Dissertations / Theses: 'Child development. Child psychology. Education'

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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.
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 of different educational institutions from which parents can choose the one that provides in their unique needs. Accelerated Christian Education (ACE) is a Christian education system that originated in the USAbut is now implemented world-wide. The uniqueness of this system lies in the fact that education is mostly provided via written material which every learner can master individually and on his/her own time (within the classroom setting). The advantages are in the individualizing of learning, but a question arises as to the desirability of the lack of interpersonal communication in the learning activities. A literature study was undertaken to establish the psychosocial development needs that have to be provided in to ensure that learners are guided towards effective and balanced adulthood. An overview was also obtained on Christian education in general and on the ACEsystemin particular. To evaluate the ACE-system in practice, the views (and especially criticism) of theorists and authors are supplemented by information gathered from parents, learners and teachers from three ACE schools. This information was gathered by means of individual informal discussions. The research groups consisted of five representatives from each of the sub-groups from each of the three schools (N=45). The most important findings are the following: The ACE school system offers an acceptable alternative to parents who wish to ensure that their children receive education of a more Christian nature, or at least education in a Christian setting. Other benefits include individualizing and the fact that learners set their own learning objectives daily, which simplifiesmotivation and discipline. From an educational psychological perspective, the ACE schoolsystem does, however, have important deficiencies: • Firstly,the nature of education in an ACE school does not make adequate provision for interpersonal communication. The importance of interpersonal communication for effective learning, whether it be in the form of content being mediated to the learner via the teacher, or through classroom discussions (peergroup interaction) iswidely accepted. • Secondly, the exclusive nature of the ACE school leads to the isolation of learners from the wide variety of people, views and religious beliefs that are present in society. • Thirdly, in the ACE school little, if any, provision is made for physical activities, which are important for balanced development of learners. • Lastly, the ability of ACE schools to make provision for learners with special education needs, islimited. Following from these findings, a few recommendations are made.
AFRIKAANSE OPSOMMING: In hierdie studie is 'n ondersoek gedoen om vas te stel of die onderrig in ACE-skole (in die Suid-Afrikaanse konteks) voorsien in die ontwikkelingsbehoeftes van leerders. Politieke veranderinge in Suid-Afrika het meegebring dot veral Christenouers die persepsie het dot hul kinders, weens 'n sterk humanistiese inslag in staatskole, gebrek Iy aan voldoende Christelike opvoeding. Verder het die opvoedingsbestel in Suid-Afrika dit moontlik gemaak dot In wyer verskeidenheid van opvoedingsinstellings gevestig word waaruit ouers die een kan kies wat aan hul unieke behoeftes voldoen. Accelerated Christian Education (ACE) IS In Christelike opvoedingstelsel wat sy ontstaan in die VSA gehad het. maar nou wereldwvd ge'implementeer word. Die uniekheid van hierdie stelsel Ie daarin dot onderrig grootliks geskied via geskrewe materiaal wat elke leerder individueel en op sy eie tyd (binne die klaskamer) bemeester. Die voordele Ie in die individualisering van leer, maar In vraag ontstaan no die wenslikheid van die gebrek aan interpersoonlike kommunikasie in die onderriggebeure. In Literatuurstudie is onderneem om te bepaal in watter psigososiale ontwikkelingsbehoeftes voorsien moet word om te verseker dot leerders begelei word no effektiewe en gebalanseerde volwassenheid. Verder is 'n oorsig verkry van hoe Christelike onderwys in die algemeen, en die ACE-stelselin die besonder, door uitsien. Om die ACE-stelselin die praktyk te evalueer is die menings (en veral kritiek) van teoretici en outeurs aangevul deur inligting wat verkry isvan ouers. leerders en onderwysers van drie ACE-skole. Hierdie inligting is verkry deur middel van individuele informele gesprekke. Die ondersoekgroepe het bestaan uit vyf verteenwoordigers uit elk van die subgroepe uit elk van die drie skole (N=45). Die belangrikste bevindinge is die volgende: Die ACE-skoolstelselbied 'n aanvaarbare alternatief vir ouers wat graag wil toesien dot hul kinders meer Christelike opvoeding ontvang, of dan ten minste opvoeding in 'n Christelike omgewing ontvang. Ander voordele sluit in individualisering en die feit dot leerders daagliks hul eie leerdoelwitte stel, wat motivering en dissipline vergemaklik. Vanuit 'n opvoedkundig-sielkundige perspektief bevat die ACEskoolstelselegter belangrike leemtes: • Eerstens maak die aard van onderrig in 'n ACE-skool nie voldoende voorsiening vir interpersoonlike kommunikasie nie. Die belangrikheid van interpersoonlike kommunikasie vir effektiewe leer, hetsy in die vorm van inhoud wat via 'n onderwyser no die leerder gemedieer word, of in klaskamergesprekke (portuurgroepinteraksie) word wyd as gegewe aanvaar. • Tweedens lei die eksklusiewe aard van die ACE-skool daartoe dot leerders ge"isoleerword van die wye verskeidenheid mense, sienswysesen geloofsoortuigings wat in die samelewing bestaan. • Derdens word in die ACE-skool min, indien enige, voorsiening gemaak vir fisieke aktiwiteite; nog 'n belangrike aspek vir die gebalanseerde ontwikkeling van leerders. • Laastens isdie verrnoe van ACE-skoleom voorsiening te maak vir leerders met spesiale onderwysbehoeftes, beperk. Voortspruitend uit hierdie bevindinge word enkele aanbevelings gemaak.

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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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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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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 designed and conducted, one for each group. Generally, both groups of participants identified the following unmet needs: emotional needs, attachment needs, behavioral needs, supporting children in coping, and psychological preparation. Skillset matches for meeting these needs included experience in psychological preparation for children, knowledge in supporting coping, child development expertise, and awareness of family-centered care. These matches are closely tied to child life specialists' training. Additionally, there seems to be a lack of play in working with foster children, and this was identified as a possible gap in the system, highlighting another way child life specialists could support children in foster care. Through this study, clear ways were identified in which child life specialists could strengthen the services provided to children in foster care. These results have implications for an interdisciplinary future of the child life field.

Keywords: child life, foster care, unmet needs, child life in nontraditional roles

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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 which child welfare social workers from southern California agencies were interviewed. Interviews with experienced child welfare workers revealed many themes including the complexities of workers’ experiences during removals, the impact of removals on workers, social workers’ perceptions on TIP and suggestions on how to make removals more trauma informed for children. The findings from this project identified ways trauma may be minimized during detainment procedures in child welfare. All participants voiced that they felt the trauma informed removal (TIR) PowerPoint guide was beneficial to their learning and practice and that a training with this guide would be ideal for their agencies. Additionally, the findings shed light on the need for future research on creating a more trauma informed child welfare system and the need for policy implementation and or change.

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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 childrearing involvement. Positive relationships were also indicated between the annual family income of parents and their level of parenting knowledge, knowledge of child development. However, the parental age and the parents' childrearing experience existed negative relationships with their level of parenting knowledge and childrearing involvement in the study.

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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 treatment providers.

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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 development activities in their standard PE curricula. The presentation focused on teaching how to deliver a curriculum that implements games and activities with dialogue and reflection. These games and activities are then infused with team sports, giving students multiple opportunities to build a close knit connection with their classmates and advance their sociomoral development. In order to test the effectiveness of the presentation, a pre and posttest was used. The pretest and posttest contained a number of open ended questions and a fixed 20 item questionnaire which was divided into five different categories. The five categories were: P.E and prosocial behavior, Theory of structural development, Teacher’s role in sociomoral development, logistics of a sociomoral curriculum, and moral competence activities. Results indicated very slight increase in mean scores moving from pretest to posttest in all but one category. The moral competence category showed a modest increase in mean score moving from pretest to posttest indicating that participants did learn in this part of the presentation. Results from the open ended questions indicated that participants had existing knowledge of sociomoral development learned previously; however they learned new knowledge pertaining to how to structure a sociomoral curriculum through the scope of structural development style teaching. Future sociomoral curricula should emphasize as much active learning as possible, since this type of learning creates a stronger bond between sports and academia.

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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 sections including: academic considerations, psychosocial considerations, and availability of school resources in promoting successful adolescent academic adjustment. 62 CCLSs were recruited to participate and complete measures evaluating knowledge, in relation to content included in each module, and self-efficacy, involving communication with parents in regards to adolescent academic adjustment. T-tests were conducted to determine whether there were differences in reports of self-efficacy and knowledge following participation in the intervention between and within the treatment and control groups. Results indicate statistical significance for enhanced knowledge and self-efficacy for the treatment group at post-test. Therefore, the outcomes from this study support the effectiveness of brief online training in fostering knowledge and feelings of efficacy for CCLSs in a context not typically included in child life education or certification. As a result, findings from this study may be used to expand intervention programs in the clinical setting to provide more comprehensive psychosocial care to adolescents diagnosed with a chronic illness.

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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 parent-child interactions impacted later emotion regulation. The effect of attention regulation on emotion regulation was also considered. Participants in the analysis included families from the longitudinal National Institute of Child Health and Development Study of Early Child Care (NICHD-SECC). Variables in the study were measured from infancy through 3 rd grade. Results indicated that the quality of mother child interactions at 54 months was directly associated with both attention regulation at 1 st grade and emotion regulation at 3 rd grade. Results also suggested the presence of an indirect effect of maternal positive caregiving at 54 months on emotion regulation at 3 rd grade through attention regulation at 1 st grade. Father-child interactions were not found to be directly associated with attention regulation at 1 st grade or emotion regulation at 3 rd grade. The results of this study may be beneficial in supporting school psychologists and other clinicians in targeting specific components of parent-child interactions for intervention to support the development of proactive emotion regulation strategies in children.

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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 Variance indicated teachers who had completed CDA training became significantly more developmentally appropriate on measures of beliefs and self-reported practices than a comparison group who did not attend CDA training. The CDA teachers held significantly fewer inappropriate beliefs and reported fewer inappropriate practices after training than the comparison group. Results suggest that the TBPS was a more sensitive measure than the ECSBP of beliefs and self-reported practices for these early childhood teachers, most of whom had no formal education. The decrease in developmentally inappropriate beliefs and self-reported practices on the TBPS subscales illustrates the importance of measuring not only increases in appropriate beliefs and self-reported practices but also decreases in inappropriate beliefs and self-reported practices. The Constant Comparative Method was used to organize and analyze the observation and interview data of the four case study participants. Three themes emerged which describe the effect of CDA training on the beliefs and self-reported practices of these teachers: Reflection on current practices describes the teacher who seemed to be actively considering how the material presented in the CDA training fit with her implicitly held beliefs and current practices. Confirmation of developmentally appropriate practices describes the teacher whose existing developmentally appropriate beliefs were reinforced by the training. Superficial changes describes two teachers who gained ideas for activities in the training but revealed no change in beliefs. This study suggests that CDA training decreases the developmentally inappropriateness of beliefs and self-reported practices of early childhood teachers. A change that past research suggests will ultimately impact classroom quality. Influences such as concurrent training, program requirements, and implicitly held beliefs may moderate the extent to which new concepts are accepted and existing practices are changed.

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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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Beins, Anton B., C. Blair-Broeker, C. Brewer, B. Buskist, B. Casad, Wallace E. Jr Dixon, Y. Harper, 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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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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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.
"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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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 provided E-learning program. Eight child welfare professionals employed by a Midwestern private child welfare agency participated in semi-structured interviews, which were audio recorded and transcribed verbatim. A pattern matching logic model was used to extrapolate relevant themes. The themes from this study were that work environment, irrelevance of content, and emotional aspects of child welfare work were barriers to engaging in E-learning during a work day. The implications for positive social change are that using E-learning as a delivery system for training in child welfare needs to be combined with a concerted effort to develop programs that first consider the work environment of the child welfare professional and the relevance of content. Providing more effective training is expected to result in better trained workers, which leads to more effective child welfare interventions. More effective child welfare interventions are needed to resolve the current crisis within the field of child welfare, which protects one of society's most vulnerable populations.

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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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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’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 2010–2011 (ECLS-K:2011). The ECLS-K:2011 has up-to-date data that includes a nationally representative sample of children in the United States. Participants were 13,544 children. Additionally, SES and the total number of hours of weekly care were analyzed to see if they moderated the relationship between type of care and externalizing behaviors. Findings indicated that children who attended center care only exhibited more externalizing behaviors than children who attended other types or combinations of care. Children from lower SES families had significantly more externalizing behaviors than children from higher SES families. Findings also indicated that SES had less of an effect on externalizing behavior among children who attended relative and center care than children who attended center care only. The more hours a child spent in care each week, the greater their ratings of externalizing problem behaviors. Additionally, the effects of total hours on externalizing behaviors were lower for children who attended relative care only and relative and center care than those who attended center care only. Study implications for policymakers, parents, and researchers are discussed in depth. For instance, if parents wish to send their children to center care, they may want to incorporate an additional type of weekly care, which may act as a buffer to externalizing problem behaviors. Additionally, policymakers may want to facilitate greater access for child care other than center care only.

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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 academic achievement, after controlling for academic self-concept, which was hypothesized as Model B. This study included participants from a comprehensive database of the Study of Early Child Care (SECC), by the National Institute of Child Health and Human Development (NICHD). This study will examine the health status, psychosocial factors, attendance, and academic functioning of children in the sixth grade at the time of data collection. Findings, related to Model A, suggest that when children, regardless of whether or not they are chronically ill, experience higher degrees of anxiety/depression, they are more likely to report having higher levels of negative physical self-concept and higher levels of school absence. Findings for Model B suggested that once academic self-concept was controlled, physical self-concept, while statistically significant, accounted for little actual variance in the number of days a student was absent from school. This finding was true among all students as well as those who were not chronically ill . Specifically, this finding did not hold true for chronically ill students.

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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 adaptive life skills. When children with challenging behaviors are left untreated, their everyday functioning can become significantly impaired, and many will require more intensive supports and services over time (Kauffman, Mock & Simpson, 1996). The presence of chronic challenging behaviors negatively impacts important aspects of a child's development and puts him or her risk for a number of adverse circumstances over time, including a dysfunctional family life, conflicts within interpersonal relationships, alcohol and drug use, physical and sexual assault, suicide, academic failure, unsuccessful employment, and involvement with the justice system (Boulter & Rickwood, 2013; Durand & Hieneman, 2008). The purpose of this study was to develop a better understanding of the interventions parents try for their children. Including their thoughts, feelings and perceptions of each intervention. Previous research has provided insight into factors that influence parents’ help-seeking process and how parents begin the help seeking process (i.e., seeking formal or informal support). However, little is known about their thoughts, perceptions, and feelings towards the different types of interventions used and how they’ve affected their children's problem behaviors. Qualitative methods were used to better understand their help-seeking journeys. The experience of 5 mothers raising children with complex and challenging behaviors were captured through open-ended interviews in this study. The results of this study found several notable themes to emerge from the interviews of mothers raising children with atypical development. Specifically, several mothers reported a typical pregnancy and early development. Participants described a difficult first year with feeding their child, their child not meeting developmental milestones and having several unique quirks. Several parents also described their infant as experiencing higher rates of sickness when compared to other infants. Parents also described the age in which problem behaviors were first identified in their child, who first became concerned with their child’s behavior and their initial help seeking steps. Parents described behaviors of concerns including; difficulty eating, delayed speech and motor development and restricted interests. Themes emerged that described the parent’s process in seeking out early interventions for their child which included the evaluation process and the therapies that were first recommended to them. At the conclusion of the evaluation, parents were typically given a diagnosis. Themes emerged that discussed the parent’s initial reaction to the diagnosis and their self-driven research to find answers. All but one parent discussed taking their child to their pediatrician when they first had concerns. Through the school years, parents discussed the difficulties they faced in finding school based interventions and supports for their child. Some of the interventions included; medications, behavioral therapies, and occupational and speech therapy. With medication specifically, parents discussed their experience in trying to find the right medication. This study provides a better understanding of the experiences of mothers raising children with complex and challenging behaviors. It also provides information on how practitioners can approach parents when and if they have concerns with a child’s development. In addition, data from this study supports the needs for increased advocacy, supports and services for these families.

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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 psychology and introduction to education textbooks. A content analysis of introduction to education (n = 10) and educational psychology (n = 10) textbooks was conducted. Eighty percent of the textbooks included a discussion of learning styles. Half of the textbooks defined learning style as a preference or approach and the other half as an individual process or style. One-fourth of the textbooks recommended matching instructional methods to learning styles. One comparison of text types, the number of empirical references cited in the text, was statistically significant. Given that most textbooks do not recommend matching instructional methods to learning styles, future research should examine the source of teachers’ beliefs that student learning is improved with the matching of learning styles to teaching approach.

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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 of higher education, teachers from a local middle school were trained to Learn new information, Embed it into their instruction, Assess the effectiveness of instruction, and Disseminate their findings. The LEAD PD model was evaluated through ratings of teacher self-efficacy related to writing using the Teacher Personal Efficacy Survey and the Teacher Professional Efficacy Survey. Student writing performance was measured through the use of the Kentucky Online Testing (KYOTE) Writing Assessment Rubric. Results of this study indicated that teacher attitudes towards personal writing abilities did not change as a result of the LEAD PD training. However, increases in overall feelings of self-efficacy towards professional writing instruction were observed. Additionally, increases and/or changes were not always observed in teacher actions such as frequency of student engagement in writing tasks and effective feedback. Finally, significant increases were noted from pre/post scores on student writing samples.

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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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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, anxiety, and hostility (a measure of anger and aggression). Similarly, parents who used more maladaptive coping strategies and fewer adaptive coping strategies were also expected to experience more symptoms of depression, anxiety, and hostility. Using data from the National Early Intervention Research Initiative (NEIRI), this study included 124 parents of children with DD. Multiple regression analyses indicated that child behaviour problems were the strongest child functioning predictor of parent depression, anxiety, and hostility. Children's social skills were a significant predictor of parent anxiety and hostility, but did not significantly predict depression in parents. Social support was a significant predictor of depression, anxiety, and hostility in parents. However, other coping strategies did not significantly predict variance in parent mental health. This study has implications for family-centered intervention services for children with DD and their families.
Élever un enfant ayant un trouble du développement comprend des défis supplémentaires par rapport aux faiblesses uniques de l'enfant. Ceux-ci peuvent profondément affecter le bien-être du parent. Cette étude chercha à évaluer une gamme de domaines du fonctionnement de l'enfant, ainsi que les stratégies d'adaptation des parents, pour déterminer quelles caractéristiques influent le plus sur la santé mentale du parent. L'hypothèse émise avança que les parents ayant un enfant avec des troubles de comportement, des faiblesses sociales, et un fonctionnement adaptatif inférieur démontreront plus de dépression, d'anxiété, et d'hostilité (une mesure de la colère et de l'agressivité). De même, il a été prévu que les parents ayant des stratégies mal adaptées par rapport à l'élevage des enfants éprouveront ces mêmes symptômes. En utilisant les donnés du National Early Intervention Research Initiative (NEIRI), la présente étude visa 124 parents d'enfants ayant un trouble du développement. Une analyse de régression multiple révéla que l'indice prédisant le mieux la dépression, l'anxiété, et l'hostilité chez les parents fut la présence de troubles de comportement chez l'enfant. Les compétences sociales des enfants prédirent de façon significative les indices de l'anxiété et l'hostilité chez les parents, mais pas la dépression. Le soutien social prédit la dépression, l'anxiété, et l'hostilité parentale. Cependant, les autres stratégies d'adaptation n'eurent pas d'effets significatifs sur la santé mentale des parents dans cet échantillon. Cette étude a de nombreuses implications pour les interventions axées sur des familles comprenant des enfants avec des troubles du développement.

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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 span. The sample comprised 63 pupils who entered kindergarten between the chronological ages of 5 years 3 months and 4 years 9 months and who were assigned primarily to one kindergarten teacher. The subjects were divided into two groups: (1) The developmentally immature nonpromoted (DI-N), the children whose parents accepted the recommendation for a second year in kindergarten and (2) The developmentally immature promoted (DI-P), the children whose parents placed them in first grade notwithstanding the teacher assessment of readiness. The subjects represented various racial backgrounds and different socioeconomic levels. An analysis of variance was used to compare the self-concept (SCAHIN), peer acceptance (BRP Sociometric Scale), academic attitude (EAS), classroom adjustment (DESB II), and academic achievement (CTBS) means for the two groups. Grade level was used as a controlling variable to parcel out differences between grades into separate categories, to provide information concerning possible interaction effect among factors, and to extend the generalizability of the findings. Results indicated that nonpromotion of the developmentally immature kindergarten child had a positive effect upon subsequent levels of peer acceptance, academic attitude, classroom adjustment, and academic achievement. The difference between means was beyond the .01 level for the BRP and beyond the .05 level for scores on the EAS, 5 of 6 of the scores on the CTBS and 10 of 14 factors on the DESB II all favoring the nonpromoted group. The differences in the cumulative CTBS mean scores favored the nonpromotcd group and were beyond the .01 level at every grade. Although nonsignificant F-values beyond p>.05 were obtained on the variable self-concept, it was noted that the statistics consistently favored the nonpromoted group.

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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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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 specialist education and how capable child life specialists felt in their ability to support this population. Results support previous literature suggesting a negative impact of typical adolescent development on medical compliance. In addition, results revealed the multidisciplinary team approach and family dynamics as being barriers to supporting adolescents' struggle with medical non-compliance. These findings support the need for additional education to better equip child life specialists in their work with this population.

Keywords: child life specialists, adolescents, medical non-compliance, medical non-adherence

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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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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 programs geared toward serving adjudicated youth, lack the appropriate structure and services to ensure youth are able to develop strong resiliency attitudes and skills. The purpose of this study was to examine the effect of PYD services on the resiliency attitudes and skills of teenage girls at an all-girls Department of Juvenile Justice residential facility. Archival data from the Resiliency Attitudes and Skills Profile (RASP) were used. RASP identifies the following domains as indicators of resiliency attitudes and skills: humor, creativity, insight, initiative, independence, relationships, and values orientation. Multiple regression analysis showed that the longer residents are in the program, the better they scored on the relationships, insight, humor, and creativity domains. Since culture can have an impact on youth development, race and ethnicity were analyzed. Hispanic residents did better on the overall RASP and the values orientation, insight, initiative, and creativity domains. These findings may help youth development professionals understand the importance for troubled youth to remain in a developmental program for a longer time while engaging in activities geared toward increasing resiliency.

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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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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 measured in mothers, and children were assessed for expressive and receptive language competency. T-tests, multiple regression, and Pearson product moment correlations were calculated. Parents of children with ASD had higher levels of stress related to child characteristics than parents of children with DS, but comparable levels of stress related to parent characteristics. Children with ASD had significantly lower receptive language abilities than children with DS, but children had similar expressive language abilities. Child expressive language competency was significantly negatively correlated to parent stress in seven of 13 (r = -.35 to r = -.50) domains of stress, and between child receptive language competency and parent stress in nine of 13 domains of stress (r = -.32 to r = -.56) for families of children with DS. No significant relationships were found in families of children with ASD. The current study provides a more nuanced examination of the relationship between parent stress and child language in families of children with ASD and DS, and can inform more effective interventions that target the interrelationship between parent stress and child skills to enhance the wellbeing of the family.
Le stress accru vécu par les parents des enfants atteints de troubles du spectre de l'autisme (TSA) et de la trisomie 21 est bien documenté. Le stress parental influe sur le comportement des enfants, leurs compétences, et leur bien-être et vice-versa. Ces interrelations ont des conséquences pour le bien-être de l'ensemble de la famille. Les niveaux de stress parental, les compétences langagières expressives et réceptives chez l'enfant, et l'impact de la compétence langagière chez les enfants atteints de TSA et de la trisomie 21 sur le type et l'ampleur du stress parental ont fait l'objet d'une enquête dans un échantillon de dyades mère-enfant (N = 84). Ces dyades vinrent de programmes d'intervention précoce et ont participé volontairement. Le stress a été mesuré chez les mères, et les compétences langagières expressives et réceptives ont été évaluées chez les enfants. Des tests t, des analyses de régression multiple, et des corrélations du produit-moment de Pearson ont été calculés. Les parents d'enfants atteints de TSA avaient des niveaux plus élevés de stress liés aux caractéristiques de l'enfant que les parents d'enfants trisomiques, mais des niveaux comparables de stress liés aux caractéristiques des parents. Les enfants atteints de TSA avaient des compétences langagières réceptives significativement plus faible que les enfants trisomiques, mais les enfants des deux groupes avaient une compétence langagière expressive similaire. La compétence langagière expressive des enfants était liée négativement au stress parental dans 7 des 13 (r = - 0,35 à r = - 0,50) domaines de stress. La compétence langagière réceptive des enfants était liée négativement au stress parental dans 9 des 13 domaines de stress (r = - 0.32 à r = - 0,56) pour les familles d'enfants trisomiques. Aucune relation significative n'a été trouvée dans les familles d'enfants atteints de TSA.

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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 have not been strong enough to work against the momentum of inequity facing the nation’s young. Non Government Organisations have played a key role over the past thirty years to establish services that address the developmental needs of disadvantaged young children under the age of 6 years. Their challenge now, is to respond to the changes in a transforming state and provide services that are relevant and appropriate. There has been a ‘realignment’ occurring in the ECD sector where activities have shifted beyond the formal classroom possibilities to pro-child social development. This adjustment is making huge demands on the ECD sector as they grapple with the paradigm shift. The Learning Organisation is a strategy that allows organisations to re-invent themselves and remain relevant. The focus of this study examines five ECD NGO’s in the Eastern Cape Province, to assess the extent to which they meet the characteristics that make a learning organisation, in the current democratic context of South Africa. The research was qualitative in nature and utilizing the case study method and through semi-structured interview schedules and document analysis, the researcher was able to gain insight into the Organisations. The Directors in five organisations formed the core of the research sample. The research findings suggest that although the Directors are grappling with the paradigm shift to an integrated, pro-child social development approach, the human resources within organisations are not being fully mobilised, enhanced and tapped. Practicing a Learning Organisation strategy would assist the ECD NGO’s to re-invent themselves, but the research findings suggest that these characteristics remain under-utilized.

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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, 2002), but changes in complexity of misconceptions might be intricately linked to how students learned conservation of matter. The analysis of conversational dimensions suggested that doubting, among other factors, might play an important role in students' learning. This study argues for an integrated microdevelopmental approach that includes conversational dimensions and characterizes changes in the complexity of misconceptions.

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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 the ASD child may experience, communication problems between ASD child and parent, parents’ perception of their own competency, ambiguity of the ASD child’s future, and the future of the family as a whole. The purpose of this project was to decrease parents’ levels of stress (while increasing their perception of competency and knowledge of autism) in a four-session course. Pre- and post- test data showed that participating parents decreased their stress level, increased their knowledge about autism, and felt more competent in raising their child. For future trainings, it would be important to encourage participation and retention of participants by offering an incentive. In addition, including more specific criteria for parents eligible for the program in order to target more families raising a child with an ASD.

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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
Ph.D.
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, and b) examine the associations among child characteristics and teacher-child and teacher-parent relationship quality. Data were collected from 805 Head Start children, their parents, and their classroom teachers. When controlling for children's gender and age, maternal education significantly predicted children's academic outcomes, and teacher-child and teacher-parent relationship quality significantly predicted children's social and academic competence. When controlling for child gender and age, teacher-child closeness and teacher-child conflict moderated the relationship between maternal education and children's letter naming. Child gender was associated with teacher-child closeness and conflict, and child age was associated with teacher-parent relationship quality. Overall, the findings suggest that teacher-child relationship quality may function as both a risk and a protective factor in the development of young high-risk children's outcomes. The results have important implications for research, policy, and practice in promoting school readiness in Head Start children.
Temple University--Theses

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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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The current study sought to examine certified child life specialists’ 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 literature suggesting that there are many barriers to offering support to siblings in the hospital, including: staff availability, space constraints, funding, and visitation policies. In addition, results demonstrated that provided supports still vary widely from hospital to hospital and certified child life specialists are the individuals who are most likely to offer support when it is available. Furthermore, the certified child life specialists surveyed view their interventions with siblings of infants in the NICU as effective or very effective. In conclusion, these findings support the need to increase the presence of certified child life specialists in the NICU in order to adequately meet the psychosocial needs of siblings.

Keywords: certified child life specialists, child life interventions, siblings, neonatal intensive care unit, NICU

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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 parenting stress and difficulty of child temperament contributed to less security of attachment, while increased maternal psychological problems predicted higher attachment security. Analysis indicated that scores on both attachment measures were stable, and that a lower degree of attachment security predicted behavior problems in this sample of children with developmental delays.

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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 on the Child Behavior Checklist/1.5-5 that reliably distinguished between children with autism and referred, but non-spectrum children. A behavior rating scale was completed by parents and/or guardians of 156 preschool children with autism and without autism. Analyses of the data revealed a grouping of items that were significantly correlated with the diagnosis of autism. Based on predetermined cutoff scores, sensitivity, and specificity; the group of items may be useful in the recommendation of further assessment of autism.

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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 mental capabilities after an extensive engagement in pretend play (more than seen in a typical preschool classroom). Boys are expected to reach equal levels of ToM and empathy of their female peers after the intervention. This study attempts to hopefully find an intervention to instill higher levels of empathy in developing children and to support the need for more creative free play in the classroom.

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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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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. & Levitt, 2004; Magnuson, Meyers, Ruhm, & Waldfogel, 2004; Magnuson & Waldfogel, 2005; Reardon, 2011). To understand these gaps at kindergarten entry, it is essential that researchers understand the skills with which children enter kindergarten.

Previous research on school readiness has been limited by variable-centered methods that separate components of school readiness (e.g., early academic skills, social skills, engagement). As each entering kindergartner possesses their own set of school readiness skills, it is not likely that school readiness skills are independent of one another. School readiness may be better conceptualized and measured as patterns of skills that children possess at the beginning of kindergarten. These detectable patterns of school readiness skills present at kindergarten entry may deferentially support development of academic and non-academic achievement outcomes, such that strengths can promote the development of weaker skills across the kindergarten year.

Within the framework of Cognitive Load Theory (Sweller, 1994), this study investigated the nature of the relations among children's school readiness skills and their associations with development of academic, social, and engagement skills across the kindergarten year. This study used a person-centered analytic technique to identify profiles of school readiness present in entering kindergartners and explored the different developmental trajectories of academic, social, and engagement skills of children across these profiles. Five school readiness profiles were detected: 1) Scholastic, 2) On Par, 3) Room to Grow, 4) Super Regulator, and 5) Wiggler. Membership in these profiles was predicted by key demographic variables, and membership in profiles in turn uniquely predicted change in achievement outcomes across the kindergarten year. More specifically, children in the Super Regulator profile improved notably in academic skills, which were their weaker skills at school entry, but did not show improvement in social and engagement skills as a group across the year; children in the Wiggler profile showed moderate improvements in engagement skills, social skills, and self control across the year; children in the On Par profile showed no change in social and engagement skills, while showing the most improvement in math scores across all the profiles; the social and engagement skills of children in the Scholastic profile improved moderately, while their academic skills improved the least of all the groups; and children within the Room to Grow profile showed the most growth in social and engagement skills and improved moderately in math skills, but did not show the same improvement in reading skills.

Furthermore, this study contrasted the person-centered approach described above to a more traditional, variable-centered approach. The author believes that the person-centered approach succeeded in providing findings about school readiness that can be more easily and succinctly communicated to early childhood education stakeholders than did the variable-centered approach.

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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 varimax rotation performed on the CAMI items produced essentially one factor, entitled academic achievement motivation. Coefficient alpha for the total CAMI was .92. The alpha coefficients for the twelve proposed factors of the CAMI ranged from .50 to .67. Stepwise multiple regression analysis was performed using total CAMI scores as the criterion variable. JIM scale scores: CSDS scores; teacher-assigned math grades; total math reading scores from the KEST: and CSI scores functioned as the predictor variables. Stepwise multiple regression indicated that the combination of JIM scale scores, teacher-assigned math grades, CSDS scores, and total reading achievement scores provided the best prediction model for total CAMI scores (R2 = .18). JIM scale entered the equation first (F = 60.969; df = 1, 407; p < .001); CSDS scores entered second (F = 20.348; df = 1, 407; p < .001); CSDS scores entered third (F = 6.104; df = 1, 407: p < .05); and total reading achievement scores entered last (F = 4.667; df = 1, 407; p < .05). JIM Scale scores were selected for evidence of discriminant validity. The regression analysis demonstrated that the CAMI has convergent validity with regard to the JIM scale: discriminant validity with respect to the CSDS: and sensitivity to group differences with respect to the teacher-assigned math grades, the CSI scores, and total reading and math scores from the KEST. Pearson product-moment correlation coefficients were also computed to aid interpretation of the stepwise multiple regression results. The correlations between total CAMI scores and each of the predictor variables were: JIM Scale scores (r = .35, p < .001), teacher-assigned math grades (r = .23, p < .001), CSDS scores (r = .18, p < .001), Cognitive Skills Index (r = .19, p < .001), total reading achievement scores form the KEST (r =. 22, p < .001), and total math achievement scores from the KEST (r = .11, p < .05). This investigation provides evidence to support the construct validity of the CAMI. Implications for future research are discussed.

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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 relations theory within the parameters of developmental psychopathology and specifically classifies it as a component of contemporary psychodynamic theory. Then follows an exposition of the separation individuation process and attendant development of psychological mechanisms in normal and disturbed development. This section concludes by identifying the normally developing child around thirty-six months of age as possessing the capacity to unite disparate self and object images into a single, whole person for appropriate self comfort, self-image formation, and self-esteem regulation through having received primarily gratifying interactions with caregivers. The child with disturbed development lacks this capacity because of the internalization of primarily negative object-images through primarily negative interactions with caregivers. The child lacks trust in itself and in others, tends to perceive itself and others as all-good or all-bad, and experiences hostility and depression. A definition of latency and a description of this developmental stage follows. Cognitive development marked by secondary thought processes and reliance upon dynamic psychological mechanisms--ego defenses--to sustain a behavioral and emotional equilibrium, rather than a diminution of drives, permit latency to become established. As part of the structure of latency, fantasy serves a defensive and adaptive function by providing an outlet for drive expression and for mastery of situations intrapsychically. Children with disturbances in ego organization have a less established structure of latency than do normal children, that is, they rely to a greater extent on psychological mechanisms characteristic of the separation-individuation phases. A review of empirical and clinical research of suicidal children encompasses family environment; loss, depression, and hopelessness; cognitive functioning; and defense mechanisms. Suicidal children live in stressful, chaotic families with confused role relationships. Findings regarding the relationships among loss, depression, and hopelessness appear mixed although integrally related. Suicidal children conceive of impersonal death as final while construing personal death as reversible as a defensive maneuver. Suicidal fantasies constitute the precursors to suicidal planning and actions. Suicidal children show impaired ability to devise active coping strategies. They seem to rely excessively on ego defenses considered developmentally appropriate in early stages of development, such as introjection. A synthesis of theoretical formulations and research findings sets forth the developmental sequence culminating in suicidal behavior. The model depicts a child's developing ego organization predisposed to depression, hostility, and low self-esteem caused by the internalization of a predominance of negative self- and object-images. It portrays susceptibility to suicidal behavior through the incapacity to exercise self-protection under stressful situations because of a reliance upon maladaptive ego defenses. Fantasies to relieve psychic pain as part of latency defenses transform into fantasies of suicide; these presage and allow for planning and, given the failure of ego defenses, suicidal behavior results.

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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 structural equation modeling (SEM). Executive function, attachment, and risky behavior were unrelated in the study sample. Income was a significant predictor of attachment for females, but not males. Income was an equal and significant predictor of executive function for both males and females. Income was also a significant predictor of risky behavior for males and females, though a stronger predictor for females. Limitations and ideas for future research were discussed.

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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 experience, without regard to any variability which exists within the ratings over time. The bioecological model of development (Bronfenbrenner & Morris, 1998; 2006) points out the necessity of considering in what ways learning experiences occur over time when drawing links between children's daily lives and later outcomes. In addition, attachment theory (Bowlby, 1973; Ainsworth, 1979) highlights the foundational nature of caregivers' consistency of emotional responses over time in helping young children develop skills and competencies. This study continues a line of research focused on investigating the stability of high-quality interactions as a possible mechanism through which children's optimal cognitive and social-emotional development occurs in preschool classrooms (Curby, Brock, & Hamre, 2013; Curby et al., 2011; Zinsser, Bailey, Curby, Denham, & Bassett, 2013). The current study examined the role of children's socioeconomic and behavioral risk factors, teachers' mean emotional support, and teachers' emotional support consistency in predicting children's cognitive and social-emotional development in preschool. Children's socioeconomic and behavioral risk factors (socioeconomic status, gender, age, race, ethnicity, English Language Learner status, and self-regulation) negatively predicted both baseline scores and development over the course of the year on the cognitive measures (early math and language and literacy). Low levels of teacher-rated student self-regulation at the beginning of the year significantly negatively predicted baseline scores and development on all academic and social-emotional measures. Contrary to most previous research, teachers' mean emotional support was not found to be a significant contributor to children's development when considered with child risk factors, except in the case of receptive vocabulary. The consistency of teachers' emotional support, however, was predictive of several measures of children's development of academic skills when controlling for child risk factors. A significant interaction between English Language Learner status and emotional support consistency was found in predicting development of expressive vocabulary skills. Multilevel models combining child characteristics, mean emotional support, and emotional support consistency suggest that child risk factors and emotional support consistency predict language and literacy development, above and beyond mean emotional support. Follow-up analyses also suggest that, under conditions of relatively high emotional support, consistency is especially important in predicting children's development of cognitive and social-emotional skills.

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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 format and a board format. The videos of all the play sessions were the data source. Both quantitative and qualitative analyses were conducted. The quantitative analysis was the primary focus. The videos of parent-child play were coded using two pre-determined coding schemes, Parental Scaffolding Behavior and Mathematical Talk. Two repeated-measures multivariate analyses of variance (MANOVA) were conducted respectively for each coding scheme. The qualitative analysis of the 30% selected dyads played a supportive role to further explore the similarities and nuanced differences in parents’ performance of each coded scaffolding behavior across the two formats. The MANOVA for Parental Scaffolding Behaviors showed that the game format had a significant effect on seven of the twelve coded behaviors. The frequencies of Affirmation/Encouragement, Explanation, Inquiry, Re-representation, Modeling, Correction/Disaffirmation, and Physical Control were significantly higher in the board game condition compared in the electronic game condition. The MANOVA for Mathematical Talk revealed an interaction between the game format and the player on Naming Numbers. Both parents and children engaged in more statements about naming numbers in the board condition compared to the electronic condition, but the difference across the two game formats was bigger for parents than for children. In terms of the main effect of game format, the frequencies of Counting, Using Spatial Words and Estimating were significantly higher in the board game condition compared to the electronic game condition. Themes from qualitative analysis revealed parents’ different roles when using the two game formats, as well as the affordances of each format and their influence on parental scaffold behaviors. Interpretations of the results and findings about the game format effect were provided through the lens of sociocultural perspectives and affordances. This study enlarged the understanding of parent-child interaction in early numeracy activities. The findings offered implications for how to help preschoolers develop early numerical skills using different tools and how to design effective learning products for early numeracy using the features of different formats.

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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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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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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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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)
Fundação de Amparo à Pesquisa do Estado de São Paulo (FAPESP)
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 investigação pautou-se pela hipótese de que a produção teórica dos autores em questão sustenta a defesa do ensino como elemento fundante do trabalho do professor que atua junto a essa faixa etária. Foram analisados os princípios gerais que regem o desenvolvimento infantil na perspectiva da Psicologia Histórico-Cultural, com destaque ao caráter histórico-dialético desse processo, ao desenvolvimento das funções psicológicas, à íntima relação entre o desenvolvimento psíquico e a atividade da criança e à relação entre ensino e desenvolvimento em geral. Os resultados obtidos apontam para a corroboração de nossa hipótese de pesquisa e trazem à tona a necessidade de discussões consistentes e aprofundadas sobre a definição da atividade de ensino.
This study investigated the specificities of the relationship between instruction and development in 0 to 6-year-old children through bibliographic research of selected works by Vigotski, Leontiev and Elkonin, searching to contribute with the contemporary debate on the specificity of pedagogical action directed to children at this age. Considering the hegemony in the literature of ideas which propose the withdrawing of child education from school, this research analyzed the hypothesis that the theoretical production of these authors points to the defense of instruction as a primordial element of the teacher's pedagogical action with 0 to 6 year-old children. We analyzed the general principles which conduct the child development from the perspective of historical-cultural psychology, emphasizing the historical-dialectical feature of this process, the development of psychological functions, the close relationship between the psychological development and the child activity, and the relationship between instruction and development in general. The results suggest the confirmation of the research hypothesis and bring to discussion the importance of consistent and deeper analysis on the definition of the activity of teaching.

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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
Banca: Lígia Márcia Martins
Banca: Marilda Gonçalves Dias Facci
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 investigação pautou-se pela hipótese de que a produção teórica dos autores em questão sustenta a defesa do ensino como elemento fundante do trabalho do professor que atua junto a essa faixa etária. Foram analisados os princípios gerais que regem o desenvolvimento infantil na perspectiva da Psicologia Histórico-Cultural, com destaque ao caráter histórico-dialético desse processo, ao desenvolvimento das funções psicológicas, à íntima relação entre o desenvolvimento psíquico e a atividade da criança e à relação entre ensino e desenvolvimento em geral. Os resultados obtidos apontam para a corroboração de nossa hipótese de pesquisa e trazem à tona a necessidade de discussões consistentes e aprofundadas sobre a definição da atividade de ensino.
Abstract: This study investigated the specificities of the relationship between instruction and development in 0 to 6-year-old children through bibliographic research of selected works by Vigotski, Leontiev and Elkonin, searching to contribute with the contemporary debate on the specificity of pedagogical action directed to children at this age. Considering the hegemony in the literature of ideas which propose the withdrawing of child education from school, this research analyzed the hypothesis that the theoretical production of these authors points to the defense of instruction as a primordial element of the teacher's pedagogical action with 0 to 6 year-old children. We analyzed the general principles which conduct the child development from the perspective of historical-cultural psychology, emphasizing the historical-dialectical feature of this process, the development of psychological functions, the close relationship between the psychological development and the child activity, and the relationship between instruction and development in general. The results suggest the confirmation of the research hypothesis and bring to discussion the importance of consistent and deeper analysis on the definition of the activity of teaching.
Mestre

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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 control and risky behaviors during adolescence. For boys, supportive mothering behaviors had a greater influence on impulse control than supportive fathering behaviors. The opposite was true for girls. For girls, supportive fathering behaviors had a greater influence on impulse control than supportive mothering behaviors. Impulse control served a partial mediating effect between supportive parenting behaviors and risk-taking behaviors. For sons, supportive mothering behaviors had a significant positive impact on impulse control during adolescence. Conversely, for daughters, supportive fathering behaviors—but not supportive mothering behaviors—had a significant positive impact on impulse control during adolescence. In fact, supportive mothering behaviors had an insignificant effect on daughters' impulse control during adolescence,

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Dissertations / Theses on the topic 'Child development. Child psychology. Education'

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