpaid workload for women that is greater with additional children, and a relatively consistent workload for men across all family sizes. Controlling for the amount of paid work also suggests that the additional time spent, and increased share of unpaid workload experienced by women, is independent of time spent in paid work. This is consistent with the suggestion that women might restrict the number of children they have in order to control their unpaid workload.     

小组工作对学龄初期儿童的介入初探——以湖北省荆州市实验小学XX班为个案

学龄初期是指儿童从六七岁到十一、二岁这一时期，这时儿童进入学校，开始以学习为主导的活动。它是儿童心理发展的一个重要时期。作为社会工作专业方法之一的小组工作能帮助学龄初期儿童树立团结互助与分享意识，培养他们团结合作的精神，提高他们独立自主的能力。笔者从小组工作专业视角出发，以湖北省荆州市实验小学XX班作为个案，描述并分析了学龄初期儿童的特征，阐述了小组工作方法对学龄初期儿童介入的可行性，探讨了小组工作方法的介入、评估及个人反思。     

Exploring dyadic teacher–child interactions,emotional security,and task engagement in preschool children displaying externalizing behaviors

Based on attachment theory, we tested whether the link between dyadic teacher–child interactions and task engagement operates through a child's security with the teacher. In a sample of preschoolers (N = 470) rated by their teachers as exhibiting elevated disruptive behaviors, the quality of dyadic teacher–child interactions and children's security were observed using a standardized task. Children's engagement with tasks was both observed in the preschool classroom and rated by the teacher. Results indicated that the quality of teacher–child dyadic interactions was associated directly with teacher‐reported task engagement, and indirectly associated, through a child's security, with observed task engagement. We discussed the contribution of these findings to our understanding of how the quality of dyadic teacher–child interactions may serve to regulate children's behavior in the classroom for children whose teachers perceive them as displaying early externalizing behaviors.