Dissertations / Theses: 'Child's'

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Lilley, Jeanette. "Child rearing in Nottingham during the child's first year." Thesis, University of Nottingham, 1990. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.277936.

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Ahlström, Lina. "The child's stereotypical thinking." Thesis, University West, Department of Social and Behavioural Studies, 2003. http://urn.kb.se/resolve?urn=urn:nbn:se:hv:diva-1315.

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Jones, Megan. "The child's survival guide." Master's thesis, University of Cape Town, 2003. http://hdl.handle.net/11427/8582.

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D'Agostino, Janice. "A child's impressions of hospitalization /." Thesis, McGill University, 2000. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=33457.

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The research problem in this qualitative, pilot study explores a child's impressions of hospitalization while in hospital.
Nine children who were in-patients on a pediatric unit of an acute care hospital were interviewed using a semi-structured, self-constructed questionnaire.
The principal finding indicates that these children experienced a neutral emotional response to their hospitalization. Although the subjects were chosen randomly, all children resided in two parent families. This may be a significant factor in enhancing their ability to master hospitalization. Second, their neutral impression of hospitalization may be based on receiving a reasonable level of health care in a child centred environment with support from family.

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Menard, Nichole N. "Divorce from the child's perspective." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1998. http://www.collectionscanada.ca/obj/s4/f2/dsk2/ftp01/MQ32942.pdf.

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Tripp, Tedd. "Parenting shepherding the child's heart /." Theological Research Exchange Network (TREN), 1990. http://www.tren.com.

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Peleg, N. "The child's right to development." Thesis, University College London (University of London), 2013. http://discovery.ucl.ac.uk/1384778/.

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Protecting children’s development is a key principle of international children’s rights law. However, while the meanings of children’s development are a central concern of disciplines such as psychology, sociology, neurology and pedagogy, so far there has been no systematic analysis of the meaning of the child’s legal right to development. This thesis remedies this significant gap in our knowledge by establishing the foundations for analysing the child’s right to development, as protected by the UN Convention on the Rights of the Child. Interpreting the child’s right to development first requires unpacking the meaning of the term ‘children’s development’. In international children’s rights law, the thesis argues that the meaning of this term derives from the concept of children as ‘human becomings’. The focal point of this concept is the protection of children’s socio-psychological development and caring for their future, as adults. Consequently, the UN Convention on the Rights of the Child provides a broad protection for eight segments of children’s development, on top of protecting children’s overall right to development. Based on an analysis of the UN Committee on the Rights of the Child’s jurisprudence between the years 1993 and 2010, the thesis concludes that the Committee interprets the Convention in a way that subjugated most of the Convention’s rights to protect children’s socio-psychological development, while overlooking the formulation of ‘development’ as a human right. Based on literature on childhood studies, children’s rights theory, children’s development, the Capability Approach, archival research of the drafting process of the Convention, the jurisprudence of the UN Committee on the Rights of the Child, and interviews with members of the UN Committee, the thesis challenges this absorption of ‘children’s development’ into legal terms, and suggests a new framework for analysis. This framework accommodates a hybrid conception of childhood, a respect for children’s agency, recognition of the importance of the process of maturation (‘development’) as well as its outcome, and a cross-disciplinary understanding of ‘development’. Under the suggested framework, the child’s right to development is interpreted as a composite right that aims to ensure the child’s abilities to fulfill her or his human potential to the maximum during childhood and adulthood alike.

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Bradley, Alan. "The child's language of pain." Thesis, Durham University, 1990. http://etheses.dur.ac.uk/6622/.

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A series of experiments was conducted with children, aged between five and eleven years, which sought to determine the utility of using their verbal, and non-verbal, communications to measure the quality or intensity of the pain they are experiencing. Experiments which investigated children's ability to use language to communicate pain suggested that children are aged seven years, and older, before they discriminate between pain and non-pain words, or can show that these words share a similar meaning with an adult comparison group. When children aged between seven and ten years completed verbal pain questionnaires, the results showed that the seven year olds demonstrated only rudimentary discrimination between five acute painful situations. Discrimination improved with age, but the ten year olds were not as discriminating as an adult comparison group. Children aged five to ten years were asked to recall, and describe, all of their past painful experiences. Results show significant developmental trends in the following; the number of painful experiences that children can recall, the figurative use of language to describe the recalled pain, and the number of pain descriptions that children generate. An experiment investigated the reliability of non-verbal rating scales when completed by children aged between five and ten years. Results indicate that children below the age of seven failed to show satisfactory levels of reliability, and that the response strategies that they use may overestimate the degree of reliability they do show. Older children do show reliable responses using these scales. The final experiment looked for changes in children’s behaviour when they received either a drug or placebo, whilst undergoing a painful medical procedure. Results are not conclusive, but do suggest that the frequency and intensity of facial expressions, and vocalisations, decrease when an analgesic was administered. Overall, these studies show that children are, on average, seven years of age before we can use their own pain communications as reliable indicators of the quality and severity of the pain they experience.

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Snyders, Timothy. "Child's play : facilitating child development through play and interaction with plants." Master's thesis, University of Cape Town, 2014. http://hdl.handle.net/11427/13378.

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Includes bibliographical references.
The representation of planting has been under- theorised in landscape architecture and has become a simple technical accompaniment to design rather than a vital part of the design process. Generally, planting design is left to the end of the project when it fills a previously generated plan geometry as opposed to being used as an opportunity to exploit plants’ characteristics and thus assist the initial design process. The conventional representation of a planting plan comprises of circles on a page that depict the plants position and future diameter, but disregards other characteristics, such as growth and seasonal change. This mode of representation prioritises architectural characteristics rather than the visual qualities of the plants. Furthermore, since plants are the only element within a landscape design that changes naturally over time, methods need to be developed that accommodate and exploit this change. To do so, these changes need to be represented for use in the design process. I will be using the Amazing Cape planting design in the Biodiversity Garden in Green Point Park, to explore alternative graphic methods that could have been used to represent the growth and end result of the planting design and palette. This is in contrast to the more conventional, technical manner of representation. A graphic review and analysis of the planting design and palette will be undertaken, with the “re-presentation” of a range of different contemporary planting plan representation techniques by leading plant design authors and landscape designers. Evaluating the representation of the future growth and seasonal change in the planting plan and palette. Ultimately producing graphics that best represents the growth and seasonal change of the Amazing Cape planting design.

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Rask, Linnea. "Prosodic Features in Child-directed Speech during the Child's First Year." Thesis, Stockholms universitet, Avdelningen för fonetik, 2015. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-118382.

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This study investigates prosodic features of child-directed speech during the child’s first year, using the automated prosodic annotation software Prosogram. From previous studies on first language acquisition and child-directed speech we know that speech directed to infants and small children is characterised by exaggerated use of several prosodic features, including a higher pitch, livelier pitch movement and slower speech rate. Annotation of these phenomena has previously been done manually, which is time consuming and includes a risk of circularity. If we can use semi-automated systems to carry out this task, it would be a huge methodological gain. This study analysed recordings of 10 parent-child pairs at four occasions (3, 6, 9 and 12 months of age) for a total of 40 recordings. The audio files were analysed in Prosogram in order to detect possible differences depending on the child’s age. The results showed a noticeable change in child-directed speech over the first year of the child’s life. A change in several characteristic prosodic features was noted to occur between the ages of 6 and 9 months. Pitch levels decreased, and articulation rate increased. Additionally, parents seemed to use pitch values much higher than their mean pitch speaking to children aged 3 and 6 months than to children aged 9 and 12 months. Despite using a relatively small sample, the results show several interesting trends in the usage of child-directed speech. Furthermore, this study shows that Prosogram is a useful tool for automatic analysis of child-directed speech.

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Cichy, Natalie A. R. Soranno. "Making the Child's World: Fostering Permanence." Thesis, University of Waterloo, 2006. http://hdl.handle.net/10012/2874.

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Making the Child's World: Fostering Permanence, is a redefining, reordering and recalibration of the planning of a centre for children in transition within the child welfare system that would operate alongside foster homes. It is not a prescription for the ideal building design. Instead it is a proposition for a set of standards and qualities necessary of a child-centered environment; one where the child can be comfortable and secure, in the face of his or her family circumstances.

This thesis discusses the period between infancy and school age as crucial in the physical and emotional development of children; a time when they first establish concepts of space, relationships, and feelings. Each environment and social interaction experienced plays a large role in a child's development, both socially and physically. The dynamics, scale and intimacy of Play Therapy need to infiltrate the architectural strategy of this type of centre so that the centre itself adopts the values of Play Therapy, enabling the physical environment to act as a rehabilitative tool in the Play Therapy Programme.

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Varouxaki, Angela. "The child's developing concept of inference." Thesis, University of Bristol, 1998. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.263896.

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Nelson, Bonnie. "One child's use of assistive technology /." This resource online, 1992. http://scholar.lib.vt.edu/theses/available/etd-02052007-081240/.

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Nelson, Bonnie E. "One child's use of assistive technology." Diss., Virginia Tech, 1992. http://hdl.handle.net/10919/37322.

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This is a qualitative study of one student’s use of assistive technology in the public school system from preschool to fourth grade. The data collected for this case study include interviews, participant observation, field and diary notes, video tapes, and other documents including school records and a teacher memoir. Throughout the study, the goals were to stay open to and reflect emerging patterns rather than to fit data into previously determined categories. The report describes how Michael--with cerebral palsy that affects his speech and prevents his standing or holding a pencil--used computers, augmentative communication devices, and other electronic technology. On one level the report becomes the story of a student who moves from a separate special education facility into an elementary school where he is integrated fulltime into a fourth grade class. Discussion and conclusions explore (1) types of support he required, (2) barriers to technology use as well as problems of "abandonment" of technology acquired, (3) the effect of integration into general education on his use of technology, and (4) how providing assistive technology influences and changes teachers’ roles.
Ed. D.

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Lehr, Susan Stewart. "A child's developing sense of theme /." The Ohio State University, 1985. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487260531957457.

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Dixon, Jennifer Mark. "Child's Temperament and Conscious Sedation Outcomes." VCU Scholars Compass, 2005. http://scholarscompass.vcu.edu/etd/654.

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The purpose of this study was to investigate the role of child temperament and its effect on the outcome of conscious sedation using the following agents: Chloral Hydrate (35mg/kg), Meperidine (2mg/kg), and Hydroxyzine (2mg/kg).The Emotionality, Activity, Sociability (EAS) Temperament Survey for Children was used to measure the child's temperament. The temperament survey measures three realms (Emotionality, Activity, Sociability/Shyness). The sedation outcomes were rated using the modified North Carolina Behavior Rating Scale (NCBRS) from 1-4 (Quiet, Annoyed, Upset, and Wild). The final sample population consisted of 34 children, 24 girls (71%) and 10 boys (29%), ranging in age from 0-9 years old (M=5.6 years old, SD=1.8 years old). The sample population showed moderate emotionality (M=2.56, SD=0.96, p=0.5707), high activity (M=4.15, SD=0.72, p=0.2423), high sociability (M=3.63, SD=0.60, p=0.7853), and moderate shyness (M=2.50, SD=0.86, p=0.9930). Of the critical events, local anesthesia (F=74%, M=1.31, SD=0.58) and rubber dam placement (F=77%, M=1.26, SD=0.51) showed the most disruptive behaviors. Correlation results showed no significant temperament influence on overall effectiveness of sedation for the EAS sub-scales. Individual EAS scores, moderate emotionality, high activity, high sociability, and moderate shyness, did not predict the overall effectiveness of the sedation in this population.

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Muthusi, Julius Maingi. "The Child's Voice as a Narrative Critique in African Ex-Child Soldier Memoirs." University of Dayton / OhioLINK, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=dayton1556580453991481.

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Johnson, Penelope Gail. "Contexts for writing : understanding the child's perspective." Thesis, Durham University, 1998. http://etheses.dur.ac.uk/4906/.

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The integration of social theories into a cognitive explanation of the composing process enlarges our notion of context, calling attention to the historical, social and ideological forces that shape the making of knowledge in educational settings. These approaches suggest that context cues certain actions and that students gain entry into academic contexts if they learn the appropriate forms and discourse conventions. However, methodological approaches to teaching do not address how individuals construct meaning, use knowledge for their own purposes, or engage in reflective processes that influence how individuals will act in a socially-governed situation. Nor do they address the issue of how school-acquired knowledge may be transformed to enable individual students to take ownership of their writing. These concerns motivate the attempt to form a cognitive-social epistemic that acknowledges and explains the role of the individual in constructing meaning within culturally-organized activities in primary educational systems. Through questionnaires, interviews and classroom observations, and applying qualitative analytical procedures, the study discloses layers of complexity in a multi-level description of the ways context and cognition interact. At the general level, a comparative analysis of teachers' and pupils' rationales underlying given writing tasks produces converging references to the educational purposes for writing. At a deeper level, findings that writing possibilities and social possibilities are dynamically interlinked with the emergence of identity, suggest that learning is a constructive process of meaning-making which is uniquely manifested in diverse ways. Studies of classroom interaction determine the impact of strategies deployed within classroom communication to control the meaning-making process and make it possible to discuss the efficacies of peer-interaction in the classroom. A second strand of contextual-oriented research in a non-school setting, which incorporates the computer as a writing tool, reinforces the view that children are primarily social players negotiating roles and relationships by whatever mediational means are made available to them. In light of these results, the thesis acknowledges the complexity of a largely implicit cultural architecture for directing the context of action, and concludes that this structure will be explicated only by adopting an inclusive research strategy to encompass simultaneous acting influences.

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Daouacher, Maria. "Rearward facing travel for every child's safety." Thesis, Karlstads universitet, Science, Mathematics and Engineering Education Research (SMEER), 2017. http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-62578.

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This study was made within the Child Safety group at Volvo Car Corporation. The purpose of this bachelor thesis was to study the different aspects of rearward facing child restraint systems, which is the safest way for small children to travel, in order to suggest improvements in the development of child restraint systems. The studies included scientific articles regarding child safety and fatally injured children in car accidents, both in Sweden and internationally. The overall aim is to find factors that enables the increase in usage of rearward facing child restraint systems, including the increase of usage time to as long as possible. Swedish accident data, obtained by the Swedish Traffic Data Acquisation, was studied. It was found that the fatally injured children during car accidents in Sweden between the years 2000-2016 commonly were involved in extraordinarily accident scenarios with an outcome independent of how they were restrained. The literature study and the survey that was made were both supporting the statement of inconvenience while using rearward facing child restraint systems. The inconvenience often corresponded to different types of misuse. The main issue with rearward facing according to the responding parents was lack of leg space, both for their child but also for the driver and the front seat passenger. These issues made some parents turning their children forward facing at early age, whereas they could still fit in the rearward facing child restraint system. One key in order to increase the global use of rearward facing child restraint systems lies in changes of the materials and design. A more lightweight and compact design is suggested, providing a more spacious travel environment for the children and easier mounting for the parents. The need of education is apparent, preferable by means of social media due to the easiness of sending information globally with low cost.

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Ashcroft, Catherine. "Imaginary companions : phenomenology and the child's response." Thesis, University of Southampton, 2002. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.268650.

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Townend, David Matthew Roy. "Decision-making in the child's best interests : legal and psychological views of a child's best interests on parental separation." Thesis, University of Sheffield, 1993. http://etheses.whiterose.ac.uk/3454/.

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The thesis presented and discussed here concerns the law relating to the decisions made concerning children when their parents separate using the legal process. It is divided into four parts, which consider four separate issues in that -legal response. There is an introduction which places the work in a broad academic context First, The Law Relating to Separation and Children discusses the statutory regulation of the process of making decisions about children of separating parents. It then discusses the body of case law which has developed to attempt to interpret the statutory requirement of the paramountcy of the child's best interests. The Children Act 1989 is considered in this part. Secondly, The Institution of Separation Law seeks to identify the professionals who work in this area of -the law. Further, in this part of the work, the theoretical and philosophical positions of the professionals are discussed, especially in the context of the critical literature published in this area. A major theme of this section is the change in the practice of this area of law from an adversarial model to the negotiated settlement, or mediation model. Thirdly, The Practice of Separation Law is a presentation and discussion of the findings of an empirical study undertaken to establish the nature of the practice of the professionals in this area. The empirical study also sought to ascertain whether the- professionals adopt any definition of the statutory phrase "the child's best interests", and the theoretical basis of that definition. Finally, The Psychology of Separation Law explores the discipline of psychology, to consider first, the effects of separation on children, secondly, a theoretical understanding of "the child's best interests", and thirdly, the implications on the legal process relating to the parents.

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Sibley, Amanda Nicole. "Child assent to clinical research participation : how to determine a child's ability to assent." Thesis, University of Oxford, 2013. http://ora.ox.ac.uk/objects/uuid:c0de25b2-12ca-46a6-8442-7b1eaf559389.

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Assent, currently defined as “a child’s affirmative agreement”, is a way in which some children are included in the decision-making process regarding their participation in clinical research. Current guidelines for paediatric research do not provide clear directions for how assent should be handled, resulting in confusion among researchers. The goal of this research project was two-fold: to examine the ethical arguments for assent with a view to developing concrete moral justification for its being required, and to develop a framework of significant issues for an investigator to consider when deciding whether to gain assent from an individual child. After an in-depth analysis, it was determined that the ethical justification for assent arises from the researcher’s dual obligations to the child and his parents. A child’s parents are responsible for determining when and how he will develop his decision-making ability. The researcher has an obligation to engage with the child in a manner that complements their pedagogical style, while also treating the child as a being of moral worth. As a child’s family context has an influence on his participation in medical decision-making, further research on children’s daily decision-making within their families is needed. To this end, a three-phase research agenda was designed: a qualitative focus group study, a quantitative questionnaire study, and a discussion panel with paediatric experts. The children in these studies clearly desired to make decisions but did not express an interest in having complete control. They expected their parents to provide them with decision-making guidance in most aspects of their lives. Data collected from parents illustrated that they often tried to involve their children in decisions by providing them with limited options from which to choose and encouraging family discussion. Participants in the discussion panel stated that they did not expect children to make an independent decision regarding medical care, but they might attempt to give children smaller decisions, such as the arm used to provide a blood sample. These results indicate that the definition of assent should be revised, emphasising the child’s involvement in the overall decision making process, without an expectation of an “affirmative agreement”, likely mimicking a familiar decision-making setting from his family context. This could then be documented in the child’s clinical notes through a brief description of all relevant interactions and/or discussions with the child, resulting in an accurate portrayal of the entire assent process.

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Lundberg, Johanna. "Adults, target-words, and the child's syntactical development." Thesis, University of Skövde, Department of Computer Science, 2003. http://urn.kb.se/resolve?urn=urn:nbn:se:his:diva-828.

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Language cannot be learned without linguistic input. Hence, the environment plays an important role in childrens’ language development. In this paper it is examined how important the environment’s role is. Two views are described: Universal Grammar and Emergentism. They are in this paper considered to represent two basic stances; the innate stance and the “non-innate” stance. The overall aim is to present evidence in favour of either Emergentism or Universal Grammar. It is achieved by a theoretical discussion and the findings from an observation. In the observational study the aim is to see if and, if so, how adults provide clues for children to develop their syntax. This is achieved by looking at target-words and how the adults use context and prosody to supply children with them. The findings show that the adults extensively use context when talking to children. The theoretical discussion together with the findings, are here found to support Emergentism, the non-innate view.

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Stern, Rebecca. "The Child's Right to Participation – Reality or Rhetoric?" Doctoral thesis, Uppsala : Department of Law, Uppsala University, 2006. http://publications.uu.se/theses/spikblad.xsql?dbid=7083.

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Marasinghe, S. C. "A child's right to privacy in international law." Thesis, University of Oxford, 2005. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.413108.

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Zeher, Jamie. "Young-Onset Dementia: The Child's Experience with Coping." Honors in the Major Thesis, University of Central Florida, 2013. http://digital.library.ucf.edu/cdm/ref/collection/ETH/id/936.

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Young onset dementia (YOD) affects not only the person diagnosed, but the family unit as a whole. It is estimated that as many as 500,000 people in the United States have YOD and around 250,000 children are involved in caring for these people. A child of a parent with YOD can begin to experience negative effects when the child begins to take part in caregiving for the person with young onset dementia (PWYOD). Feelings of stress, anger, fear of the future, depression, social isolation, and increasing responsibility of caring for the PWYOD can be felt by children as caregivers. Research shows that children of people with YOD have reported an extreme lack of support and decreased communication within the family. The purpose of this thesis was to examine current interventions designed to improve coping for children of parents with YOD. A review of literature using CINAHL, Medline, and PsychINFO was conducted to gather peer-reviewed articles and journals relating to interventions to help children of parents with YOD cope. However, no studies have discussed interventions specifically for the child. Therefore, information was pulled from 5 studies regarding what children of people with YOD feel has helped them, in their respective experiences, to deal with the stresses of a parent with YOD. Research suggests that individualized care should be provided for these children based on: age, developmental stage, and experience. Children have reported that they cope by spending time away from the home, participating in extracurricular activities, and spending time with friends. Clear communication by all members of the family is also reported to be vital in easing the stresses of caring for a parent with YOD. While children have developed these coping mechanisms, interventions need to be formally designed and their effect on improving coping examined. Analyzing the experiences of the children with parents with YOD is necessary for clinicians to gain insight into what interventions worked for this population, and what interventions need to be created for further and more individualized support.
B.S.N.
Bachelors
Nursing
Nursing

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Pham, Julie Vy. "Parental perceptions of their child's weight and health." CSUSB ScholarWorks, 2005. https://scholarworks.lib.csusb.edu/etd-project/2934.

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Childhood obesity is a major health problem facing children in the United States. How parents view their children's weight is an important consideration for health care professionals. The purpose of this study was to explore parental perceptions of their children's weight and health.

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Smith, Joanna. "Parents' management of their child's hydrocephalus and shunt." Thesis, University of Leeds, 2010. http://etheses.whiterose.ac.uk/1911/.

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Introduction Shunts are the main treatment for hydrocephalus. When shunts malfunction the consequences are serious and can be life threatening. Identifying shunt malfunction requires effective parent-professional collaboration: parents need to recognise and respond appropriately to the symptoms of shunt malfunction in their child; professionals need to integrate parents' information about their child's symptoms during clinical decision-making and diagnosis. This thesis explored parents' experiences of living with a child with hydrocephalus and parents' and professionals' contribution to the diagnosis of shunt malfunction in acute hospital admissions. Methods Two exploratory studies were undertaken using interview and observational methods to elicit data. The framework approach and conversation analysis were used to analyse and interpret data. Findings Parents gain considerable skills and knowledge about their child's health needs. They are able to distinguish between symptoms indicating shunt problems from other childhood illnesses. Deciding where or when to seek help is influenced by minimising disruption for the whole family and prior experiences of healthcare services. Parents' perceive that their expertise is not always valued by health professionals and not always used to make clinical decisions. Analysis of parent-professional interactions suggests health professionals' involvement of parents' in decisions about their child's care is variable. There was evidence of some collaborative practice but tensions were evident within the interactions when parents disagreed with professionals' judgments. Conclusion A collaborative paradigm is appropriate when engaging with expert parents living with a child with hydrocephalus. The challenge for health professionals is to integrate parents' expertise of their child's presenting symptoms within their clinical assessment when planning the child's care.

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Lubczyńska, Małgorzata Joanna 1984. "Air pollution exposure, and child's neuropsychological and neurobiological development." Doctoral thesis, Universitat Pompeu Fabra, 2020. http://hdl.handle.net/10803/668730.

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Air pollution is a major public health concern, leading to worldwide morbidity and premature mortality. In the recent years, exposure to air pollution has also been linked to neurological and neuropsychological diseases, with fetuses and children identified as some of the most vulnerable populations. However, the evidence to date is still too limited to draw definitive conclusions. This thesis aimed to fill some of the existing knowledge gaps regarding the associations between fetal and childhood exposure to various air pollutants ubiquitous in urban areas, with neurological and neuropsychological alterations in children. To this aim, we used air pollution data collected within ESCAPE, TRANSPHORM, and MUSiC projects, and our study population consisted of children from various European prospective birth cohorts, with data available on the outcome of interest, as well as on child and parental socioeconomic, and life-style characteristics. Our results reinforced the notion that exposure to air pollution in the early years of life is harmful for children’s neurodevelopment.
La contaminación del aire es un problema importante de salud pública que provoca morbilidad y mortalidad prematura en todo el mundo. En los últimos años, la exposición a la contaminación del aire también se ha relacionado con enfermedades neurológicas y neuropsicológicas, siendo los fetos y niños identificados como algunas de las poblaciones más vulnerables. Sin embargo, la evidencia es todavía demasiado limitada para extraer conclusiones definitivas. El objetivo de esta tesis fue completar algunas de las lagunas de conocimiento existentes sobre las relaciones entre la exposición durante la vida fetal y la infancia a diversos contaminantes del aire en áreas urbanas, con alteraciones neurológicas y neuropsicológicas en niños. Para este objetivo, utilizamos los datos de contaminación del aire recogidos dentro de proyectos ESCAPE, TRANSPHORM, y MUSiC, y nuestra población de estudio consistió en niños de varias cohortes de nacimientos europeos, con datos disponibles sobre el resultado de salud de interés, así como en aspectos socioeconómicos y las características de estilo de vida de los niños y sus padres. Nuestros resultados reforzaron la noción de que la exposición a la contaminación del aire en los primeros años de vida es perjudicial para el desarrollo neurológico de los niños.

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Clark, Bev. "Management of a preschool child's asthma, the parents' perspective." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1997. http://www.collectionscanada.ca/obj/s4/f2/dsk3/ftp04/mq23254.pdf.

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Carty, Venessa Marie. "Mothers' knowledge of their child's asthma : a pilot study /." Title page, abstract and contents only, 1993. http://web4.library.adelaide.edu.au/theses/09SPS/09spsc329.pdf.

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Carey-Shefchik, Brett. "Parental involvement in their child's alcohol prevention education unit." Online version, 2003. http://www.uwstout.edu/lib/thesis/2003/2003careyshefchikb.pdf.

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Haywood, Helen. "Parents' experiences of their child's Higher Education choice process." Thesis, University of Southampton, 2015. https://eprints.soton.ac.uk/389515/.

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This thesis considers a critical aspect of marketing: choice and decision-making in a context experiencing change and marketisation – HE. Its aim is to explore the HE choice process from parents’ perspective, at a time of increasing parental involvement. Much of the literature on choice and decision-making takes a quantitative approach with an underlying assumption that choices are rational. Contrastingly, there is a body of literature which looks at under-represented groups. My study responds to this by adopting an interpretivist approach, informed by aspects of phenomenology, which captures the accounts of 16 parents’ lived experiences of this choice process and of the meanings that they attribute to them. It examines their experiences holistically, recognising the situated and extended nature of this process and noting that it is a choice made with and for someone else. It also considers parents’ different approaches to involvement and the various roles they play. Participants experienced this process as parents, not as consumers. Choice in an HE context is about relationships and relationship maintenance. Participants described working hard to avoid conflict and trying to be persuasive and occasions when they worked as a team with their child. This relationship also often influenced the type and degree of involvement they had. Working with their child generated a range of emotions. This relational aspect is missing from much of the marketing literature which privileges individual choice. It matters because not only are many choices intra-relational, but also in the context of HE, assumptions are made that this choice is ‘rational’ and approached from a consumer perspective and that providing more information will result in ‘better’ choices. However, this is a highly complex experience which is all about the relationship at a crucial phase, resulting in parents working hard to maintain it, including by being prepared to compromise.

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Studer-Perez, Emma Irene. "Child's Influence on Parental Meal Decisions in the Home." Bowling Green State University / OhioLINK, 2021. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1621965980798898.

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Okeke, Silvanus. "A Diabetic Child's Impact on an African American Family." ScholarWorks, 2018. https://scholarworks.waldenu.edu/dissertations/5113.

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Diabetes, a chronic disease with devastating but preventable consequences, is common in the United States, especially within African American communities. Earlier research has indicated that 21.7% of African American parents have children diagnosed with Type 1 diabetes in the Mississippi Delta Region. Researchers have examined coping, stress, and behaviors of African American parents of children diagnosed with Type 1 diabetes; however, there is a gap in literature regarding how African American parents can cope with stress and how changes in health behavior due to Type 1 diabetes impact African American families. The purpose of this qualitative phenomenological study was to explore the lived experiences of African American parents, examining how they can cope with stress and how their families are impacted by the changes in health behavior due to Type 1 diabetes. The transtheoretical model, used to evaluate a person's preparedness to pursue a new healthier behavior, was applied. Through semi-structured interviews, data collected from 13 families were recorded, transcribed, and coded into themes. Phenomenological data analysis was performed based on the descriptive technique, using a computer-based NVivo model and preset codes. In this study, African Americans are likely to accept and acknowledge the impact of denial as a coping mechanism, while accepting the behavioral changes, and this will likely alert professionals in this field of study. Also, this will lead to a positive social change in the study of Type 1 Diabetes.

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Trentalange, John Joseph. "Factors Associated with Parental Involvement in their Child's Education." ScholarWorks, 2019. https://scholarworks.waldenu.edu/dissertations/7843.

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After 4 decades and a large body of research on children's academic success, there is still a need to understand how to increase children's academic performance. Researchers agree that the key component to elementary school children's academic success is parental involvement. However, little is known on how to increase parental involvement and the characteristics of the parents who participate in their children's education. This quantitative study examined 2 parental characteristics, parents' internal attachment patterns and parenting styles, and their relationship with parental involvement and children's academic success. Bowlby's theory of attachment and Baumrind's parenting typologies served as the theoretical framework. Parents who have a child between 7 and 11 years of age (n = 85) from two different western cities completed an online survey via Survey Monkey that consisted of Relationship Scales Questionnaire, Parenting Style Scale, the Parent and School Survey, and a Grade Questionnaire. Linear regression was used to determine if parental involvement mediates the relationship between parents' internal attachment patterns (independent variable Model A) and children's academic success and if parental involvement mediates the relationship between parenting styles (independent variable Model B) and children's academic success. The study found that parental involvement does mediate the relationship between parents' internal attachment patterns and children's academic success. Parental involvement also mediates the relationship between parenting styles and children's academic success. Positive social change includes having a better understanding for increasing academic performance for elementary school children.

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Poucette, Petter. "Communicating a Child's Learning Progress in a Digital Interface." Thesis, Umeå universitet, Institutionen för tillämpad fysik och elektronik, 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:umu:diva-172955.

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The educational digital games are both used at school and at home by children. However, if used at home, how should parent's be able to tell a child learning progress in the game when they have limited knowledge in children's education? The purpose of this thesis is enhance the knowledge on how to design a digital interface that communicates the learning progress of a child to its parents. This by establishing a suggested framework on this subject. To be able to create the framework the Design thinking method were used. First suggestions, based on literature and interviews with teachers, for the design and framework were created. Then a Hight fidelity prototype of the digital interface based in the suggestions were designed. And lastly the prototype where tested in a Usability test. The usability test showed what in the suggestions that worked. The parts that worked were summarized in the suggested framework that the study where successful in creating. The framework contained both suggestion in how to visually represent a learning progress and how to communicate it.
Pedagogiska digitala spel används både i skolan och hemma av barn. Men om de används hemma, hur ska föräldrar kunna förstå vad ett barns lärandeutveckling i spelet när de har begränsad kunskap om barns utbildning? Syftet med denna uppsats är att öka kunskapen om hur man utformar ett digitalt gränssnitt som kommunicerar ett barns kunskapsutveckling till sina föräldrar. Detta genom att fastställa en föreslagen ram för detta ämne. För att kunna skapa ramverket användes Design thinking metoden. Först skapades förslag till design och ramverk, baserade på litteratur och intervjuer med lärare. Sedan designades en High fidelity prototyp av det digitala gränssnittet baserat på förslagen. Och slutligen testades prototypen i ett användbarhetstest. Användbarhetstestet visade vad i förslagen som fungerade. Delarna som fungerade sammanfattades i det föreslagna ramverket som studien lyckades skapa. Ramverket innehöll både förslag på hur man visuellt ska representera en inlärningsframsteg och hur man kommunicerar den.

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Dunbar, Whitney L. "Hearing a Child's Voice in Divorce: A Judge's Experience." Antioch University / OhioLINK, 2015. http://rave.ohiolink.edu/etdc/view?acc_num=antioch1457977765.

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Goliath, Chantal Debra. "A child's journey through traumatic grief: a case study." Thesis, Nelson Mandela Metropolitan University, 2015. http://hdl.handle.net/10948/d1018646.

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The death of a parent is one of the most serious stressors that can occur in a child’s life. The aim of this study was to describe an 11-year-old child’s journey through traumatic grief after the violent death of her mother. The conceptual framework utilised was Trauma-Focused Cognitive Behavioural Therapy (TF-CBT). The case study approach was applied as it provided a suitable research design in which to give an account of the subject in a therapeutic situation. A purposive sampling technique was utilised to select the research subject in the study. The following three principles of data collection were adhered to: a) using multiple sources of information, b) creating a case study database, and c) maintaining a chain of evidence. Irving Alexander’s content-analysis technique in conjunction with Guba’s model of trustworthiness was employed for data analysis. The finding that emerged from the study was the resilience shown by Linda in relation to her adaptive functioning following the trauma of witnessing the violent death of her mother. Conclusions and recommendations were made following the findings based on the information obtained during the therapy sessions.

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Duckhouse, Rebecca. "Using narrative therapy techniques with a child, their parent and teacher to promote the child's resilience." Thesis, University of Manchester, 2016. https://www.research.manchester.ac.uk/portal/en/theses/using-narrative-therapy-techniques-with-a-child-their-parent-and-teacher-to-promote-the-childs-resilience(55cb4969-92f0-4a25-8c19-fae3b11f66db).html.

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Shan, Xiaoyi. "INFLUENCE OF PARENTS' CHILD-FEEDING PRACTICES ON CHILD'S WEIGHT STATUS AMONG CHINESE ADOLESCENTS IN BEIJING, CHINA." OpenSIUC, 2010. https://opensiuc.lib.siu.edu/dissertations/209.

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Childhood obesity has been increased dramatically and become a public health concern in China. Parents have strong influence on children's eating and weight status. However, there is a lack of data about the influence of Chinese parents' child-feeding practices on children's weight status. This study aimed to assess parents' child-feeding practices and examine their relationships to young Chinese adolescents' weight status. A self-administrated survey was conducted among parents of young Chinese adolescents in Beijing urban areas. The survey included 29 items from Birch's Child-feeding Questionnaire (CFQ) and 15 items developed by the researcher to assess parents' attitudes, behaviors and family food environment regarding child feeding. Parents were recruited through students in public middle schools in two Beijing urban areas. Children's annual check-up data (weight and height) was obtained from schools. 598 parents of students in 7th and 8th grades were surveyed and 548 of them responded to the survey. By excluding those who were not primarily responsible for preparing family meals and those whose children's check-up data was missing, final data analysis included 355 records. The prevalence of overweight and obesity among children were 19.4% and 9.0%, respectively, using International Obesity Task Force recommendations. Boys had significant higher prevalence of obesity than girls. Results show that parents of young Chinese adolescents used controlling feeding practices to regulate the child's eating, including restriction of certain food, pressure to eat and monitoring of the child's eating. Parents indicated that they had some concerns about their child's being overweight. The family food environment was generally positive in these families with some unhealthy elements in sizeable proportion of families. After adjusting for socioeconomic factors and parents' BMI, multiple regression analysis showed there were positive associations of restriction and family eating patterns, and an inverse association of pressure to eat to children's BMI z-scores. Parents' child-feeding practices may have significant influence on children's weight status. Family-based intervention is needed to help establish or maintain a healthy eating environment at home in order to combat the rising obesity prevalence in Chinese youths. Further studies also are needed to gain better understanding of parental influence on children's weight status.

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Mia, Shanaaz Christine. "The child's voice in the Hague Convention: Does ascertaining the child's view realise the best interests of the child in legal and related proceedings in terms of the Hague Convention on the Civil Aspects of International Child Abduction." Thesis, University of the Western Cape, 2002. http://etd.uwc.ac.za/index.php?module=etd&amp.

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Andersson, Anna Karin. "Everyday functioning in six year-old children born preterm : From a child perspective towards the child's perspective." Doctoral thesis, Mälardalens högskola, Hälsa och välfärd, 2017. http://urn.kb.se/resolve?urn=urn:nbn:se:mdh:diva-36350.

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The overall aim of the thesis was to explore everyday functioning in six year-old children born preterm, from the children’s perspectives and from their parents’ perspectives. The relation between everyday functioning and neonatal risk factors, behavioural characteristics was studied with descriptive and correlational statistics, ANOVA and multiple linear regression (I). Patterns of everyday functioning were explored in a cluster analysis following a person-oriented approach (II). In a mixed method approach, the children’s and their parents’ perceptions on children’s competence in everyday activities were explored with a pictorial instrument and analysed with descriptive statistics and qualitative content analysis (III). The children’s perceptions of meaningful everyday life situations were explored in a photo voice study, analysed with qualitative content analysis. In total, 144 children born preterm and 222 children born at term and their parents were involved. The results indicated that from the parents’ perspective most children born preterm and full-term were perceived with strong everyday functioning featuring strong motor, process and communication skills, a positive interaction pattern and low levels of behaviour problems. As a group, the children born very preterm were perceived weaker in their everyday functioning than the full-term group but the pattern of performance skills, interaction and behaviour varied similar to that of children born full-term. Further, it was found that preterm birth was not the main predictor, instead hyperactivity had most influence on everyday functioning. Moreover, the children born preterm perceived themselves to be overall strong performers of everyday activities. They wanted to be active and do things and for that they wanted to have skills and significant others i.e. siblings, parents, friends and pets to interact with and to feel safe and loved. Further, the children born preterm expressed a will to develop, improve and gain new skills and to have more opportunities to do meaningful things. In conclusion, the results in this thesis indicate that young children born preterm are able to reflect on their everyday functioning, and express needs and desires for their participation in meaningful everyday life situations. Moreover, preterm birth is not the sole predictor of everyday functioning more critical is the interaction of individual, behavioural and contextual factors.

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Garcia, Ancheita Miriam Margarita. "The impact of the learning environment on a child's behavior." [Gainesville, Fla.] : University of Florida, 2005. http://purl.fcla.edu/fcla/etd/UFE0011387.

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Sweet, Ronald F. "Rekindling earth awareness and the young child's relationship with nature." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1998. http://www.collectionscanada.ca/obj/s4/f2/dsk2/ftp03/MQ31375.pdf.

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Alarcón, Sara E. "Child's Play: The Role of Dolls in 19th Century Childhood." Fogler Library, University of Maine, 2007. http://www.library.umaine.edu/theses/pdf/AlarconSE2007.pdf.

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Russell, Kendra. "Maternal confidence of first-time mothers during their child's infancy." unrestricted, 2006. http://etd.gsu.edu/theses/available/etd-04252006-182317/.

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Thesis (Ph. D.)--Georgia State University, 2006.
Title from title screen. Cecelia Grindel, committee chair; Carol Howell, Patsy Ruchala, committee members. Electronic text (159 p. : ill. (some col.)) : digital, PDF file. Description based on contents viewed June 13, 2007. Includes bibliographical references (p. 90-98).

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Mervis, Bonnie Aaron. "Going back and forth the child's experience of joint custody /." Click here for text online. The Institute of Clinical Social Work Dissertations website, 1997. http://www.icsw.edu/_dissertations/mervis_1997.pdf.

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Dissertation (Ph.D.) -- The Institute for Clinical Social Work, 1997.
A dissertation submitted to the faculty of the Institute of Clinical Social Work in partial fulfillment for the degree of Doctor of Philosophy.

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Topor, David R. "The impact of parent involvement on a child's academic performance." Greensboro, N.C. : University of North Carolina at Greensboro, 2007. http://libres.uncg.edu/edocs/etd/1463Topor/umi-uncg-1463.pdf.

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Thesis (Ph.D.)--University of North Carolina at Greensboro, 2007.
Title from PDF t.p. (viewed Feb. 29, 2008). Directed by Susan P. Keane; submitted to the Dept. of Psychology. Includes bibliographical references (p. 86-102).

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Waller, G. "The development of the child's ability to communicate about space." Thesis, University of Oxford, 1986. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.375313.

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Dissertations / Theses on the topic 'Child's'

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