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1
Dawson, Anneka Linsey. "Parents' gendered influences on child development in middle childhood and early adolescence." Thesis, University of Sussex, 2011. http://sro.sussex.ac.uk/id/eprint/7441/.
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This thesis examined the influence of parents' gendered attitudes and behaviours on three different aspects of development in middle childhood and early adolescence through three papers. The first paper explored the longitudinal influence of parents' gender-role attitudes and division of household responsibilities on children's gender development. Results showed that parents' gender-role attitudes and division of household responsibilities were predictive of children's gendered personality traits, gender-role attitudes and feminine preferences for activities, but not their masculine preferences for activities. The second paper investigated the influence of parents' gender-role attitudes and division of household responsibilities on children's ability self-concepts. Parents' gendered attitudes and behaviours were not predictive of children's ability self-concepts. However, children's own gendered attitudes and behaviours were associated with these self-concepts. Children's higher feminine preferences predicted lower maths and sports self-concepts and higher English self-concepts. In addition, higher masculine preferences and personality traits predicted higher sports self-concepts. Finally, the third paper explored the influences of parents' gender-role attitudes and division of household responsibilities on sibling relationship quality, and marriage and parenting as mediators of this association, which is unique to the literature. Families with more egalitarian division of household responsibilities had more positive and less negative sibling relationships than traditional families. Using structural equation modelling, parenting, but not marriage was found to act as a mediator. Papers 1 and 2 used a longitudinal sample of 106 families with two siblings and their parents from the South East of England. Paper 3 used just the first wave of data from this study which included 124 families. This research highlights the importance of taking a family systems approach to examining child development, and emphasises the need to explore the father-child and sibling relationships in addition to the prevalent focus on mother-child relationships. In addition, multiple dimensions of gender were explored for parents and children rather than just examining sex differences. This added extra depth to the analysis and aided in understanding the complexity of these associations. The diverse nature of influences of parents' gendered attitudes and behaviours on these three areas allows comparisons to be made that contribute to the literature on parental influences and our understanding of child development in middle childhood and early adolescence.
2
Shields, Brian. "Parenting and Child Behavior Problems throughout Middle Childhood and Adolescence: Examining Predictors of Parenting across Child Development." Diss., Temple University Libraries, 2016. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/402494.
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PsychologyPh.D.
Parenting behaviors have long been understood to play a key role in youth development across middle childhood and adolescence. However, questions remain regarding changes in parenting behavior profiles throughout these developmental periods as parents respond to the changing developmental needs of their children, and how these profiles are associated with parent, child, and contextual factors. Additionally, a further understanding of how these factors impact stability and/or change in parenting profiles over time is needed. To address these gaps, the current dissertation investigated stability and change in parenting behaviors during childhood and adolescence. Person-centered analyses were used to identify classes of caregivers who differed in frequency and quality of parenting behaviors across three time points (child ages 10-12, 12-14, and 16; Times 1, 2, and 3, respectively). Cross-sectional differences between classes on a number of parent, child, and contextual variables also were examined. Stability and transitions among parenting classes then were explored, and caregiver depression, youth temperamental positive mood, caregiver stress, and family relationship variables were examined as predictors of stability and transition among classes. Results revealed the presence of a Positive Parenting class at each time point. A Low Warmth/Low Communication class was observed at Time 1 only, and a Poor Supervision class was seen at Times 1 and 2. Additionally, an Adequate Parenting class and Consistent Discipline Only class were seen at Times 2 and 3. Classes differed on a number of variables, including caregiver depression, youth temperamental positive mood, youth externalizing behavior problems, and youth marijuana and hard drug use. Latent transition analyses revealed stability across each time point within the Positive Communication class, and within the Adequate Parenting class from Time 2 to Time 3. Transitions to other classes were consistent with developmentally expected changes in caregiver supervision and caregiver-child communication. Finally, child temperamental mood was the only significant predictor of transition between parenting classes, and only from Time 1 to Time 2. Results indicate that the quality and quantity of parenting behaviors differ depending on the age and related developmental stage of the child, and identified classes differ in terms of a number of child, caregiver, and broader contextual factors. These parenting behaviors and associated factors may be potential targets for enhanced and developmentally sensitive prevention and intervention efforts.
Temple University--Theses
3
Feleke, Emmanuel. "Raising Children in the Digital Era: The Impact of Digital Technologies on Early Childhood Development." Scholarship @ Claremont, 2019. https://scholarship.claremont.edu/cmc_theses/2194.
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Abstract
Understanding how modern technology plays a role in our children’s early development is especially crucial in this era of technological advancement. Never in human history have we seen such an exponential shift in the human experience than we have with the rise of the internet and the subsequent mass integration of technology into our daily lives. Put simply, times have changed, and our understanding of early childhood development must follow suit. This thesis explores the impact digital technologies have on the neurodevelopment of children, with regard to different critical periods in early childhood development. The apparent impacts on attention, memory, and focus, as well as the behavioral manifestations that result from these childhood interactions depend greatly on the critical period of neurodevelopment they occur. This thesis provides evidence and recommendations for parents and caretakers alike, advising parents on the perils associated with overexposure to sensory stimuli in infants, while demanding a more tailored approach technology mediation in adolescents, as the advent of social media presents its own unique perils and potentials for early neurodevelopment.
Keywords: neurodevelopment, technology, infancy, adolescence
4
Larsson, Henrik. "Genetic and environmental factors in the development of externalizing symptoms from childhood to adolescence /." Stockholm, 2005. http://diss.kib.ki.se/2005/91-7140-524-0/.
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5
Martin, Natasha, and n/a. "Mental-state and emotion understanding across childhood : individual differences and relations with social competence." University of Otago. Department of Psychology, 2009. http://adt.otago.ac.nz./public/adt-NZDU20090506.104410.
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Mental-state and emotion understanding are important constructs for successful interpretation of behaviour and interaction with others. While false-belief understanding has been the main focus of investigations into children�s mentalising over the past 30 years, we now have tasks available that allow assessment of a broader range and more advanced set of mentalising skills amongst older age groups of typically developing young people (Baron-Cohen, Jolliffe, Mortimore, & Robertson, 1997a; Baron-Cohen, O�Riordan, Stone, Jones, & Plaisted, 1999; Happé, 1994). A recent trend has seen a shift away from investigating when children attain these skills towards examining individual differences in their performance. This has included consideration of both the factors that contribute to (Carlson & Moses, 2001; Hughes & Dunn, 1997; Meins et al., 2002; Milligan, Astington, & Dack, 2007; Ruffman, Slade, & Crowe, 2002), and the factors that are influenced by (Astington & Jenkins, 2000; Cassidy, Werner, Rourke, Zubernis, & Balaraman, 2003; Diesendruck & Ben-Eliyahu, Repacholi, Slaughter, Pritchard, & Gibbs, 2003) individual differences in mental-state understanding. One of the interesting questions in this area is what are the subsequent benefits or harm that individual differences in mentalising and emotion skills hold for children�s social competence?
The current study investigates young people�s growing socioemotional understanding and how it is related to their social abilities, both prosocial and antisocial. The aims were to provide information on the relations amongst advanced mental-state skills, to investigate how these skills were related to emotion understanding, and, further, to investigate how socioemotional skills were related to social competence. The current study also extended the literature by addressing these aims amongst older children. Two studies were conducted, involving children (4- to 7-years) seen on four occasions in a three-year longitudinal study, and adolescents (13- to 17-years) in a cross-sectional study. There were a number of key findings. Individual differences in children�s advanced mental-state understanding are relatively stable across time, and the relations which they show with emotion skills are more consistent when examining tasks that shared skill sets. Language plays an important mediating role in the relation between socioemotional skills, although this influence appears to decrease with age. Mental-state and emotion understanding are both important for children and adolescents� social competence. It seems that greater socioemotional abilities influence prosocial behaviours, and poorer socioemotional abilities influence antisocial behaviours. Overall, the current study provides evidence that socioemotional skills are overlapping but distinct constructs, that they show varied interactions in social settings, and that future investigations of how children come to understand and interact with others will be best served by careful consideration of appropriate measures and by including multiple aspects of children�s social cognition.
6
Thompson, Ellen J. "Affective symptoms across the life course and the role of adverse childhood experiences." Thesis, University of Sussex, 2018. http://sro.sussex.ac.uk/id/eprint/80790/.
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7
Radtke, Sarah Ryan. "The Interaction between Child Behavioral Inhibition and Parenting Behaviors across Development: Effects on Adolescent Psychopathology." Diss., Virginia Tech, 2020. http://hdl.handle.net/10919/98732.
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Psychopathology is highly prevalent during childhood and adolescence and contributes to a variety of negative outcomes. Attempts to identify etiological factors which contribute to the development of psychopathology in youth have considered the Goodness of Fit between children's temperaments and the behaviors exhibited by their parents (Chess and Thomas, 1999; Zuckerman, 1999). Many studies have demonstrated that the interaction of children's behavioral inhibition and certain parenting behaviors influences children's psychological outcomes. However, the ability to draw firm conclusions from these studies is severely limited by methodological weaknesses.
In the current study, data were analyzed from 253 youth (46% male) who completed assessments at 2-years (N=167), 3-years (N=144), 4-years (N=134), 6-years (N=110), and 9-years of age (N=192), and during adolescence (N=78; mean age=14.08 years). Measures of child behavioral inhibition, maternal warmth and control, and child psychopathology were gathered at each time point. Cross-sectional and longitudinal analyses were conducted to explore the moderating effect of maternal warmth and control on the relationship between child shyness and child/adolescent internalizing and externalizing symptoms.
With a few exceptions, child shyness significantly predicted child internalizing symptoms at each time point, while maternal warmth and control, and their interaction with child shyness, did not predict child internalizing or externalizing outcomes. Longitudinally, the slope of shyness across childhood significantly predicted adolescent internalizing symptoms. The moderating effect of maternal parenting on this relationship could not be explored due to sample size and missing data restrictions. Hierarchical regression analyses indicated that the interaction between child shyness (at each time point) and maternal warmth and control did not predict adolescent psychopathology. Cross-lagged structural equation models analyzed the longitudinal, bidirectional relationships between child shyness and maternal warmth and control. However, youth shyness and maternal warmth/control were not correlated at any time point, youth shyness did not predict future displays of maternal warmth/control, and maternal warmth/control did not impact future levels of youth shyness.
Compared to previous studies, the current study's design and methodology had many strengths. However, the findings were largely inconsistent with hypotheses and previous work. Possible explanations for these findings, study limitations, and directions for future research are summarized.Doctor of Philosophy
The presence of psychological disorders is common during childhood and adolescence and contributes to a variety of negative outcomes. Attempts to determine what is causing these disorders to develop in youth have considered how children's temperaments and the behaviors exhibited by their parents may or may not fit well together. Past research has demonstrated that the interaction of children's fearfulness or shyness and certain parenting behaviors influences children's psychological outcomes. However, the ability to draw firm conclusions from this past research is limited by weaknesses within studies and inconsistencies between them. The current study attempted to address some of these weaknesses and inconsistencies by exploring the relationships among child shyness, maternal displays of warmth and control, and psychological symptoms. A total of 253 children had already participated in one or more assessment sessions when they were 2, 3, 4, 6, and 9-years-old, and, for the current study, 78 of those children completed an assessment as adolescents (average age = 14-years-old). Similar to previous research, at most of the ages, child shyness predicted the likelihood that the children would experience internalizing symptoms (i.e., symptoms of anxiety and mood disorders). Additionally, the way children's shyness scores changed over time also predicted which adolescents would experience internalizing symptoms. However, contrary to previous research, maternal warmth and control did not predict child psychological symptoms. Furthermore, the results did not indicate that certain parenting behaviors were better or worse for children with differing levels of shyness. This study also explored whether child shyness and maternal parenting behaviors were related to one another over time. Results indicated that shyness levels predicted future levels of shyness, and maternal warmth/control predicted future levels of warmth/control. However, again contrary to the findings of previous studies, child shyness and maternal parenting did not predict one another. Because the study findings were largely inconsistent with what was expected, possible explanations for these findings, study limitations, and directions for future research are discussed.
8
Karlsson, Jenny. "Alice’s Vacillation between Childhood and Adolescence in Lewis Carroll’s Alice’s Adventures in Wonderland." Thesis, Karlstads universitet, Avdelningen för språk, 2011. http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-7296.
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In the novel Alice’s Adventures in Wonderland by Lewis Carroll, Alice, the protagonist, is supposed to be seven years of age. However, the reader can perceive her as older than that and get the impression that she has entered adolescence. Alice vacillates between being a child and striving to act like an adult in her various encounters in Wonderland. In this essay, I will examine Alice’s emotional and intellectual phases in her search for identity, and show the different levels according to developmental theory. Erik Erikson’s, Jean Piaget’s and John Dewey’s research together with other studies form the theoretical framework of this paper. I will demonstrate that while the book does not trace her development as such (i.e. it is not a typical Bildungsroman), it nevertheless highlights a child’s development by juxtaposing different developmental stages. The scientific and realistic functions of developmental theory may at first seem haphazard in the analysis of a literary character in a fantasy world. But, this essay illustrates Carroll’s professional familiarity with his child protagonist through the logic and consistency of his depiction of Alice. Alice’s adventures in Wonderland reflect the child-adult conflict of Alice on her inner quest for identity. To her the first steps into adulthood, ie. adolescence, include not only psychological growth as in maturity but also physical growth; to grow is to grow up. Her dramatic alterations in size in Wonderland cause great turmoil and confusion as she senses an obligation to adapt her behavior. Lewis Carroll knew his child protagonist well.
9
Woodman, Ashley Cynthia. "Trajectories of Parenting Stress among Mothers and Fathers of Children with Developmental Disabilities: From Early Childhood through Adolescence." Thesis, Boston College, 2012. http://hdl.handle.net/2345/2606.
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Thesis advisor: Penny Hauser-CramParents of children with developmental disabilities (DD) face greater caregiving demands than other parents, which may lead to heightened levels of stress. The problematic behavior and functional limitations of the child with DD have been found to contribute to parenting stress (Baker et al., 2002; Beckman, 1991). Despite heightened demands, many parents successfully adapt to raising a child with DD. A goal of recent research has been to identify resources and supports that explain the considerable variability in parental adjustment (Neece & Baker, 2008). This dissertation examined trajectories of parenting stress among mothers (N=147) and fathers (N=110) of children with diverse developmental disabilities, from their child's early years (age 3) through adolescence (age 15). Using hierarchical linear modeling, stress was found to increase from early to middle childhood and subsequently decrease from middle childhood to adolescence. Characteristics of the child with DD were found to contribute to parents' stress, with higher behavior problems and lower functional skills predicting greater stress. Parent resources and supports were also found to relate to parenting stress. Greater social support, use of adaptive coping strategies, and more positive perceptions of the family climate predicted lower stress. An additional model was conducted using a modified hierarchical linear modeling approach to examine the role of child stressors and family resources and supports within parenting dyads. The findings of this study contribute to the limited literature on patterns of change in stress among parents, particularly fathers, of children with DD. Following these results, interventions for families of children with DD should aim to reduce child-related stressors and promote parent resources and supports
Thesis (PhD) — Boston College, 2012
Submitted to: Boston College. Lynch School of Education
Discipline: Counseling, Developmental, and Educational Psychology
10
Ewing, Donna. "The role of sleep problems and sleepiness in cognitive and behavioural processes of childhood anxiety." Thesis, University of Sussex, 2014. http://sro.sussex.ac.uk/id/eprint/53492/.
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Sleep in children is important for the functioning of a range of cognitive processes, including memory, attention, arousal, executive functioning, and the processing of emotional experiences. This, in addition to the high comorbidity between sleep problems and anxiety, may suggest that sleep plays a role in the cognitive and behavioural processes associated with childhood anxiety. Although a body of research exists which considers the associations between sleep problems and anxiety, there is currently little research evidence available for the effect of children's sleepiness on anxiety, or for the effect of childhood sleep problems or sleepiness on anxiety related processes. To address this, this thesis begins with a meta-analysis exploring the efficacy of transdiagnostic cognitive-behavioural therapy (CBT) for the treatment of childhood anxiety (Paper 1). CBT is generally the treatment of choice for childhood anxiety, and targets the processes that the subsequent papers in this thesis consider in relation to children's sleepiness and sleep problems. Papers two to five consider the effect of sleepiness on a range of cognitive and behavioural processes, including vicariously learning and unlearning fear (Paper 2), ambiguity resolution (Paper 3), emotion recognition (Paper 4), and habituation and avoidance (Paper 5). The final paper considers sleep problems in relation to a CBT intervention for childhood anxiety (Paper 6). Overall, while sleep problems and usual sleepiness were found to be associated with childhood anxiety, current sleepiness was not. On the other hand, sleepiness (usual and current), and reduced sleep, affected children's behavioural processes when exposed to anxiety provoking stimuli, but were not found to affect children's anxietyrelated cognitive processes. Sleep problems interacted with vicarious learning processes, but not with ambiguity resolution or emotion recognition processes, or with change in anxiety symptoms following a CBT intervention for childhood anxiety. Implications for treatment and future research directions are discussed.
11
Tuvblad, Catherine. "Genetic and environmental influences on antisocial behavior from childhood to emerging adulthood /." Stockholm, 2006. http://diss.kib.ki.se/2006/91-7140-944-0/.
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Lattimer-List, Stephanie Lynne. "The impact of early familial experiences on emotional intelligence." CSUSB ScholarWorks, 2004. https://scholarworks.lib.csusb.edu/etd-project/2684.
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The purpose of this study was to examine the effect of early familial influences on the development of young adults' emotional intelligence. It was hypothesized that attachment security would be positively and significantly related to emotional intelligence, and conversely, that insecure attachment would be inversely related to emotional intelligence.
13
Rhoads, Jacqueline, and Jo-Ann Marrs. "Dissociative Disorders in Childhood and Adolescence." Digital Commons @ East Tennessee State University, 2010. https://dc.etsu.edu/etsu-works/7099.
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Book Summary: This quick reference serves as an authoritative clinical guide to diagnostic treatment and monitoring recommendations for patients with mental disorders in the primary care setting. It offers fast and efficient access to evidence-based diagnostic and therapeutic guidelines for managing psychiatric and mental health conditions. The book guides family and adult advanced practice nurses in making clinical decisions that are supported by the best available evidence, reflecting current research and expert consensus. Additionally, researchers may use this book to identify important clinical questions where more research could be conducted to improve treatment decision making.
This comprehensive text is organized by major diagnostic categories, such as anxiety disorders, with specific diagnoses organized alphabetically within each category. It supports informed practice, which increases confidence in differential diagnosis, safe and effective treatment decision making, reliable treatment monitoring and, ultimately, improved patient outcomes. Additionally, DSM-IV-TR diagnostic standard summaries and ICD-9 codes are incorporated for use in the clinical setting. It is an essential resource in everyday practice for all health care providers.
14
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
15
Savahl, Shazly. "Ideological Constructions of Childhood." Thesis, University of the Western Cape, 2010. http://etd.uwc.ac.za/index.php?module=etd&action=viewtitle&id=gen8Srv25Nme4_1258_1301376751.
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Using the social constructionist theoretical framework as a point of departure, the primary aim of the study is to explore the extent to which the meanings that children assign to &lsquo
childhood&rsquo
are ideologically configured. More specifically, using the concept of well-being as a hermeneutic key, the study examines how children use specific discursive resources and repertoires to assign meaning to &lsquo
childhood&rsquo
. The outcome of this on children&rsquo
s meaning assignation and constructions of childhood is characterized by a consensus/contestation dichotomy as ichildren appear to both accept and resist the ideology. This emerges at the intrapersonal level (within the consciousness of children), the interpersonal level (between children) and societal level (between children and adult society). The study concludes by advancing the notion that childhood should be conceived of as an ideological configured construction, and not merely as a discursive construction, functioning within various social contexts. Thus, the meanings of childhood, whether constructed by, or present in discourses, cannot be independent from the ideologically configured social, historical and material structures. It is believed that this theoretical maneuver will bring theories of childhood into better alignment with practical actions resulting in opportunities for intervention, services, monitoring and research initiatives, as well as policy development and implementation, aimed at improving child and youth wellness.
16
Lo, Pang-yuen. "Early childhood growth patterns and adult health indicators." View the Table of Contents & Abstract, 2006. http://sunzi.lib.hku.hk/hkuto/record/B38030603.
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Haig, Caroline E. "A critique of models for body composition and energy-balance components in childhood and adolescence." Thesis, University of Glasgow, 2013. http://theses.gla.ac.uk/4386/.
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It is well known that, in Western countries, people of all ages and both sexes are becoming ‘fatter’ in general. In a ‘healthy’ population, we arbitrarily consider cut-offs to be that 10% of people should be ‘overweight’ and 5% ‘obese’, as there is limited evidence that these cut-off points are related to ill-health. However, we are seeing a dramatic rise in the numbers of people in each of these categories. The mechanism behind weight gain is energy-imbalance. At energy-balance for adults - i.e. where weight is expected to remain stable over time, we know that: energy intake (EI) = energy expenditure (EE) This equation is far less straightforward than it first appears. The first important issue is that EE has several different components (e.g. resting EE). The second issue is to do with measurement - how do we measure energy intake and energy expenditure? Another is down to physiological differences between people - how do things vary between individuals and do they differ systematically between males and females, adults and children? The above equation applies to adults, but we know that children and adolescents actually require a positive imbalance for healthy growth - what is not known is what degree of positive imbalance is healthy. This thesis is particularly concerned with energy-balance and imbalance during puberty, at which time the human body goes through extreme changes. We investigate how these changes are measured, and how energy-imbalance and the modelling thereof must change across this time. We will show that the proportions of children who are overweight and obese are higher than we would expect; commonly used models for body composition are not in agreement; commonly used models for resting energy expenditure are not in agreement; children do not need a high energy-imbalance for normal growth; and those girls with early menarche are more likely to become overweight than their counterparts.
18
Haberstick, Brett C. "Genes, development, and externalizing behaviors during middle childhood and adolescence." Diss., Connect to online resource, 2005. http://wwwlib.umi.com/dissertations/fullcit/3165808.
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Powell, Claire Natalie. "The development of group processes during childhood and early adolescence." Thesis, University of Kent, 2014. https://kar.kent.ac.uk/53534/.
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Within social psychology, little attention is given to group processes occurring outside of adult populations. The development of these group processes is rarely discussed or otherwise is assumed to be identical to that of the adult processes observed in the literature. Developmental literature in psychology on children’s group processes is also sparse and the systematic testing of children’s intragroup processes is rare. This thesis aims to address these issues, firstly arguing for the benefit of research that brings together developmental and social literature. A review of intragroup process research with children is given, citing major publications in this area to date, along with important considerations from intergroup, peer relation and identity research. The thesis then moves on to discuss distributive justice and resource allocation in children to introduce the experimental paradigms that will be used. Two studies examine at how intra- and intergroup processes impact on children’s decision making on resource allocation, with a third study focussing on intragroup processes in a cumulative estimation paradigm. The second part of the thesis considers productivity in children’s groups across two studies using a brainstorming paradigm. Findings from all of these studies have shown a divergence in children’s intragroup behaviour from that typically found with adults. The continued research of children’s intragroup processes is advocated as a necessary and exciting new direction for both social and developmental literature to take.
20
Paine, Sheila Mary. "The development of drawing in the childhood and adolescence of individuals." Thesis, University College London (University of London), 1986. http://discovery.ucl.ac.uk/10019594/.
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Rion, Jacqueline Nicole. "Child Sexual and Physical Abuse as Precursors for Homelessness in Adolescence." Digital Archive @ GSU, 2009. http://digitalarchive.gsu.edu/iph_theses/110.
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Introduction: Homelessness is a living condition associated with a number of adverse health outcomes. Unaccompanied homeless youth are at risk for many of the same health outcomes as other homeless persons, but these youth are especially vulnerable because they are young and without the protection or support of an adult caregiver. Aim: The purpose of this capstone project is to present a basic overview of the topic as well as to highlight what more needs to be done to address this issue. Methods: This project involved a review of the literature related to homeless youth, child sexual or physical abuse, and mental health issues associated abused and/or homeless youth, focusing on United States information, for the years 1995 to present. Discussion: to discuss current prevention and intervention efforts, and to discuss needs for future research and intervention
22
Shreim, Ragda Hikmat. "Development of the self-concept during adolescence in Jordan." Thesis, University College London (University of London), 1990. http://discovery.ucl.ac.uk/10018492/.
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The developmental aspect of the self-concept has not been investigated in Jordan. The main aim of this study is to develop a research project which will yield first results and indicate further research to be carried out in the future. Theories and studies of the self-concept during adolescence particularly in W. Europe and the U.S.A. indicate the occurence of various developments, but do not entirely agree as to their nature. This may be in part due to different conceptualizations of the selfconcept, or to different reArch methods. This thesis explores this question and developS an empirical study in the light of such considerations. The main interest of this study is to explore the development of the self concept during adolescence in Jordan. Two open ended questionnaires were designed to achieve this purpose. Random sampling of students [225 males, 200 females] at the ages of 13, 15, and 17 years provided the adolescents for this study. Their reported present possible selves and possible future occupational selves were studied at each age level. At all levels sex differences were investigated. For 17 years olds differences between teaching groups were also explored. Sex differences in approach to education and vocation were considered in the analysis. 2 Quantitative and qualitative analysis of the responses of the selfconcept descriptions mentioned by the students show certain differences in relation to the age, sex, and teaching groups. The findings are discussed in relation to the concept of unitary or multiple self-concept, attention being given to the salience of different aspects of the self in different contexts. Suggestions are made for follow-up investigations.
23
Lo, Pang-yuen, and 羅鵬遠. "Early childhood growth patterns and adult health indicators." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2006. http://hub.hku.hk/bib/B39724864.
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Mikkonen, K. (Kirsi). "Endocrine function and growth in young patients with childhood- or adolescence-onset epilepsy." Doctoral thesis, University of Oulu, 2004. http://urn.fi/urn:isbn:9514274229.
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Abstract
Endocrine disorders are common in adults with epilepsy on
antiepileptic drugs (AEDs). This study aimed to evaluate endocrine
function, lipid metabolism and growth in patients with childhood- or
adolescence-onset epilepsy.
Altogether 148 patients with epilepsy on carbamazepine (CBZ),
oxcarbazepine (OXC), valproate (VPA) or lamotrigine monotherapy during
pubertal maturation and 124 healthy controls participated in this
population-based cohort study. Boys and young men (n = 140)
underwent cross-sectional evaluation once, and girls and young women
(n = 132) twice at an approximate interval of 6 years.
Gonadal structure and serum reproductive and thyroid hormone and lipid
concentrations were evaluated and growth data were gathered.
Elevated serum testosterone and androstenedione levels and
polycystic ovary syndrome (PCOS) were common in female subjects whose
medication, especially VPA, continued into young adulthood. Serum
reproductive hormone concentrations and ovarian structure were similar
in patients off medication and controls in young adulthood. CBZ was
associated with elevated serum sex hormone binding globulin and
decreased dehydroepiandrosterone sulfate levels and VPA with elevated
serum androstenedione concentrations in male patients. Testicular
structure was similar in patients and controls. CBZ, OXC and VPA were
associated with changes in serum thyroid hormone, thyrotropin and lipid
levels during pubertal maturation in female patients, but these levels
returned to normal after withdrawal of medication. Linear growth and
final height were normal in female patients, but overweight was common
if they had been obese and on VPA medication during pubertal maturation.
Elevated serum androgen levels, PCOS and overweight are common if
epilepsy and AED use, especially VPA, continue into young adulthood.
These untoward changes or alterations in serum thyroid hormone or lipid
concentrations are not present in young women with medication withdrawn.
CBZ and VPA are associated with changes in serum sex hormone levels in
boys and young men with epilepsy. Epilepsy and AED use during pubertal
maturation does not seem to affect growth.
25
Schreck, Meghan Conboy. "Transitions in Subtypes of Withdrawn Behavior from Childhood to Adolescence: The Role of Sports Participation." ScholarWorks @ UVM, 2017. http://scholarworks.uvm.edu/graddis/617.
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Withdrawn behavior broadly describes individuals who are isolated from their peer group. Though not a clinical disorder, withdrawn behavior is a construct involved in many psychological problems, and it is likely the behavioral manifestation of distinct motivations and developmental processes. Additionally, withdrawn behavior is often used interchangeably with other psychological constructs, including shyness, social disinterest, and peer exclusion, making accurate classification difficult. In an effort to better understand the classification and developmental course of withdrawn behavior in youth, the current study used latent class analysis (LCA) and latent transition analysis (LTA) to identify distinct subclasses of withdrawn youth and to examine how these youth transition between classes over child and adolescent development. Furthermore, the current study investigated one potential predictor of class transition, sports participation. Results yielded the same two withdrawn classes across time and gender. The majority of youth fell within Class 1, which represented a low symptom class. Class 2 represented a shy/secretive class. For girls, the interpretation of Class 2 changed at Time 3 (e.g., ages 14-17 years), such that the majority of girls in the shy/secretive class also exhibited depressed mood. The majority of youth remained in the same class across time points. Although sports participation did not predict transitions between withdrawn classes, class membership at Time 2 (e.g., ages 10-13 years) predicted sports participation at Time 3, for boys. Taken together, these findings further clarify the nosology and developmental course of withdrawn behavior and the relation between withdrawn behavior and sports participation. It is recommended that future studies identify predictors of class transition and investigate whether withdrawn classes predict diagnostic trajectories.
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Carlson, Renee E. "Review and analysis of teratogenic effects on childhood development." Menomonie, WI : University of Wisconsin--Stout, 2004. http://www.uwstout.edu/lib/thesis/2004/2004carlsonr.pdf.
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Yates, Shari. "California Community Colleges Child Development Laboratory Schools." Thesis, Brandman University, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=3670462.
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Community colleges in California are the primary source for preparing the early childhood care and education (ECE) workforce. The California child development lab school mission is to prepare ECE practitioners, provide a laboratory where college students can study and research child development/education, and offer a service to children and families. There are many benefits that are derived from laboratory schools but many community college lab schools have been reduced and/or closed over the past three years. The purposes of this Delphi study were (a) to examine the most pressing issues, problems and barriers facing California community colleges child development labs schools; (b) rate the importance of the issues, problems, and barriers identified; and (c) elicit experts' recommendations for the most viable solutions to help California child development laboratory programs maintain viability. A Delphi method was utilized procuring a panel of ECE experts that identified and rated the most pressing issues, problems and barriers, and generated viable solutions for California child development laboratory schools' viability. The key statistical processes used in this Delphi research were measures of central tendency and measures of dispersion. The ECE experts recommended solutions to increase a greater understanding of early childhood care and education, allow more support, and secure more financial assistance for the lab schools. A comprehensive infrastructure approach of government, policymakers, and community college leaders is required for California community college child development lab schools' viability. The data gathered from this study develops five potential benefits for laboratory schools including: (1) providing rationale for policy construction regarding statewide community college lab programs; (2) deciphering the most pressing problems and barriers that California community college child development laboratories are facing; (3) soliciting solutions to maintain viability for child development lab programs; (4) contributing to the development of statewide recognition and possibly legislation on funding sources for California community college child development laboratories; and (5) ensuring the survival of California community college child development laboratory schools.
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Kibowski, Fränze. "Modelling the longitudinal development of psychosis during late childhood and early adolescence." Thesis, Ulster University, 2015. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.667765.
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Veena, Sargoor. "Cognitive performance during childhood and early adolescence in India : relationships to birth size, maternal nutrition during pregnancy and postnatal growth." Thesis, University of Southampton, 2015. https://eprints.soton.ac.uk/385138/.
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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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Davis, Travis J. "Effects of Child Development Associate Credential System 2.0 on Candidate Success Rates." Thesis, University of North Texas, 2015. https://digital.library.unt.edu/ark:/67531/metadc822791/.
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The purpose of this research was to identify the impact of process changes that have been made to the Child Development Associate (CDA) credential, which is a beginning early childhood teacher credential that focuses on competency based standards widely seen as necessary for early childhood teachers to possess. The process in which early childhood teachers receive their credential changed in 2013 with the implementation of CDA credential 2.0. Changes included taking a computerized exam and the implementation of a professional development specialist conducting an on-site classroom observation. In order to determine the impact that CDA 2.0 had on teacher credentialing success rates, a mixed-method sequential design was employed. First, existing data sets of success rates from a national scholarship program were reviewed. Following, interviews with CDA credential seekers were conducted. Findings revealed that while candidate success rates increased for those receiving CDA credentials under the 2.0 system, the actual number of candidates receiving scholarships to pursue the CDA credential through the national scholarship program decreased. Qualitative analysis of the semi-structured interviews indicated that three areas that impacted CDA 2.0 candidate success rates were the professional education programs and instructors, the CDA Exam, and Professional Development Specialists. This is the first research study to examine the CDA credential process. The findings demonstrate that the 2.0 system provides candidates with necessary supports to be successful. A significant question arising out of the data is how a determination is made to issue a credential. Before QRIS and public policy initiatives employ more efforts to professionalize the field of early childhood – primarily through the CDA credential – the process by which one obtains a credential should be more thoroughly examined.
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Rowley, Martin. "The development of an interpretive theory of mind from middle childhood to adolescence." Thesis, University of Birmingham, 2001. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.396113.
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Nguyen, Tuong Vi. "Sex differences in testosterone-related patterns of cortical maturation across childhood and adolescence." Thesis, McGill University, 2011. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=104493.
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Background: Neuroendocrine theories of hemispheric lateralization hold testosterone as the predominant factor mediating sex-specific patterns of cortical growth and the ensuing lateralization of cognitive functions. However, to date attention has been mostly focused on prenatal testosterone levels as opposed to peripubertal changes in testosterone. Yet puberty coincides with both a significant rise in testosterone levels and increased differences between sexes in specific cognitive skills. Currently, direct examinations of relationships between testosterone and cortical grey matter remain limited, particularly in child or adolescent subjects. Weaknesses of the literature include small sample sizes, cross-sectional designs, uncorrected multiple comparisons, and the examination of restricted age spans. As a result, findings have been conflicting and vary across studies. Thus, the exact nature of testosterone-related sex-specific trajectories in cortical growth, timing of these effects throughout adolescence and brain regions most sensitive to testosterone, remain unclear. Objective: Examine testosterone-related sex differences in cortical thickness in a large, representative, longitudinal sample of healthy children/adolescents. Methods: Data from the NIH MRI Study of Normal Brain Development (n=282 subjects, 4-22 yo, 469 magnetic resonance imaging (MRI) scans obtained longitudinally over 4 years) were analyzed using linear mixed effects models to examine the association between salivary testosterone levels and cortical thickness while controlling for age, sex, total brain volume, and collection time. Results: We found significant and complex 'age by testosterone' and 'sex by testosterone' interactions on cortical thickness of widespread regions of both hemispheres, with striking differences between males and females as well as between younger pre-pubertal and older post-pubertal subjects. When males and females were tested separately, more pronounced regional effects emerged. Males showed a negative association between cortical thickness and testosterone levels exclusively in the left hemisphere, specifically in the posterior cingulate cortex starting at age 14, progressing as children age to include the precuneus (ages 16-19), dorsolateral prefrontal cortex (ages 16-21) and anterior cingulate cortex (ages 20-22). Females showed fewer areas of testosterone effects, but the associations exclusively involved the right hemisphere, specifically a positive association between cortical thickness and testosterone levels in the right somatosensory cortex, which was only apparent in the 5-8 years old age epoch, and later reversed, to a negative association in the same area for subjects ages 20-22. Conclusions: Significant sex- and age-specific associations exist between testosterone and cortical thickness in the developing brain but appear more complex than previously reported. While sex-specific testosterone-related cortical maturation appears to affect widespread areas in both hemispheres, more pronounced regional effects were observed in this study in key cortical regions known to be implicated in visuospatial and sensorimotor skills as well as cognitive control and executive functions. Females also show early positive associations between testosterone and cortical thickness consistent with known protective effects of androgens on neurons. In addition, the male-specific association between testosterone and cortical thickness in the left hemisphere and the female-specific association with the right hemisphere support the view that sex differences in hemispheric lateralization progress in a dynamic fashion throughout puberty. Whether the observed testosterone-cortical thickness associations underpin age- and sex-related differentiation in behavior, psychopathology, or specific cognitive abilities during childhood and adolescence requires additional study.Contexte:Les théories de latéralisation hémisphérique postulent que la testostérone serait le facteur principal à l'origine des différences de développement cortical entre les sexes. Cependant, une plus grande attention a été accordée à l'exposition intra-utérine à la testostérone plutôt qu'aux changements de testostérone autour de la puberté. Pourtant, la puberté coïncide avec une augmentation significative de la testostérone ainsi qu'une différence accrue entre les sexes en termes d'habiletés cognitives spécifiques. Les investigations directes des relations entre la testostérone et le cortex demeurent limitées, particulièrement en ce qui a trait aux enfants/adolescents. étant donné des petits échantillons, des études transversales, plusieurs analyses sans correction pour comparaisons multiples, et l'inclusion de groupes d'âges limités. La nature des trajectoires de développement cortical reliées à la testostérone et le déroulement de ces effets, ainsi que les régions du cerveau les plus sensibles à la testostérone, demeurent incertains. Objectif: Examiner les différences de développement cortical entre les sexes reliés à la testostérone dans un échantillon longitudinal d'enfants et d'adolescents représentatifs de la population générale. Méthodes: Des données du NIH MRI Study of Normal Brain Development (n=282 sujets, 4-22 ans, 469 résonances magnétiques obtenues longitudinalement sur 4 ans) ont été analysées en utilisant des modèles linéaires mixtes pour examiner la relation entre les niveaux de testostérone salivaire et l'épaisseur corticale tout en contrôlant pour l'âge, le sexe, le volume cérébral total et le temps de collection de la testostérone. Résultats: Nous avons trouvé des interactions significatives entre l'âge et la testostérone ainsi que le sexe et la testostérone, des effets qui affectent l'épaisseur corticale des deux hémisphères. Quand les hommes et les femmes sont examinés séparément, des effets localisés plus prononcés ont émergé. Chez les hommes, il y avait une association négative entre la testostérone et l'épaisseur corticale exclusivement dans l'hémisphère gauche, plus spécifiquement dans le cortex cingulaire postérieur commençant à l'âge de 14 ans, progressant avec l'âge jusqu'à inclure le précuneus (âges 16-19 ans), le cortex dorsolatéral préfrontal (âges 16-21) et le cortex cingulaire antérieur (âges 20-22). Chez les femmes, les associations affectaient exclusivement l'hémisphère droit, spécifiquement une association positive entre l'épaisseur corticale et la testostérone dans l'aire somatosensitive, seulement apparente de l'âge de 5 à 8 ans, et s'inversant plus tard, devenant une association négative dans la même région pour les sujets de 20 à 22 ans. Conclusions: Il y a des interactions significatives entre l'âge et la testostérone et le sexe et la testostérone affectant l'épaisseur corticale. Bien que le développement cortical spécifique à chaque sexe semble affecter des régions étendues dans les deux hémisphères, des effets localisés plus prononcés ont été observés dans cette étude dans des régions corticales connues pour être associées au contrôle cognitif et aux habiletés visuo-spatiales et sensorimotrices. Les femmes ont aussi démontré des associations positives avec le cortex somatosensitif qui sont consistantes avec les effets neuroprotecteurs des androgènes précédemment rapportés dans la littérature. De plus, la relation spécifique entre la testostérone et l'épaisseur corticale de l'hémisphère gauche chez les hommes et l'hémisphère droit chez les femmes supportent le concept de latéralisation hémisphérique comme un processus dynamique qui évolue pendant la puberté. D'autres études seront nécessaires pour confirmer si les associations observées entre la testostérone et l'épaisseur corticale sont vraiment reliés à une différentiation entre les sexes en termes de comportementset d'habiletés cognitives spécifiques au cours de la puberté.
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Brady, Ann Marie Brigid. "Chronic illness in childhood and adolescence : a longitudinal exploration of co-occurring mental illness." Thesis, Queen Mary, University of London, 2017. http://qmro.qmul.ac.uk/xmlui/handle/123456789/31703.
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Chronic health problems are hypothesised to be a risk factor to child and adolescent mental health, due the consistent and continuing stress these health problems pose to normative patterns of development. However, this theory remains to be substantiated by empirical research. Moreover, a systematic review conducted as part of this research indicated that the empirical body is not one on which the validity of this theory can be adequately tested. The major question posed is whether the lack of high quality epidemiological data in the field is obscuring a true psychiatric risk associated with chronic illness in childhood and adolescence, or whether, in contrast, the theory of chronic health problems as a particular risk factor to child and adolescent mental health, is based on false premises. In order to provide a stronger insight into the association of chronic health problems to mental ill-health across the late childhood and adolescent period, this study used data from a large, representative British sample (the Avon Longitudinal Study of Parents and Children (ALSPAC)) and sensitive measures of mental health outcomes. Mediating factors in these associations were also identified, and a model of the association of chronic health problems to poor mental health outcomes in early adolescence was developed. In order to ensure that all findings were applicable across chronic health conditions, outcomes over this period for children with chronic illness more generally were compared to outcomes for children with asthma diagnoses. Children with chronic health problems presented with a disproportionate rate of psychiatric illness at 10 years, and these chronic health problems continued to be associated with poor mental health outcomes across the early to mid-adolescent period. The outcomes at 10 and 13 years were suggested to be mediated by factors non-specific to any diagnosis, specifically peer victimisation and health-related school absenteeism. Limitations to external validity in the research, and implications for public health and future research are discussed.
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Scaramella, Laura Virginia. "An examination of the development of delinquency in middle childhood." Diss., The University of Arizona, 1994. http://hdl.handle.net/10150/186669.
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This investigation was designed to specify the developmental course of adolescent delinquency by examining precursors of delinquency evident in childhood. Two theoretical perspectives were used to examine the influences of childhood behaviors and experiences on the incidence of adolescent delinquency and childhood deviance. Social control theory and social interactional theory were tested on two separate samples. The goal of Study 1 was to determine whether the variables associated with each theory were more predictive of adolescent delinquency rather than concurrent deviance. The sample used in Study 1 was comprised of 206 boys who participated in the Oregon Youth Study. The results of Study 1 indicated that the variables associated with social interactional theory significantly predicted concurrent deviance. After controlling for the influence of fourth and fifth grade deviance, neither theory was predictive of adolescence. Only child deviance significantly predicted police reported delinquency. The goal of Study 2 was to determine whether the variables associated with social control and social interactional theories were predictive of young children's deviance. One hundred and one children were assessed in first, second, fourth, or fifth grade. Results indicated that the variables did not vary in predictability based on the age of the child. Regarding social control theory, children's self control was somewhat associated with deviance after controlling for the influence of children's temperament. Regarding social interactional theory, children who were rated as antisocial were significantly more likely to be rated as deviant. The results of the two studies are discussed in terms of the stability of deviance. That is, in Study 2, children's temperament and antisocial behavior were most strongly associated with concurrent childhood deviance and in Study 1, child deviance was most predictive of delinquency. Thus, deviance may actually be present early in a child's life and may not change with children's development. Instead, society's reactions to deviance may change as children mature such that deviance is more tolerated among children rather than among adolescents.
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Oberholster, Jason. "Child-centred Communities : Architectural Intervention as Catalyst for Early Childhood Development." Diss., University of Pretoria, 2018. http://hdl.handle.net/2263/63653.
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Early childhood development (ECD) is a critical stage of development that forms the foundation for the future welfare and edification of children (UNICEF 2017:1). A key principle in this development is the notion that everything which surrounds the child, both visible and invisible, has an impact on the child (Cook & Cook 2009; Steiner Waldorf Education 2014).
In this dissertation the impact of the architectural environment on early childhood development is addressed, bringing together the fields of pedagogy and architecture. The research determined the development of a set of design principles and guidelines that acts as a catalyst to generate architectural design solutions that can improve early childhood development, allowing children to engage in their spatial environments through active play and everyday use. Therefore, their early childhood development is enhanced as a result of reconfigured experiential built environments and spatial arrangements, where the environment acts as a third teacher and gives a heightened role to architecture as a medium for child development.Vroeë kinderontwikkeling is ‘n kritieke stadium van ontwikkeling wat die fondament vir die toekomstige welsyn en opbou van ‘n kind vorm. ‘n Sleutelbeginsel in hierdie ontwikkeling is die begrip dat alles wat ‘n kind omring, beide sigbaar en onsigbaar, ‘n inslag op die kind het (Cook & Cook 2009; Steiner Waldorf Education 2014). In hierdie dissertasie word die inslag van die argitektoniese omgewing op vroeë kinderontwikkeling aangespreek, en sodoende word die velde van pedagogie en argitektuur saamgevoeg. Die navorsing het die ontwerp van ‘n stel ontwerpbesginsels en riglyne bepaal wast as katalisators optree om argitektoniese ontwerpoplossings te genereer. Hierdie oplossings kan vroeë kinderontwikkeling verbeter, en kinders toelaat om deur middel van aktiewe spel en alledaagse gebruik by hul ruimtelike omgewings betrokke te raak. So word hulle vroeë kinderontwikkeling versterk deur middel van ‘n hersaamgestelde proefondervindelike bou-omgewing en ruimtelike ordening, waarin die omgewing as ‘n derde onderwyser funksioneer, en ‘n verhoogde rol aan argitektuur as medium vir kinderontwikkeling toegeken word.
Mini Dissertation MArch(Prof)--University of Pretoria, 2018.
Architecture
MArch (Prof)
Unrestricted
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Becker, Jennifer L. "Socioemotional Outcomes of Children Sexually Abused during Early Childhood." FIU Digital Commons, 2007. http://digitalcommons.fiu.edu/etd/11.
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This study investigated the nature and impact of the sexual abuse of children ages birth through 6 years. The purpose was to enhance knowledge about this understudied population through examination of: (1) characteristics of the abuse; (2) socioemotional developmental outcomes of young victims; and (3) potential moderating effects of family dynamics. An ecological-developmental theoretical framework was applied. Secondary data analysis was conducted using data collected from the consortium Longitudinal Studies of Child Abuse and Neglect (LONGSCAN). A sample of 250 children was drawn from LONGSCAN data, including children who were sexually abused (n=125) and their nonabused counterparts (n=125), matched on demographic variables. Results revealed that young victims of sexual abuse were disproportionately female (91 girls; 73%). The sexual abuse committed against these youngsters was severe in nature, with 111 children (89%) experiencing contact offenses ranging from fondling to forcible rape. Sixty-two percent of child victims demonstrated borderline, clinical, or less than adequate functioning on normative, expected socioemotional outcomes. Child victims reported low degrees of perceived competence and satisfaction in the social environment. When compared with their nonabused counterparts, child victims demonstrated significantly poorer socioemotional functioning, as evidenced by aggressive behaviors, attention and thought problems. Sexually abused youngsters also reported lower self-perceptions of cognitive and physical competence and maternal acceptance. Family dynamic factors did not significantly moderate the relationships between abuse and socioemotional outcomes, with one exception. The caregivers’ degree of empathy for their children had a significant moderating effect on the children’s social problems. This study contributes to an otherwise scant body of literature on the sexual abuse of preschoolers. Findings provide implications for social work practice, especially in the development of assessment and prevention strategies.
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Ranck, Edna Runnels. "The Politics of childhood : The historical development of early childhood education licensing laws and regulations in New Jersey, 1946-1972 /." Access Digital Full Text version, 1986. http://pocketknowledge.tc.columbia.edu/home.php/bybib/10600231.
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Thesis (Ed. D.)--Teachers College, Columbia University, 1986.Typescript; issued also on microfilm. Sponsor: Leslie R. Williams. Dissertation Committee: A. Harry Passow. Bibliography: leaves 273-311.
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Marmion, Julia. "Fear as a factor in the development of childhood psychopathology." Online access for everyone, 2006. http://www.dissertations.wsu.edu/Dissertations/Summer2007/j%5Fmarmion%5F050806.pdf.
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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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Narayanan, Manjith. "Assessment of lung alveolar development in childhood and adolescence using 3-helium magnetic resonance." Thesis, University of Leicester, 2014. http://hdl.handle.net/2381/32245.
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The major functional units of the lung called alveoli, are located in the periphery of the lung. Despite their functional importance, it has been difficult to evaluate their structure and development. Until the advent of 3-Helium magnetic resonance (3HeMR), it was not possible to directly assess peripheral lung structure in a living individual. When this study commenced, the prevailing hypothesis was that human alveolarization was complete by 3 years. It was believed that preterm birth would lead to persisting alveolar damage. The role of other factors affecting human lung development were not clearly understood. In this work, I describe the use of 3HeMR to : 1. Examine the current hypothesis regarding normal alveolar development, 2. Determine whether birth at very preterm gestation leads to long-term alveolar damage and 3. Evaluate factors affecting human alveolar development. First, we determined alveolar size using 3HeMR in healthy subjects aged 7 to 21 years. Alveolar dimensions did not increase by the expected rate over this age range, despite lung capacity increasing nearly fourfold. The only plausible explanation is new alveoli forming throughout the period of lung growth. Then, we compared alveolar size between children born very prematurely (<32 weeks gestation), including survivors of neonatal chronic lung disease (CLD) with term born children and children born mildly preterm (33-36 weeks gestation). Alveolar dimensions were nearly identical suggesting alveolar catch up growth in the very preterm groups. In the third part of the study, we investigated the relationship between various risk factors and alveolar dimensions. Exposure to environmental tobacco smoke (ETS) was found to be consistently associated with larger alveoli, suggesting its detrimental effect on alveolar development. Our results imply that developing lungs have the potential to recover from early life insults. Conversely, the window for adverse environmental exposures to affect alveolar development may be wider than previously believed.
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Hejazi, Samar. "Temperament, parenting, and the development of childhood obesity." Thesis, University of British Columbia, 2007. http://hdl.handle.net/2429/203.
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The purpose of this study was two-fold: (a) to identify, in a large representative sample of Canadian children, the age-related trajectories of overweight and obesity from toddlerhood into childhood and (b) to investigate the associations between these trajectories and children’s temperaments, their parents’ parenting practices and their interactions. Potentially important familial characteristics (i.e., the parents’ or surrogates’ age, income level, and educational attainment) were considered in the models.
The sample for this study was drawn from the Canadian National Longitudinal Survey of Children and Youth (NLSCY). Group-based mixture modeling analyses were conducted to identify the number and types of distinct trajectories in the development of obesity (i.e., to explicate the developmental processes in the variability of childhood obesity) in a representative sample of children who were between 24 to 35 months of age, at baseline, and followed biennially over a 6-year span. Discriminant analysis was conducted to assess the theoretical notion of goodness-of-fit between parenting practices and children’s temperament, and their association with membership in the BMI trajectory groups.
The results of the group-based modeling established three different BMI trajectories for the boys, namely: stable-normal BMI, transient-high BMI, and j-curve obesity. The analyses revealed four different trajectories of BMI change for the girls: stable-normal BMI, early-declining BMI, late-declining BMI, and accelerating rise to obesity.
The multivariate analysis revealed that the combined predictors of the obesity trajectories of the girls (group membership) included having a fussy temperament, ineffective parenting, and parents’ educational attainment. Predictors of the boys’ obesity trajectory (group membership) included household income, parental education, and effective parenting practices.
Understanding the different ways in which a child may develop obesity will allow nurses and other health professionals to take different approaches in the assessment, intervention and evaluation of obesity and obesity-related health problems. The results of this study further our understanding of factors associated with the development of obesity at a young age and hence may inform the development of early preventive programs.
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Knaap, Margriet. "Sustainability of early childhood development sites in selected rural areas." Thesis, Stellenbosch : Stellenbosch University, 2000. http://hdl.handle.net/10019.1/51927.
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Thesis (MPhil)--Stellenbosch University, 2000.ENGLISH ABSTRACT: This study is guided by the question: what is done to sustain early childhood development (ECD) in South Africa? The research is conducted in is selected rural areas in Namaqualand and the Karoo. A selection of ECD centres is taken as the study material. In depth interviews and workshops were conducted with various role-players connected to ECD to provide case material for analysis. Apart from the findings of this research the study concludes with a number of recommendations of how to address questions of sustainability, self-reliance and development of these centres and the communities they are located in. The study is contextualised within the situation of wide-spread and ingrained poverty amongst the communities living in rural areas in South Africa. The study pleas for explicit educational policy reforms, a stronger role to be played by government institutions on all levels and by community institutions such as churches, the empowerment of . women and the organisational reform of ECD centres. The overall theme is that the education of young people is paramount to the development of communities. The self-reliance of the centres is primarily depended on the sustainability of community life as a network of social and economic relations. The first chapter introduces the research problem, the reasons why this study is deemed necessary and a framework of the research process. It includes a description of the context and methodology of the study. The second chapter outlines the concepts of self-reliance, development and sustainability from the point of view of the progressive and participatory paradigms, the basic requirements for sustainable development, such as lifelong learning for all people and the interdependencies that enhances progress and development. Chapter three is devoted to Early Childhood Development (ECD). A historical overview and the current status of ECD, including government policy, in South Africa is presented. The gaps existing between the different echelons that are directly or indirectly involved in ECD are identified. The fourth chapter deals with ECD sites. Their objectives and the benefits for ECD education as well as care-taking strategies are described and researched. The multidimensional purposes and tasks with respect to children and parents as well as the community are especially highlighted. Chapter five develops the integrating function of ECD sites within community further. The focus is on the various interdependencies and relationships between an ECD site and its environment. The role of parents, women and their ties with ECD and local churches, especially within rural communities, is analysed. Also, the wider community, the different organisations that has relationships with ECD, the practical utility of networks, and the contribution of government structures are dealt with. Chapter six outlines the conditions that will enhance and enable an ECD site to become more sustainable and self-reliant. Finally, chapter seven proposes conclusions and recommendationsflowing from this study. The most basic condition is education and learning. The idea of a culture of lifelong learning for all is stressed and it is proposed that this should start at the youngest possible age. ECDs should therefore have a strong impact on learning. The main contributors to this process are women, local churches, the different tiers of government and lastly, funding organisations.
AFRIKAANSE OPSOMMING: Hierdie studie word gelei deur die vraag: wat word gedoen om die volhoubaarheid van vroeë kinderontwikkeling (ECD) in Suid-Afrika te verseker? Die navorsing is in geselekteerde landelike gebiede van Namakwaland en die Karoo uitgevoer. 'n Seleksie van ECD sentrums is as studiemateriaal gebruik. In diepte onderhoude en werkswinkels is onderneem met verskeie rolspelers in ECD om toepaslike gegewens vir ontleding te verskaf. Afgesien van die bevindinge van die ondersoek wat beskryf word, kom die studie tot gevolgtrekkings en aanbevelings oor hoe om die volhoubaarheid, selfvoorsiening en ontwikkeling van hierdie sentrums en die gemeenskappe waarin hulle gevestig is, te verseker. Die ondersoek is gekontekstualiseer binne die situasie van wydverspreide en ingegroeide armoede in die gemeenskappe van landelike gebiede in Suid-Afrika. Dit lewer 'n pleidooi vir uitdruklike opvoedkundige beleidshervormnings, 'n sterker rol deur regeringsinstansies op alle vlakke en deur gemeenskapsinstellings soos kerke, die bemagtiging van vroue en die organisatoriese hervorming van ECD sentrums. Die algehele tema is dat die opvoeding van jong mense allesoorheersend is in die ontwikkeling van gemeenskappe. Die selfvoorsiening van hierdie sentrums is primêr afhanklik van die volhoubaarheid van die gemeenskapslewe as 'n netwerk van sosiale en ekonomiese verhoudings. Die eerste hoofstuk stel die navorsingsprobleem, die redes waarom die ondersoek as noodsaaklik beskou word en 'n raamwerk vir die navorsingsproses bekend. Dit sluit in 'n beskrywing van die konteks en metodologie van die studie. Die tweede hoofstuk bied 'n uiteensetting van die begrippe selfvoorsiening, ontwikkeling en volhoubaarheid. Dit word gedoen vanuit die oogpunt van progressiewe en deelnemende paradigmas. Verder word die basiese vereistes vir volhoubare ontwikkeling, soos lewenslange leer vir alle mense en die interafhanklikhede wat vooruitgang en ontwikkeling sal verhoog, aangedui. Hoofstuk drie is gewy aan vroeë kinderontwikkeling (ECD). 'n Historiese oorsig en die huidige stand van ECD, insluitende die owerheidsbeleid, in Suid-Afrika word aangebied. Die gapings tussen die verskillende vlakke wat direk of indirek betrokke is by ECDword uitgewys. Die vierde hoofstuk handeloor ECD sentrums. Hulle doelstellings en die voordele vir ECD opvoeding sowel as sorg strategieë word beskryf en nagevors. Die multidimensionele oogmerke en take met verwysing na kinders en ouers asook die gemeenskap word veral beklemtoon. Hoofstuk vyf ontwikkel die integreringsfunksie van ECD verder. Die fokus is die verskeie interafhanklikhede en verhoudings tussen 'n ECD sentrum en sy omgewing. Die rol van ouers, vroue en hulle bande met ECD en plaaslike kerke, veral in landelike gemeenskappe, word ontleed. Verder word ook gekyk na die wyer gemeenskap, die verskillende organisasies wat in verhouding staan met ECD, die praktiese waarde van netwerke en die bydrae van die owerheid. Hoofstuk ses gee 'n oorsig van die voorwaardes wat 'n ECD sentrum se volhoubaarheid en selfvoorsiening sal verhoog en bemagtig. Ten slotte stel hoofstuk sewe gevolgtrekkings en aanbevelings wat uit die studie spruit, voor. Die mees basies voorwaarde is opvoeding en leer. Die idee van 'n kultuur van lewenslange leer vir almal word beklemtoon en dit word voorgestel dat dit op die vroegs moontlike ouderdom 'n aanvang neem. ECDs behoort daarom 'n sterk impak op leer te hê. Die hoof bydraers hiertoe is vroue, plaaslike kerke, die verskillende vlakke van regering, en ten slotte befondsingsorganisasies.
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Petersmeyer, Claudia. "Adolescent risk behaviour as related to parenting styles." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1997. http://www.collectionscanada.ca/obj/s4/f2/dsk2/tape16/PQDD_0003/NQ32763.pdf.
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Wu, Tiejian, Wallace E. Jr Dixon, William T. III Dalton, Fred Tudiver, Xuefeng Liu, and Jing Liu. "Joint Effects of Child Temperament and Maternal Sensitivity on the Development of Childhood Obesity." Digital Commons @ East Tennessee State University, 2009. https://dc.etsu.edu/etsu-works/4931.
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The interplay between child characteristics and parenting is increasingly implicated as crucial to child health outcomes. Based on data from a national birth cohort, this study assessed the joint effects of children's temperamental characteristics and maternal sensitivity on the development of childhood obesity. Infant temperament, assessed by maternal report, was categorized into three types: easy, average, and difficult. Maternal sensitivity, assessed by observing maternal behaviors during mother-child semi-structured interaction, was categorized into two groups: sensitive and insensitive. Child's weight and height were measured longitudinally from age two years to Grade 6 and body mass index (BMI) was calculated. Obese (≥ the 95th percentile) and overweight-or-obese (≥ the 85th percentile) were defined based on sex and age specific BMI percentiles. Generalized estimating equations were used to analyze data. The proportions of children who were obese and overweight-or-obese increased as they got older, 5.47% and 15.58% at 2 years of age, to 18.78% and 34.34% at Grade 6. Children with easy temperament and under the care of a sensitive mother were at the lowest risks of obesity and overweight-or-obesity over childhood. The joint effects of children's temperament and maternal sensitivity on overweight-or-obesity largely depended on childhood phases. For instance, children with difficult temperament and under the care of an insensitive mother had much higher risks during school age but not during early childhood. In conclusion, parents may need to tailor their parenting strategies to particular child temperamental characteristics in order to prevent and control the development of childhood obesity.
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Cantell, Marja. "Developmental coordination disorder in adolescence : perceptual-motor, academic and social outcomes of early motor delay." Thesis, Lancaster University, 1998. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.264123.
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Lapsley, A. M. "Attachment and conduct problems : using the child attachment interview to examine the relationship in middle childhood and early adolescence." Thesis, University College London (University of London), 2006. http://discovery.ucl.ac.uk/1445649/.
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This review investigates the role of attachment security in the development of later externalizing behaviour problems. 33 studies were identified which have examined this relationship and these are discussed in terms of their key findings. The majority of these studies broadly support the idea that attachment insecurity and behaviour problems are linked. Differences in the findings across studies are discussed with consideration of the level of risk of the sample, gender of the children within the sample, type of measurement of behaviour problems, specific attachment classifications and the interaction of attachment with other variables. Future research investigating the nature of the interaction of attachment with other variables, particularly environmental risk, is suggested, as is further research into the mechanisms by which attachment influences future behaviour and the role of internal working models.
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Madigan, Dara Michelle. "The relationship between early childhood professional development, quality of care, and children's developmental outcomes." Kansas State University, 2014. http://hdl.handle.net/2097/17683.
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Master of ScienceDepartment of Family Studies and Human Services
Bronwyn Fees
An increased focus on school readiness in recent years has placed more attention on the importance of quality early care and education settings for children ages 3 to 5 years. The first five years of a child’s life represent a crucial period for development, and care settings impact children’s outcomes in a variety of domains. Preparation of teachers in order to provide a high-quality level of care that supports positive outcomes for children is critical. This report assesses the current state of the literature on effective professional development for early childhood professionals (primarily those working center-based settings with children ages 3 to 5 years), specifically as it relates to improved outcomes for children in the areas of social-emotional competence and language and literacy development. Methods for adult learning are also reviewed and recommendations for appropriate models of professional development based upon this review are provided. It is recommended that specific aspects within models of professional development be reviewed further to determine more concrete predictors in terms of what is effective for adult learning and application of concepts. It also is recommended that early care and education providers take part in professional development activities that have an added level of support and feedback, such as coaching, to assist in improving instructional practices to impact developmental outcomes in targeted areas, such as literacy.
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Parry, Melinda Ann. "Little Machiavellians: Deception in Early Childhood." Diss., The University of Arizona, 2006. http://hdl.handle.net/10150/194285.
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The analyses in this dissertation were designed to identify 1) whether there is an age effect among three-, four-, and five-year-old preschool children for false-belief understanding, deceptive ability, and deception detection ability, 2) whether there is a gender effect among preschool children for false-belief understanding, deceptive ability, and deception detection ability, 3) whether there is a relationship between false-belief understanding, deceptive ability, and deception detection ability in preschool children, and 4) whether there is a relationship between peer acceptance and false-belief understanding, deceptive ability, and deception detection ability among preschool children. Participants were 78 (34 male, 44 female) preschool children of mixed ethnicity who were between three to five years of age. All subjects completed four tasks that assessed false-belief understanding, deceptive ability, deception detection ability, and peer acceptance. Results from the four-way repeated measures mixed-model analysis of variance (2 Gender x 3 Age x 2 False-Belief Understanding x 2 Deception) suggest that there is a task effect, age effect, gender effect, and false-belief understanding effect for deception among preschool children. Children received significantly higher scores on the deception detection ability task than they did on the deceptive ability task. This indicates that young children find deception detection to be easier than deceptive ability. In addition, this also provides evidence that deceptive ability and that deception detection are two separate constructs. This is further supported by the principal components analysis, which extracted two separate components for deception intelligence. In addition, three-year-old children perform significantly lower than four- and five-year-old children on deception tasks. However, there is not a significant difference between the performances of four- and five-year-old children on deception tasks. This supports previous research that four years of age appears to be the critical age for the emergence of Machiavellian Intelligence (Peskin, 1992; Peterson, 2003). Moreover, males perform significantly better on deception tasks than females. Furthermore, there is a significant positive correlation between deception detection ability and peer acceptance. Children who obtain higher deception detection ability scores are ranked as being more liked by their peers.
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Mongado, Blair Coja. "Essays in Child Care Quality." Diss., Virginia Tech, 2007. http://hdl.handle.net/10919/26186.
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This research investigates three topics in child care quality, motherâ s labor supply, and early childhood development. In the first study, we evaluate how child care quality influences the potential impacts of mothersâ labor supply on child development. Although, previous studies have acknowledged the importance of the quality of child care, none have integrated quality in analyzing the effects of maternal employment. We find that the negative effect often found in past studies is largely due to the use of low quality child care.
The question we ask in the next study is, "What are the effects of child care quality on child development?" In this study we tried to separate out the contribution of initial child ability in child test scores of development from the effects of other inputs, particularly child care quality. We show that even after resolving endogeneity issues, we still find that child care quality has a significant positive effect on early cognitive development.
The third study investigates the determinants of householdsâ demand for child care, particularly, child care quality. We determine if householdsâ choices regarding child care quality, as well as quantity, respond to economic factors. A familyâ s condition is defined by the combination of family choices on motherâ s work status, mode and payment type of child care, and childâ s age. We group families by condition and estimate demand for child care quality and hours by group. The results indicate that higher income will lead to higher quality for non-working mothers but lower quality for some working mothers. Demand for quality by non-working mothers are more price sensitive than working mothers. Wage effects on quality are positive only for users of home-based care. Demand for quality is more sensitive to economic factors when the child is around 3 years old than at 6 months. These results suggest that the form, target and timing of financial assistance need to be considered for it to be effective in promoting the use of quality care.Ph. D.