Relevant bibliographies by topics / Child development. Child psychology. Education / Dissertations / Theses
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Dissertations / Theses on the topic 'Child development. Child psychology. Education'

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Published: 4 June 2021
Last updated: 4 February 2022

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1

Vorster, Hein. "Die psigososiale ontwikkeling van leerders in die ACE (Accelerated Christian Education)-skool." Thesis, Stellenbosch : Stellenbosch University, 2001. http://hdl.handle.net/10019.1/52219.

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Thesis (MEdPsych)--University of Stellenbosch, 2001.<br>ENGLISH ABSTRACT: In this study an investigation was conducted to determine whether the education in ACE-schools(within the South African context) provides in the development needs of learners. Political changes in South Africa have, on the one hand, led to the perception amongst especially Christian parents, that, due to a strong humanist tendency in state schools, their children experience a lack of adequate Christian education. On the other hand, the education system in South Africa has enabled the establishment of a wide range
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2

Dixon, Wallace E. Jr, C. Shore, R. M. Bartlett, Page M. McIntyre, and K. E. Brakke. "Developmental Perspectives from the APA National Conference on Undergraduate Education in Psychology." Digital Commons @ East Tennessee State University, 2009. https://dc.etsu.edu/etsu-works/4934.

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3

Meyer, Lauren. "Child life specialists in foster care| A case for child life in a nontraditional setting." Thesis, Mills College, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=1557350.

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<p> The current study examined the possible gaps in meeting the needs of children in foster care, the additional skillsets that contribute to meeting their needs, and the role child life specialists play in meeting those needs. Additionally, the study looked specifically at how child life could find a place in the nontraditional setting of foster care. Two groups of participants were recruited for the study; the first group was comprised of child life specialists. The second group included professionals who worked directly with children in foster care in some capacity. Two surveys were des
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4

Garcia, Ester. "CHILD WELFARE: TRAUMA INFORMED PRACTICE AT TIME OF CHILD REMOVAL." CSUSB ScholarWorks, 2019. https://scholarworks.lib.csusb.edu/etd/873.

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As of 2018, approximately 442,995 children are in the foster care system in the United States according to the federal statistics from the Children’s Bureau. Entry into the foster system involves the removal of children from their home, making it a traumatic experience. The purpose of this study was to examine social workers’ perceptions of what trauma informed practice means and what it looks like in child welfare removals. The study also clarifies what trauma informed practice (TIP) is and how it can be applied in child welfare’s organizational structure. This was a qualitative study in whic
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5

Tsao, Li-you 1966. "Factors related to parenting knowledge, knowledge of child development, and childrearing involvement among parents." Thesis, The University of Arizona, 1994. http://hdl.handle.net/10150/278399.

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Fifty-five fathers and 90 mothers in Taiwan were studied to test if there were any parental factors related to their parenting knowledge, knowledge of child development, and childrearing involvement. The data were collected by the Personal Information Questionnaire, Parenting Knowledge Questionnaire, Knowledge of Child Development Inventory, and Childrearing involvement Questionnaire. The parents' educational level, parental occupation, and parenting training experience were found to be positively related to the parents' level of parenting knowledge, knowledge of child development, and childre
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6

Mascall, Doris. "The development of the self-concept in the young child." PDXScholar, 1986. https://pdxscholar.library.pdx.edu/open_access_etds/3706.

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The purpose of this thesis is to explore, based upon a literature survey of articles and books published primarily, though not limited to, the past fifteen years, the development of the self-concept in children during the first five years of life. This will include defining self-concept, the establishment of its significance throughout the life span, the role significant others play in the development, an examination of sex-role identity in relationship to self-concept formation, and a critique of available tests and measurements, followed by a conclusion which focuses upon implications for tr
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7

Masarsky, Daniel N. "A Physical Education Curriculum For Promoting Sociomoral Development." CSUSB ScholarWorks, 2016. https://scholarworks.lib.csusb.edu/etd/417.

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One area of development that can be facilitated in the context of youth sports and physical education is sociomoral development. Sociomoral development is defined as moral development in the context of social groups. The physical education classroom today lacks the content, structure, and teaching style that middle school students need in order to cement their sociomoral development so that they can experience positive developmental growth as they mature into adulthood. The purpose of this project was to educate future physical education teachers about the importance of including sociomoral de
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8

Koussa, Michelle D. "Adolescent Academic Adjustment during Chronic Illness: Online Training for Child Life Specialists." Thesis, University of North Texas, 2018. https://digital.library.unt.edu/ark:/67531/metadc1404622/.

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Frequent absences resulting from a chronic illness can disrupt adolescent school involvement, impacting academic achievement and psychosocial development as a result. This study explores whether certified child life specialists (CCLSs) could be a resource for parents as they address their adolescents' academic disruptions. Specifically, this study assesses an online training program designed to increase CCLSs' knowledge and self-efficacy as related to adolescents' academic adjustment following frequent absences. This knowledge and skill based training was designed as a three part module with s
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9

Hendricks, Sarah Elizabeth. "An examination of parent-child interactions and developmental pathways of emotion regulation." Scholarly Commons, 2012. https://scholarlycommons.pacific.edu/uop_etds/123.

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Research examining emotion regulation has indicated that children's success at home and school is enhanced through adaptive emotion regulation skills (Eisenburg, Spinrad & Morris, 2002). This is particularly true in the areas of social competence and academic functioning (Harris, Robinson, Chang & Burns, 2007). Because the development of emotion regulation skills is supported by the scaffolding of adaptive strategies in children may through parental responsivity to needs (Robinson, Morris, Heller, Scheeringa, Boris, & Smyke, 2009), the current study examined pathways through which quality of p
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10

Heisner, Mary J. "Meeting the Professional Development Needs of Early Childhood Teachers with Child Development Associate Training." Digital Archive @ GSU, 2008. http://digitalarchive.gsu.edu/epse_diss/50.

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This study examined the impact of Child Development Associate (CDA) training on the beliefs and self-reported practices of early childhood teachers (N = 126) using a pre-post mixed-methods research design. Preschool teachers who were enrolled in CDA classes (n=76) and a comparison group of teachers (n = 50) completed two surveys of beliefs and self-reported practices: the Teacher Beliefs and Practices Survey: 3- to 5-Year-Olds (TBPS) (Burts, Buchanan, & Benedict, 2001) and the Early Childhood Survey of Beliefs and Practices (ECSBP) (Marcon, 1988, 1999). Repeated measures Multiple Analyses of
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11

Zvara, Bharathi Jayanthi. "Can fathers' education level moderate relations between low birth weight and child cognitive development outcomes?" Columbus, Ohio : Ohio State University, 2009. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1243447958.

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12

Beins, Anton B., C. Blair-Broeker, C. Brewer, et al. "Principles for Quality Undergraduate Education in Psychology." Digital Commons @ East Tennessee State University, 2009. https://dc.etsu.edu/etsu-works/4888.

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Book Summary: This title examines what our students need to know to be psychologically literate citizens of the contemporary world, caring family members, and productive workers who can meet today's challenges. It contains the expert opinions of a leading group on the topic, creates a powerful new model for educating psychologically literate citizens and provides a handbook of evidence-based practical pedagogy with substantive resource materials applicable to every campus and its faculty.
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13

Rubinsztein, Denise Vivian. "Developmental adjustment of the pre-school child to the divorce process." Thesis, Stellenbosch : Stellenbosch University, 1986. http://hdl.handle.net/10019.1/49633.

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14

Krieger, Kenin M. "School counseling and child development the integration of theory and practice in elementary school settings /." [Bloomington, Ind.] : Indiana University, 2006. http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqdiss&rft_dat=xri:pqdiss:3223034.

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Thesis (Ph.D.)--Indiana University, Dept. of Counseling and Educational Psychology, 2006.<br>"Title from dissertation home page (viewed June 26, 2007)." Source: Dissertation Abstracts International, Volume: 67-06, Section: A, page: 2061. Adviser: Rex Stockton.
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15

Kingery, Linda S. "Understanding E-Learning as Professional Development for Rural Child Welfare Professionals." ScholarWorks, 2018. https://scholarworks.waldenu.edu/dissertations/4928.

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Ongoing professional development is an integral part of a child welfare agency's strategy toward the provision of services to children and families involved with a child welfare intervention. Electronic learning (E-Learning) is popular as a fiscally responsible and flexible way to deliver such trainings. There is a gap in the research addressing the problem of how child welfare professionals are motivated to engage in the E-learning process. The purpose of this qualitative case study was to explore the perceptions of child welfare professionals regarding their motivation to use an agency provi
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Mistretta, Jacqueline M. "The Relationship between Type of Child Care Setting and Externalizing Behaviors in Kindergarten Students." Thesis, Alfred University, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10687289.

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<p> Past studies examining child care and externalizing behaviors have produced conflicting results. This study examined whether an association exists between type of child care that a child attended the year before kindergarten and externalizing problem behaviors as rated by the child&rsquo;s kindergarten teacher. Ordinary least-squares regression was used to examine variables that impact ratings of externalizing behavior by evaluating data from the Early Childhood Longitudinal Study, Kindergarten Class of 2010&ndash;2011 (ECLS-K:2011). The ECLS-K:2011 has up-to-date data that includes a nati
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17

Zadeh, Sheava T. "Academic achievement factors in children with chronic illness: A report based on the National Institute of Child Health and Human Development, from the Study of Early Child Care." Scholarly Commons, 2010. https://scholarlycommons.pacific.edu/uop_etds/2421.

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The key question not addressed by the hierarchical model (Shavelson et al., 1976) is whether academic self-concept is reflected in relations with non-academic self-concept components (i.e. a between-network issue). The present study investigated the significance of physical self-concept, as a proposed mediator variable, to assess the relationship between anxiety/depression and school absence in children with chronic illness, which was hypothesized as Model A. Additionally, this research examined proposed mediator of absence in order to assess the relationship between physical self-concept and
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18

Hoopes, Renee. "The Intervention Path: The Experiences of Mothers Seeking Help for Their Child with Atypical Behavioral Development." Scholar Commons, 2018. https://scholarcommons.usf.edu/etd/7523.

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Pre-school aged children experience challenging behaviors at a relatively common rate. Research shows that approximately 10–25 % of preschool-aged children engage in challenging behaviors to a greater degree than would be expected for their age (Lavigne, Gibbons, Christoffel, Arend, Rosenbaum, Binns, Sawon, Sobel & Isaacs, 1996). Problem behaviors are often the result of a child not following a typical developmental trajectory. Atypical development appears when a child either lags behind or jumps ahead of typical peer progress in physical, cognitive, behavioral, and social development or in ad
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Ryle, Mary Katherine. "Exploring the Prevalence of Learning Styles in Educational Psychology and Introduction to Education Textbooks: A Content Analysis." TopSCHOLAR®, 2017. https://digitalcommons.wku.edu/theses/2045.

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The implementation of learning styles models in the classroom remains a heavily debated topic in education. Notable problems with utilization of learning styles in the classroom include a lack of empirical research support and potential maladaptive effects on student learning and motivation. The primary research questions focused on the presence and quantity of learning styles discussion in the text, which definitions, models, and recommendations were presented, and which of the cited references were based on empirical data. The answers to these questions were compared between educational psyc
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Greene, Andrea Paige. "A Review of LEAD PD Writing in the Content Areas: Measures of Teacher Self-Efficacy and Student Performance." TopSCHOLAR®, 2017. http://digitalcommons.wku.edu/theses/1929.

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Data from recent college and career readiness measures indicate an alarming number of students are beginning college courses unequipped with the necessary writing skills to meet the demands of these courses. This, in addition to the Common Core State Standards, leave many teachers feeling underprepared to effectively teach writing. The current study sought to evaluate the effectiveness of LEAD PD: Writing in the Content Areas, a writing professional development initiative for teachers grounded in the writing standards and best practices of writing instruction. In partnership with a university
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21

Metindogan, Wise Aysegul. "Parenting, child mastery motivation, and children's school readiness to learn in Turkey a structural equation analysis /." Related electronic resource, 2007. http://proquest.umi.com/pqdweb?did=1407688751&sid=1&Fmt=2&clientId=3739&RQT=309&VName=PQD.

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22

Manay, Quian Natalia. "Child functioning, parent coping strategies and parent mental health outcomes in families with children with developmental disabilities." Thesis, McGill University, 2013. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=114572.

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Parenting a child with a developmental disability has its own set of additional challenges or difficulties associated with the child's impairments, which can have a great impact on parents' well-being. The present study sought to assess a range of child functioning domains and parent coping skills in order to understand which child characteristics and parent coping strategies are the most predictive of parent mental health. It was hypothesized that parents of children with more behaviour problems, fewer social skills, and lower adaptive functioning would exhibit more symptoms of depression, an
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23

McCarty, Betty M. Carlson. "The Effect Of Kindergarten Nonpromotion Of The Developmentally Immature Child On Self-Concept, Peer Acceptance, Academic Attitude, Classroom Adjustment And Academic Achievement." Scholarly Commons, 1986. https://scholarlycommons.pacific.edu/uop_etds/3180.

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The purpose of this study was to investigate the effect of a second year in kindergarten on the self-concept, peer acceptance, academic attitude, classroom adjustment, and academic achievement of children who were identified by their kindergarten teacher as developmentally unready for first grade. The ex post facto study, which was conducted in a large school district in northern California, was unique in its longitudinal nature. Whereas other studies looked at subjects over a 2 or 3 year period, no other study was found that examined the effects of kindergarten nonpromotion over an 8 year spa
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24

Carter, Jennifer. "Child life specialists' perspectives in supporting adolescents struggling with medical non-compliance." Thesis, Mills College, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=1557343.

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<p> The current study sought to examine child life specialists' perspectives on supporting adolescents struggling with medical non-compliance. The intent of the study was to identify various factors involved in adolescent medical non-compliance and to examine the role of the child life specialist in supporting this population. Eighty-five certified child life specialists were surveyed regarding their work with adolescents and the strategies used to support adolescents struggling with medical non-compliance. The issues surrounding medical non-compliance were examined as well as child life spec
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25

Bersche, Sara. "Beyond theological correctness the role of others' knowledge in children's developing God-concepts /." Waltham, Mass. : Brandeis University, 2009. http://dcoll.brandeis.edu/handle/10192/23256.

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26

Parker, Shaunette Roberta Byers. "Impact of Positive Youth Development Services on Resilience Among Adjudicated Girls." ScholarWorks, 2016. https://scholarworks.waldenu.edu/dissertations/2571.

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Positive youth development (PYD) frameworks that guide PYD services suggest at-risk youth need to develop resiliency attitudes and resiliency skills in order to prevent long-term failure in their adult lives. This concept is based on multiple developmental theories that suggest increased levels of resiliency make it easier to navigate challenging situations. Adjudicated youth have faced a major setback in their short lives, yet they still have an opportunity to become successful and avoid additional jail time, if they are able to display a strong sense of resilience. Many youth development pro
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Torres, Misty Dawn. "Finding Childcare for the Disabled Child: The Process and Decisions Through the Primary Caregiver’s Lens." Antioch University / OhioLINK, 2015. http://rave.ohiolink.edu/etdc/view?acc_num=antioch1433776716.

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28

Hopkins, Sydney. "The relationship between parent stress and child expressive and receptive language abilities in families of children with developmental disabilities." Thesis, McGill University, 2013. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=114334.

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The heightened stress experienced by parents of children with autism spectrum disorder (ASD) and Down's syndrome (DS) is well documented. Parent stress affects child behaviour, skills, and wellbeing and vice versa. These interrelationships affect the wellness of the whole family unit. Parent stress levels, child expressive and receptive language ability, and the impact of language competency in children with ASD and DS on the type and extent of parent stress were investigated in a sample of mother-child dyads (N = 84). Participants volunteered from early intervention programs. Stress was measu
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Hornby, Diana Scot. "Learning organisations: an exploration of the extent to which early childhood development non-government organisations (NGOS) in the Eastern Cape Province are learning organisations." Thesis, University of Fort Hare, 2008. http://hdl.handle.net/10353/242.

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The first decade of democracy marks a massive transition in the life of South African children. The South African Constitution is perhaps the most assertive affirmation of the rights of children any where in the world. The new Government has highlighted the plight of young children by publishing the first white paper for children under the age of 6 years: Education White Paper (5) on Early Childhood Development (RSA, 2001) as well as other policies to guide an integrated developmental approach to early childhood services. Despite progress, according to Porteus (in Chisholm 2004), the gains hav
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Doucerain, Marina 1982. "Characterizing grade 8 students' microdevelopmental changes in understanding of conservation of matter, in the context of a discussion-based instructional unit." Thesis, McGill University, 2009. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=116130.

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This study used a skill theory framework (Fischer & Bidell, 2006) and a microdevelopmental lens to characterize how six grade 8 students' conceptual understanding of conservation of matter changed in the context of a short discussion-based instructional unit. On average, students' conceptual understanding increased significantly, suggesting that a discussion-based approach might be effective in supporting students' learning. The general characteristics of focus students' microdevelopmental pathways were in accordance with those found in other microdevelopmental studies (e.g., Yan & Fischer, 20
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Wohlk, Hannah L. "A PARENT EDUCATION CURRICULUM FOR DECREASING STRESS IN FAMILIES RAISING A CHILD WITH AN AUTISM SPECTRUM DISORDER." CSUSB ScholarWorks, 2017. https://scholarworks.lib.csusb.edu/etd/578.

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Research has consistently shown that parents raising a child with autism spectrum disorders, or ASDs, have higher levels of stress than parents of typically-developing children or children with other disabilities. These parents’ higher levels of stress are attributed to a number of different factors, including early atypical development, getting the diagnosis, lack of awareness of resources, lack of support from their communities, unmet resource and schooling needs for their ASD child, financial strain, strain on the couple relationship, managing maladaptive behaviors, regulatory problems of t
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Rudin-Gorelik, Julia Beth. "Examining Relationships in Head Start: Relations among Risk, Relationships, Child Characteristics, and Social and Academic Outcomes." Diss., Temple University Libraries, 2010. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/101304.

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School Psychology<br>Ph.D.<br>Quality teacher-child and teacher-parent relationships may function to protect young high-risk children from developing poor social and academic outcomes. The current study uses Bronfenbrenner's bioecological theory to conceptualize the relationships between risk, teacher-child and teacher-parent relationship quality, and children's social and academic competence. The objectives of the study were to: a)investigate whether teacher-child and teacher-parent relationship quality moderates the effects of maternal education on children's social and academic competence,
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Susmani, Krystle Anne. "Certified child life specialists' perspectives on supporting siblings of infants in the neonatal intensive care unit." Thesis, Mills College, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=1588940.

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<p>The current study sought to examine certified child life specialists&rsquo; perspectives on supporting siblings of infants in the neonatal intensive care unit (NICU). The intent of the study was to identify the types of support available, barriers to offering support, the individuals who offers support and the effectiveness of interventions by certified child life specialists with siblings of infants in the NICU. Sixty-eight certified child life specialists were surveyed regarding their work supporting siblings of infants in the neonatal intensive care unit. Results support previous literat
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LaMont, Mary S. "Mother-Child Attachment and Preschool Behavior Problems in Children with Developmental Delays." DigitalCommons@USU, 2010. https://digitalcommons.usu.edu/etd/846.

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Secure attachment in the mother-child relationship has been shown to be predictor of positive mental health and pro-social behaviors in children who are typically developing. This study uses a sample of young children (18 mo. to 2 yrs) who had been identified as having a delay in some area of development. Mothers of these children completed two paper-pencil measures of attachment, along with measures of child temperament, maternal psychological problems, parenting stress, and child behavior problems. A second set of measures was completed one year later. Results showed that increased parent
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Kwon, Julie H. "WHAT ARE THE EXPERIENCES OF SOUTH KOREAN IMMIGRANT PARENTS WHO HAVE A CHILD WITH AUTISM SPECTRUM DISORDER." Kent State University / OhioLINK, 2015. http://rave.ohiolink.edu/etdc/view?acc_num=kent1426745935.

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Orten, Heather Rhea. "An Item Analysis of the Child Behavior Checklist with Preschool Children with Autism." TopSCHOLAR®, 2012. http://digitalcommons.wku.edu/theses/1182.

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The diagnosis of autism is a comprehensive process that requires trained professionals and is often a time consuming process. Behavior rating scales are common components used by practitioners in evaluations to assess various social, emotional, or behavioral problems. With the rise of awareness, the steady increase of autism diagnoses, and the importance of early identification to increase the effectiveness of intervention, there is a need for screeners to identify the characteristics of Autism Spectrum Disorders. The purpose of the present study was to determine if there was a group of items
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Weiss, Maria. "Female Superiority in Social Cognition: Can Pretend Play Help the Boys Catch Up?" Scholarship @ Claremont, 2017. http://scholarship.claremont.edu/scripps_theses/967.

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The effect of pretend play on 150 (~ 75 girls; 75 boys; M=3 yro) preschool children’s social cognition will be assessed through a semester long intervention study. Research has reported a trend of female superiority in empathy and ToM and a likelihood of young girls to engage in pretend play more frequently and to a higher degree than young boys. Previous research has also found a relationship between play and social cognition, as through the act of imagination, one is able to thoroughly take on the perspectives of someone other than the self. This study attempts to show a shift in these menta
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Tremaine, Elizabeth Jane. "Profiles of School Readiness and Implications for Children's Development of Academic, Social, and Engagement Skills." Thesis, Portland State University, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10277672.

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<p> Academic achievement gaps across racial, ethnic, and socioeconomic groups are apparent as soon as children enter kindergarten: racial minorities, Hispanics, and poor children begin school at a distinct disadvantage compared to their White peers from middle- and high-income families (Chatterji, 2005; Fryer, Jr. &amp; Levitt, 2004; Magnuson, Meyers, Ruhm, &amp; Waldfogel, 2004; Magnuson &amp; Waldfogel, 2005; Reardon, 2011). To understand these gaps at kindergarten entry, it is essential that researchers understand the skills with which children enter kindergarten. </p><p> Previous researc
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Hughes, Kevin. "The Development and Construct Validation of the Children’s Academic Motivation Inventory." TopSCHOLAR®, 1986. http://digitalcommons.wku.edu/theses/1685.

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The purpose of this study was to develop and provide construct validation evidence for the Children’s Academic Motivation Inventory (CAMI). The CAMI, the junior Index of Motivation Scale (JIM Scale), and the Children’s Social Desirability Scale (CSDS) were administered to 534 sixth-, seventh-, and eighth-grade students. Additionally, teacher assigned math grades; total math and total reading scores from the Kentucky Essential skills test (KEST); and the Cognitive Skills Index (CSI) from the Test of Cognitive Skills were obtained for each participant. Principal-components factor analysis with v
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Michaelis, Stephen Henry. "A Model of Suicidal Behavior In Latency Age Children Based on Developmental Object Relations Theory." PDXScholar, 1989. https://pdxscholar.library.pdx.edu/open_access_etds/2939.

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This thesis attempts to explicate the manifestation of suicidal behavior in latency age children based on developmental object relations theory. It asserts that the susceptibility to suicidal behavior becomes part of the child's developing ego organization during the first three years of life as the result of deviant or distorted emotional development. These disturbances interfere with the normal internalizing processes of the separation individuation phases, including the development of psychological mechanisms. To accomplish the purpose of the study, the thesis generally classifies object re
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Keane, Melissa. "How the quality of the early mother-infant relationship Influences decision making in risky situations later in life." Scholarly Commons, 2014. https://scholarlycommons.pacific.edu/uop_etds/111.

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The present study examined attachment disorganization and executive function as predictors of adolescent risky behavior. Additionally, the present study examined how attachment disorganization and executive function may differentially predict adolescent risky behavior for males and females. Measures of executive function, mother-infant attachment, adolescent risky behavior, family income, and gender were obtained from adolescent participants of the National Institute of Child Health and Human Development Study of Early Child Care and Youth Development (NICHD-SECCYD). Data was analyzed through
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Waajid, Badiyyah I. "The Relationship Between Preschool Children's School Readiness, Social-Emotional Competence and Student-Teacher Relationships." VCU Scholars Compass, 2005. http://hdl.handle.net/10156/1459.

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Cannell-Cordier, Amy Lynn. "The Role of Emotional Support Consistency and Child Risk Factors in Predicting Pre-K Cognitive and Social-Emotional Development." PDXScholar, 2015. https://pdxscholar.library.pdx.edu/open_access_etds/2366.

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The quality of children's daily experiences in preschool classrooms is predictive of their school readiness and later achievement (Duncan et al., 2007; La Paro & Pianta, 2000). One particularly important aspect of these experiences is the quality of emotional support provided by teachers and peers in the classroom (Hamre & Pianta, 2005; Howes et al., 2008; Mashburn, 2008; National Center on Quality Teaching and Learning, 2012). Traditionally, emotional support quality has been calculated as the average of ratings taken across the school year and is meant to represent children's average daily e
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Zhou, Yile. "Parent-child interactions in home numeracy activities: investigating the effect of game format." Diss., University of Iowa, 2019. https://ir.uiowa.edu/etd/6901.

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The purpose of this study was to investigate the differences in parent-child interactions when they played the same numeracy-related game using two formats, a technology-based electronic format and a non-technology traditional board format. It aimed at unpacking the game format effect on parent-child interactions in early home numeracy activities. A mixed-method study with an embedded design was conducted to approach the research questions. In the repeated-measures experiment, 39 parent-preschooler dyads played the same numeracy-related game – The Game of the Goose – using both an electronic f
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45

Sugimoto, Reiko T. "Japanese children's responses to the Gospel narratives and metaphors age five through seventeen /." Theological Research Exchange Network (TREN), 1988. http://www.tren.com.

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46

Gordon, Diandra Renee. "Childhood Exposure to Intimate Partner Violence and Socioemotional Development from Early to Middle Childhood." The Ohio State University, 2015. http://rave.ohiolink.edu/etdc/view?acc_num=osu1429799346.

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47

Hurdle, David A. "The Giving Tree Academy." Scholarship @ Claremont, 2017. http://scholarship.claremont.edu/cmc_theses/1457.

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A proposal for a new preschool based in Pomona, California, targeted towards children from low-income backgrounds. Includes extensive research on preschool nationwide, the state of California, and in Pomona. Within the paper a new preschool curriculum and specific teacher practices are discussed. Intended as a model for a new school. or to be adapted for use in educational policy.
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48

Pasqualini, Juliana Campregher [UNESP]. "Contribuições da psicologia histórico-cultural para a educação escolar de crianças de 0 a 6 anos: desenvolvimento infantil e ensino em Vigotski, Leontiev e Elkonin." Universidade Estadual Paulista (UNESP), 2006. http://hdl.handle.net/11449/90339.

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Made available in DSpace on 2014-06-11T19:24:36Z (GMT). No. of bitstreams: 0 Previous issue date: 2006-12-20Bitstream added on 2014-06-13T18:20:47Z : No. of bitstreams: 1 pasqualini_jc_me_arafcl.pdf: 717495 bytes, checksum: 9adbb817220781231cb865bdb030d912 (MD5)<br>Fundação de Amparo à Pesquisa do Estado de São Paulo (FAPESP)<br>A presente pesquisa buscou investigar as especificidades da relação entre ensino e desenvolvimento infantil na faixa etária de 0 a 6 anos, por meio de estudo teórico-bibliográfico de obras selecionadas de Vigotski, Leontiev e Elkonin, buscando contribuir com o deba
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49

Pasqualini, Juliana Campregher. "Contribuições da psicologia histórico-cultural para a educação escolar de crianças de 0 a 6 anos : desenvolvimento infantil e ensino em Vigotski, Leontiev e Elkonin /." Araraquara : [s.n.], 2006. http://hdl.handle.net/11449/90339.

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Orientador: Newton Duarte<br>Banca: Lígia Márcia Martins<br>Banca: Marilda Gonçalves Dias Facci<br>Resumo: A presente pesquisa buscou investigar as especificidades da relação entre ensino e desenvolvimento infantil na faixa etária de 0 a 6 anos, por meio de estudo teórico-bibliográfico de obras selecionadas de Vigotski, Leontiev e Elkonin, buscando contribuir com o debate atual acerca da especificidade do trabalho pedagógico junto a essa faixa etária. Diante da constatação da hegemonia de um ideário anti-escolar na literatura contemporânea dedicada ao segmento da Educação Infantil, essa invest
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50

Siller, Christina. "A father's supportive presence: Understanding how fathers influence children's developmental outcomes." Scholarly Commons, 2012. https://scholarlycommons.pacific.edu/uop_etds/125.

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The present study focuses on how a father's supportive presence during interactions with his child influences his/her social outcomes in adolescence. Ethological theories of attachment provide a theoretical basis for the investigation of father-child interactions because they provide us with an explanation regarding how and why child-caregiver relationships function to influence a child's development and later social functioning. Structural equation modeling was used to construct a theoretical model by which fathering behaviors influence later psychosocial outcomes, particularly impulse contro
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