Family play and leisure activities: correlates of parents' and children's socio-

emotional well-being

Guided by systems theory, this mixed-methods study of 98 families examined parent- and
child-reported play, exploration, and leisure activities in relation to family members' socio-
emotional well-being. Parents and children completed surveys independently and
interviews were conducted with a subset of families. Quantitative findings showed that
child report of secure exploration with both parents, and mother report of leisure activities,
were associated with some couple and parent–child well-being indicators and nearly all
child well-being indicators. Father report of play and leisure activities was associated with
more couple and parent–child well-being indicators than mother report and showed some
differences in associations with child well-being indicators. Interview data provided
examples of how families incorporate play and leisure into their busy lives and the
perceived benefits and enjoyment derived from these activities. These findings emphasize
the importance of family play and leisure involvement for parents' and children's well-
being.

Family, School, and Community Correlates of Children’s Subjective Well-being: An

International Comparative Study

Lee, B.J., Yoo, M.S. Family, School, and Community Correlates of Children’s Subjective
Well-being: An International Comparative Study. Child Ind Res 8, 151–175 (2015).
https://doi.org/10.1007/s12187-014-9285-z

The primary purposes of this study are twofold: to examine how family, school, and
community factors are related to children’s subjective well-being; and to examine the
patterns of the relationships between family, school, and community variables and
children’s subjective well-being across nations. We use the data from the pilot study of the
International Survey of Children’s Well-Being for our analysis. We use multiple regression
and multilevel methods in the study. We find that family, school, and community lives all
significantly affect the levels of children’s subjective well-being. We also find that family,
school, and community lives of children are important predictors of subjective well-being
even after controlling for the country-specific cultural and contextual factors. We find that
the economic variables of GDP and inequality are not significant factors predicting
children’s subjective well-being. Rather it is the nature of children’s relationships with
immediate surrounding environments, such as frequency of family activities, frequency of
peer activities, and neighborhood safety, are most consistently related to the levels of
children’s subjective well-being across the nations.

Family play and leisure activities: correlates of parents' and children's socio-
emotional well-being

Diana D. Coyl-Shepherd & Colleen Hanlon (2013) Family play and leisure activities:

correlates of parents' and children's socio-emotional well-being, International Journal of
Play, 2:3, 254-272, DOI: 10.1080/21594937.2013.855376
Guided by systems theory, this mixed-methods study of 98 families examined parent- and
child-reported play, exploration, and leisure activities in relation to family members' socio-
emotional well-being. Parents and children completed surveys independently and
interviews were conducted with a subset of families. Quantitative findings showed that
child report of secure exploration with both parents, and mother report of leisure activities,
were associated with some couple and parent–child well-being indicators and nearly all
child well-being indicators. Father report of play and leisure activities was associated with
more couple and parent–child well-being indicators than mother report and showed some
differences in associations with child well-being indicators. Interview data provided
examples of how families incorporate play and leisure into their busy lives and the
perceived benefits and enjoyment derived from these activities. These findings emphasize
the importance of family play and leisure involvement for parents' and children's well-
being.

3.1 The role of the family in child wellbeing

https://www.aihw.gov.au/getmedia/30d3e529-a599-4b39-a30b-8ac63c6617b2/AW15-3-1-
role-of-family-in-child-wellbeing.pdf.aspx

The first years of a child’s life provide lifelong foundations for health, development and
wellbeing. Healthy development requires that children grow and learn in supportive and
nurturing families and environments. A child’s brain and biological development begins
before birth and continues well into adolescence. Children who have a poor start in life are
more likely than others to develop problems with health, development, learning and
behaviours. These problems may have a cumulative effect over the life course, which can
affect capacity to fully participate in society, resulting in increased inequality in social
status or social opportunity, reduced labour force participation and entrenched
intergenerational disadvantage (National Scientific Council on the Developing Child
2005/2014).

Social determinants, including living conditions and the sociodemographic characteristics

of the family, play a critical role in a child’s health, wellbeing and learning across the life
course, as do factors such as maternal health, quality of parenting, interpersonal
relationships, and learning environments (Maggi et al. 2010).

A number of wellbeing indicator frameworks exist both nationally and internationally. An

overview of Australian frameworks and indicators that relate to children can be found in the
Mapping of children and youth indicator reporting frameworks (AIHW 2014e); however,
there is no current equivalent framework that specifically focuses on child wellbeing. This
article therefore focuses on selected aspects such as the important role of the family in child
development and wellbeing, including family functioning, quality of parenting and the
effect of jobless families. We also examine the effects of maternal health, as well as safety,
recreation and leisure perspectives.

How healthy behaviour supports children’s wellbeing

https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_da
ta/file/232978/Smart_Restart_280813_web.pdf

Family well-being, parenting, and child well-being: Pathways to healthy adjustment

https://www.researchgate.net/deref/http%3A%2F%2Fdx.doi.org
%2F10.1111%2Fcp.12059?_sg
%5B0%5D=bN1AnX17RXaXpQQrLLBlaIuoozWar_lYqaH1NrVIT3d6myeS0yqBNHDaJ
oQvzaFCwJcIHsaIl8a3aiO2NtEZoeBYFg.JZoEuSUYJS38e9PwsybKbGpBfRH5Cx9zLD
mMZS8o_EAhZJBfI7yANyoZ6kkrofGc1IhMtMmgscfT5RViuJpH7Q

Family well-being provides a foundation for positive parenting and child well-being. Many
previous studies have outlined the possible connections between family well-being,
parenting, and child well-being, yet translating research into practice continues to be
problematic. The purpose of this article is to review the current literature (from 2000 to
2014) on family and child well-being in order to create a model of well-being that is useful
for both researchers and practitioners. The model builds upon Bronfenbrenner's Ecological
Systems Theory, and is differentiated from other prominent models of family functioning
by focusing on bolstering family strengths and well-being (as opposed to ameliorating
family stress, risk, or deficits) and on supporting child well-being (as opposed to treating
maladjustment). The model addresses family well-being (parental well-being, family self-
sufficiency, and family resiliency), developmental parenting (affection, responsiveness,
encouragement, teaching, engagement, positive discipline, and co-parenting), and child
well-being (physical and mental health, self-regulation, social and cognitive competence).
Direct and indirect connections between model components and possible moderating
factors are discussed. A theory of change model is proposed as a tool for practitioners from
a variety of disciplines and fields to guide their work with families. Recommendations for
clinicians, limitations of the model, and future directions are discussed.

Impact of Family on Children's Wellbeing

10.15640/jssw.v5n1a15
The family is the basic social institution in the society. It functions as the basic unit which
produces future generations and provides love and affection to the children while
facilitating the socialisation process. Children's wellbeing is largely a part of family's
responsibility in the society. However, the traditional role played by the family in the
society has changed drastically during recent past due to number of interrelated factors.
Hence, this study has been conducted to find out impact of family on the children's
wellbeing in the contemporary society while understanding the factors associated in
affecting negatively the social and psychological conditions of children. The study was
conducted using qualitative research methods. The secondary data has been used in the
subjects of sociological analysis on the role of family and its associated roles, children's
psycho-social issues and contemporary changes in the social structure. Primary data were
collected through an empirical study from a sample of children, parents and school teachers
in Hambantota, Batticaloa and Vavuniya districts in Sri Lanka. The study found that there
were a large number of interrelated causes that negatively effects on children's wellbeing.
These reasons included the family disharmony, lack of love, care and affection to the
children, children exposure to the family violence, family income and discrimination of
families due to socio-cultural reasons.

Family Instability and Child Well-Being*

Fomby, P., & Cherlin, A. J. (2007). Family Instability and Child Well-Being. American
sociological review, 72(2), 181–204. https://doi.org/10.1177/000312240707200203

Past research suggests that children who experience multiple transitions in family structure
may face worse developmental outcomes than children raised in stable two-parent families
and perhaps even children raised in stable, single-parent families. However, multiple
transitions and negative child outcomes may be associated because of common causal
factors such as parents’ antecedent behaviors and attributes. Using a nationally-
representative, two-generation longitudinal survey that includes detailed information on
children’s behavioral and cognitive development, family history, and mother’s attributes
prior to the child’s birth, we examine these alternative hypotheses. Our results suggest that,
for white children, the association between the number of family structure transitions and
cognitive outcomes is largely explained by mother’s prior characteristics but that the
association between the number of transitions and behavioral outcomes may be causal in
part. We find no robust effects of number of transitions for black children.

Familia y bienestar infantil

https://observatoriosociallacaixa.org/documents/22890/140842/baixa_DOSSIER6_CAST.p
df/00789ea0-e93c-de65-fdb8-05c4bc6dd287

Barómetro

6 Indicadores de contexto general

10 Indicadores sobre familia e infancia

Artículos

18 ¿Qué factores familiares afectan al desarrollo escolar de los hijos?, por Diederik
Boertien

28 El reparto de las tareas de la casa en las parejas

en las que solo trabaja la mujer, por Joan Garcia Romá

En Colombia:

Factores personales y familiares asociados a los problemas de comportamiento en

niños
http://www.scielo.br/pdf/estpsi/v27n4/02.pdf

Se identificaron los factores personales y familiares asociados a los problemas de

comportamiento en niños. Participaron 254 escolares, entre 7 y 11 años, sus respectivos
padres y docentes. Una vez obtenido el consentimiento informado, se aplicaron la Escala
Multidimensional de la Conducta de Reynolds y Kamphaus; estandarizada en Medellín,
Cuestionario de Evaluación de factores personales y familiares. El análisis chi-cuadrado
muestra que la inconsistencia en las pautas de crianza, no vivir con el núcleo familiar, ser
mujer y tener una edad entre los 8 y 9 años, está relacionada significativamente con una
mayor frecuencia en las dimensiones correspondientes a externalizar problemas como la
hiperactividad y problemas de conducta. Igualmente el género femenino y la edad entre 8 y
9 años se asociaron con la dimensión de “conducta excesivamente controlada”, como la
ansiedad y la depresión, y también con los problemas académicos, así como la
somatización que fue reconocida por los docentes como más frecuente en los niños. Estos
resultados aportan a la prevención.

Las Prácticas Educativas Familiares en el desarrollo de habilidades sociales de niños y

niñas entre dos y cinco años de edad en la ciudad de Medellín

http://www.scielo.org.co/pdf/encu/v16n1/1692-5858-encu-16-01-00078.pdf

Artículo derivado de investigación, orientado a analizar la relaciones presentes, las

prácticas educativas familiares y el desempeño en habilidades sociales de niños y niñas
entre 2 y 5 años de edad en la ciudad de Medellín. Se evaluaron las actuaciones de los
padres y madres desde las prácticas educativas familiares: autoritario, equilibrado y
permisivo con la Escala Prácticas Educativas Familiares (PEF) de Alonso y Román (2003)
y el desempeñó social mediante los seis repertorios conductuales estudiados por Monjas
(2000). La investigación fue de tipo descriptivo correlacional. Se trabajó con una muestra
de 100 niños, y sus respectivas familias. Los resultados muestran respecto a las prácticas
educativas que a mayor utilización de estrategias autoritarias y permisivas por parte de las
familias menor desarrollo de repertorios para relacionarse con las demás personas
presentaran los niños y niñas, por el contrario a mayor presencia de prácticas equilibrada
mayor desarrollo de repertorios para interactuar.