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1
Doherty, Martin John. "Children's theory of mind and metalinguistic awareness." Thesis, University of Sussex, 1994. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.241689.
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This thesis advances the hypothesis that the child's theory of mind and metalinguistic awareness are both based on a general understanding of representation. A priori considerations lead to a definition of metalinguistic awareness as representation of language as a representational medium. Since no existing tasks tap this competence reliably and validly, three novel tasks based on the understanding of synonymy in naming situations were developed. Experiments 1 and 2 examined preschoolers' ability to produce synonyms. This associated highly with their false belief understanding (r = .73, p<.OOI and r = .64, p<.OOl, respectively) and persisted beyond a common association with verbal mental age and general production difficulties. The danger remained, however, of success through some associative strategy or failure through word finding difficulties. To avoid these possibilities, in Experiments 3 and 4 children judged the synonym production of a puppet. With these sources of error removed, association was even higher (r =.76, p<.OOI, r = .84, p<.OOl, respectively) beyond a common association with age or verbal mental age. Experiment 9 examined the ability of autistic children on a version of the judgement task to see whether their understanding of mental arid. non-mental representation was also related. Results were suggestive of a relationship, but inconclusive. The possibility remains that normal children may represent form in a nonrepresentational way. Experiment 5 and 6 showed that although even very young children could recall synonyms verbatim, most preschool children deny that one of the synonyms applies. I argued that children assume that categories, not words, are mutually exclusive. Experiment 7 showed a similar rejection effect for hierarchical terms. In Experiment 8, more metalinguistic terminology aided only younger children to accept both words, consistent with the assumption that the use of two "is a" phrases prompts children to employ their category mutual exclusivity assumption. Finally, the synonym judgement task was modified for use with autistic children to test the theory that autistic children have general difficulties understanding representation. Results were inconclusive, although they suggest that autistic children have similar difficulties with the false belief and synonym tasks. The overall conclusions are-that metalinguistic awareness and theory of mind have a common basis in representational understanding, but that prior to this children can employ the form of language to make judgements about category membership.
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Tan-Niam, Carolyn S. L. "Social interaction and theory of mind in children's pretend play." Thesis, University of Nottingham, 1998. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.243421.
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Schlomer, Gabriel Lee. "Evolutionary Theory and Parent-Child Conflict: The Utility of Parent-Offspring Conflict Theory." Diss., The University of Arizona, 2010. http://hdl.handle.net/10150/194662.
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Parent-offspring conflict theory (POCT) has been underutilized by researchers interested in family relationships. The goal of these three manuscripts is to help remedy this problem.Manuscript one presents POCT in its original formulation and more recent developments. The theory is described and explained and four topical areas of human development are discussed in terms of how POCT has been applied and how the theory can help inform future research.Manuscript two tests hypotheses derived from POCT about mother-adolescent conflict. This study showed that coresidence with a younger half sibling significantly incremented conflict between mothers and their children. This effect was not explained by SES, maternal depression, number of children in the household, or stepfather presence. In addition, children in younger half sibling households demonstrate elevated levels of conflict compared to families with a younger full sibling indicating that this effect is not an artifact of coresidence with a younger sibling. Presence of a younger half sibling also partially mediated the relationship between biological parental disruption and mother-child conflict.Manuscript three sought to extend on the findings from manuscript two by examining how different family contexts affect trajectories of mother-child conflict across adolescence. A piecewise growth model was implemented to estimate linear conflict trajectories from early to mid and from mid to late adolescence. Results indicated that conflict tends to increase from early to mid adolescence but remain constant from mid to late adolescence, that biological parental disruption did not differentiate trajectories of conflict, nor did living with a stepfather. In addition, despite a large difference in regression coefficients between families with and without a younger half sibling, younger half sibling status did not differentiate conflict trajectories from early to mid adolescence. Families did differ in their trajectories from mid to late adolescence with younger half sibling families showing a reduction in conflict over this time period. Inclusion of family level covariates effectively nullified all significant results. Results are discussed in the context of parent-offspring conflict theory. It is concluded that a larger sample with more diverse family types is needed to achieve sufficient power for additional analyses and future research.
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Haarmann, Mark Steven. "Discourse, child development theory and the contested environment of middle schools." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2000. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape3/PQDD_0020/MQ56177.pdf.
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Barreau, Sofka. "Developmental constraints on a theory of memory." Thesis, University College London (University of London), 1997. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.267644.
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Nixon, Julie. "Individual differences in the timing of the acquisition of 'theory of mind'." Thesis, University of East Anglia, 1996. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.320819.
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Rinks, Sharon E. "Preschool therapeutic playgroup process a grounded theory analysis /." View full text, 2005.
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Brosseau-Liard, Patricia Elisabeth. "Preschool children's interpretation of others' history of accuracy." Thesis, University of British Columbia, 2008. http://hdl.handle.net/2429/1310.
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Over the past 25 years, there has been tremendous interest in the development of children’s ability to reason about others’ mental states, or “theory of mind”. Much research has explored children's understanding of situational cues that lead to knowledge, but only recently has research begun to assess children's understanding of person-specific differences in knowledge. A number of studies (Birch, Vauthier & Bloom, 2008; Jaswal & Neely, 2006; Koenig, Clément & Harris, 2004) have recently demonstrated that at least by age 3 children pay attention to others' history of accuracy and use it as a cue when deciding from whom to learn. However, the nature and scope of children's interpretations of other's prior accuracy remains unclear. Experiment 1 assessed whether 4- and 5-year-olds interpret prior accuracy as indicative of knowledge, as opposed to two other accounts that do not involve epistemic attributions. This experiment revealed that preschool children can revise their tendency to prefer to learn from a previously accurate informant over an inaccurate one when presented with evidence regarding each informant's current knowledge state. Experiment 2 investigated how broadly a person's history of accuracy influences children's subsequent inferences, and showed that 5-year-olds (but not 4-year-olds) use information about an individual's past accuracy to predict her knowledge in other related domains as well as her propensity for prosocial or antisocial behaviour. Overall, children's performance in these experiments suggests that both 4- and 5-year-olds interpret others' history of accuracy as indicative of knowledge; however, 4-year-olds make a more restricted attribution of knowledge while 5-year-olds make a more stable, trait-like attribution. These findings are discussed in terms of their implications for research on theory of mind and more broadly on children's social and cognitive development.
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Smith, David. "The politics of young children's behaviour." Thesis, University of Warwick, 1993. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.387232.
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Logan, Austin Gerald Mary. "Pupil opinion : a contribution to child-centered theory and to curriculum and staff development." Thesis, University of Ulster, 1991. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.287911.
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Pike, Christopher D. "The internalisation of adult-child conversation in children's cognitive development : a microgenetic single-case study." Thesis, University of Kent, 2000. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.322804.
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Weaver, Lisa L. "Learning Landscapes: Theoretical Issues and Design Considerations for the Development of Childrens Educational Landscapes." Thesis, Virginia Tech, 2000. http://hdl.handle.net/10919/34095.
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This study is designed to explore the applied behavioral research available to designers of educational landscapes and determine what aspects of that research can be extracted and applied to a physical landscape design. Its purpose is to create an awareness and understanding of the issues that designers should take into consideration to make an educational landscape design solution more developmentally appropriate for children. The literature review reveals that play forms the common link between learning and child development. The design considerations being presented in this study incorporate play. Being aware of and understanding the developmental and intellectual needs and abilities of children will give designers the foundation to make informed decisions and design choices in the creation of successful children's educational landscapes. The design considerations presented in this study are part of an exploratory investigation attempting to identify direct linkages between developmental/play activities and physical design elements. They offer a framework for creating landscape environments that meet the developmental needs of children. An existing educational landscape, the Jamestown Settlement near Williamsburg, Virginia will be evaluated in terms of these considerations. This educational landscape will be viewed from the perspective of a landscape architect aware of the developmental and play issues that surround child's learning as well as the potential for creating a site that offers a unique landscape experience. The outdoor learning environment is the site of the highest level of children's activity. It represents, at best, a potential site for investigation, exploration and practice of skills at various levels of complexity. At its worst, it is a static collection of objects offering little toward the developmental needs of the child. The landscape designer has the opportunity to provide a unique environment that supports the ways that children learn. The physical landscape has the potential to challenge children, offering choices in sight, smell, sound and touch. The landscape is ever-changing, providing broad learning opportunities where children can learn at their own pace, in their own unique style.Master of Landscape Architecture
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Krieger, Kenin M. "School counseling and child development the integration of theory and practice in elementary school settings /." [Bloomington, Ind.] : Indiana University, 2006. http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqdiss&rft_dat=xri:pqdiss:3223034.
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Thesis (Ph.D.)--Indiana University, Dept. of Counseling and Educational Psychology, 2006."Title from dissertation home page (viewed June 26, 2007)." Source: Dissertation Abstracts International, Volume: 67-06, Section: A, page: 2061. Adviser: Rex Stockton.
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Huang, Li. "Family processes, low self-control, and deviance a longitudinal test of self-control theory /." Auburn, Ala., 2007. http://repo.lib.auburn.edu/2007%20Spring%20Dissertations/HUANG_LI_23.pdf.
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Shpizner, Cara A. "Theory of Mind and Moral Theme Comprehension in Preschool Children Ages 3-4." Scholarship @ Claremont, 2014. http://scholarship.claremont.edu/scripps_theses/393.
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Research suggests that there is a relationship between theory of mind and moral development in young children. However, the nature of this relationship is still unclear, specifically in regards to the relationship between theory of mind and moral theme comprehension, which has yet to be studied. The current study attempted to begin to fill this gap in the research by examining the relationship between 8 preschool children’s false belief understanding, as determined by the Sally-Anne task, and moral theme comprehension. Results were not significant, but suggest a trend that children who pass the false belief task may be more able to understand the moral themes of stories. A larger sample size and further research on this topic is necessary.
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Zyga, Olena. "The Act of Pretending: Play, Executive Function, and Theory of Mind in Early Childhood." Case Western Reserve University School of Graduate Studies / OhioLINK, 2016. http://rave.ohiolink.edu/etdc/view?acc_num=case1467391080.
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Rule, Deirdre Margo. "Factors that influence the reporting of child sexual abuse amongst primary school teachers in South Africa: an application of the theory of planned behaviour." Doctoral thesis, University of Cape Town, 2017. http://hdl.handle.net/11427/24926.
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Child sexual abuse is a prevalent problem in South Africa – one in every three children is sexually abused before the age of 18. Sexually abused children have serious psychological, physical and social problems which cause further difficulties into adulthood. Most abusers are known to their victims and thus, victims do not always disclose the abuse. Therefore, the law compels the reporting of child sexual abuse suspicions by third parties. However, past research shows that mandated reporters do not always report child sexual abuse suspicions. This study aimed to investigate the factors related to the mandatory reporting of child sexual abuse amongst primary school teachers in South Africa. A cross-sectional research study, using self-administered survey questionnaires, was conducted amongst foundation phase teachers in the Western Cape province of South Africa. Grounded on the theory of planned behaviour, this study investigated the relationships between various independent variables with the teacher's intention to report child sexual abuse. The independent variables tested included the teachers' attitude towards reporting, subjective norm, perceived behavioural control, knowledge on mandatory reporting, past reporting behaviour and socio-demographic characteristics of teachers. From a total population of 1118 public primary schools (and estimated 9542 foundation phase teachers), using stratified random sampling, a total of 2032 questionnaires were hand-delivered to 200 schools randomly selected across the Western Cape. A total of 399 foundation phase teachers participated in this study, representing a 20% response rate. This study found that about 25% of teachers had reported at least one case of child sexual abuse during their teaching career. About 7% of the teachers in this study had encountered instances in which they had failed to report suspected child sexual abuse. Subjective norm and perceived behavioural control (but not attitude towards reporting) was found to predict intention to report amongst teachers. A teacher who reported child sexual abuse in the past as well as a teacher with more accurate knowledge on mandatory reporting, was more likely to have intention to report in the future. Contrary to that posited by the theory of planned behaviour, attitude towards reporting did not mediate the relationship between past reporting behaviour and intention to report nor the relationship between knowledge on mandatory reporting and intention to report. The study further found that older teachers with more years teaching experience, although having a lower education level, were more likely to report their suspicions. Younger teachers, with less teaching experience, although better educated than their older counterparts, indicated less likelihood of reporting. The theory of planned behaviour, although significant, could not on its own effectively be applied to teachers' intention to report child sexual abuse and further investigation identified other explanatory factors that influenced teachers' intention to report. Given the high prevalence of child sexual abuse, the results have important implications. Whilst the teachers' age, years teaching experience or past reporting behaviour cannot be controlled, teachers must be adequately trained and supported. Knowing how to recognize and report child sexual abuse must be integrated into the tertiary education qualifications of student teachers as well as in continuing in-service training initiatives of current teachers. Furthermore, schools and the entire child protection system, must be supportive to teachers in their reporting duties.
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McKay-Brown, Lisa. "The development of music concepts in the primary school aged child : a Victorian profile /." Connect to thesis, 1999. http://repository.unimelb.edu.au/10187/2445.
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Music educators are continually striving to find a comprehensive curriculum to adequately cover developments made in music. It could be argued that, at present, Victorian music curriculum places more emphasis on the aesthetics of music education rather than the learning of music concepts. This researcher firmly believes that the concepts of music are the building blocks through which children become better musicians. Researchers, music educators and curriculum designers must understand the way in which concept knowledge develops in children, so that they can use this knowledge in order to create meaningful learning experiences. The aim of this study, therefore, is to find out whether the acquisition of concepts, particularly rhythm, pitch, harmony and melody can be directly related to development in children, specifically primary aged children in State Government schools in Victoria.
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Moeller, Jessica M. "Conceptualizing Poly-Victimization: Exploring the Long-Term Effects Utilizing Constructivist Self-Development Theory." University of Akron / OhioLINK, 2011. http://rave.ohiolink.edu/etdc/view?acc_num=akron1302404569.
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Castro, R. Raquel. "From Theory to Practice: A First Look at Success for Life - A Brain Research-Based Early Childhood Program." Thesis, University of North Texas, 1998. https://digital.library.unt.edu/ark:/67531/metadc6153/.
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Success For Life (SFL) is a brain research-based program for children, birth through age six. This research examined the development and implementation of SFL in 13 early childhood settings. Participants were 24 female early childhood teachers and 146 (73 male) children. Teachers included seven infant, four toddler, nine preschool and four kindergarten teachers. Children included infants(n=29), toddlers(n=27), and prek/kindergartners (n=90). A Request for Proposals was disseminated to identify possible implementation sites. After participation was confirmed, teachers attended a full day's training which included a description of brain development/function, the latest brain research, how to implement SFL and other logistics of the study. Program implementation occurred over approximately four months. A field site coordinator visited each site bimonthly to provide on-going technical assistance. This was an intervention project with a pre and post implementation design. Four instruments were used: a teacher questionnaire, a classroom environment measure, a child measure and teacher journals. Results suggested that teachers became more knowledgeable about brain development research and about how children grow and learn. Teachers were better able to make connections between brain research findings and how to apply these findings to their programs and daily activities. Likewise, the environment measure indicated that teachers were better able to arrange environments for learning. They reported that children showed significant increases in skills development and performance in the following areas: physical mastery, social relations/interactions, cognitive development, and language/communications. Additionally, teachers reported improvements in emotional expression and well-being among infants and toddlers. Toddlers and preschoolers showed significant increases in creative/ artistic expression. Finally, teachers indicated that preschoolers showed increases in initiative, use of logic/mathematics skills, and musical coordination and movement. Research findings suggest that Success For Life is able to bridge the gap between theory and practice and benefits children, teachers and programs.
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Lagerstrom, Tiffany. "All in the Family: The Role of Sibling Relationships as Surrogate Attachment Figures." Scholarship @ Claremont, 2018. http://scholarship.claremont.edu/scripps_theses/1138.
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While several studies have analyzed the impact of mother-child attachment security on the child’s emotion regulation abilities, few studies have proposed interventions to help children improve emotion regulation abilities in the presence of an insecure mother-child attachment. This current study extends previous findings about the influence of mother-child attachment on the child’s emotion regulation abilities and contributes new research in determining whether an older sibling can moderate this effect. This study predicts that across points of assessments: 18 months, 5 years, 10 years, and 15 years, the quality of mother-child attachment security will influence the child’s performance on an emotion regulation task, such that securely attached children will demonstrate the most persistence and least distress, children with Anxious-Avoidant attachment will demonstrate the least persistence, and children with Anxious-Ambivalent will demonstrate the most distress. If, at any point, the child develops an insecure relationship with the mother and a secure relationship with the older sibling, the child’s persistence is expected to increase and the child’s distress is expected to decrease. In this way, the older sibling will serve as a surrogate attachment figure. These research findings have important implications for parenting behaviors as well as clinical practices.
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Frank, Molly S. "A Grounded Theory Analysis of Teachers' Perceptions of No Child Left Behind and Partnership Strategies with Youth Development Organizations." The Ohio State University, 2003. http://rave.ohiolink.edu/etdc/view?acc_num=osu1391586454.
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September, Shiron Jade. "A comparative study of the relationship between knowledge of child development and parenting styles in high and low socio-economic groups of parents in early childhood development centres." U, 2014. http://hdl.handle.net/11394/4197.
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Magister Artium (Social Work) - MA(SW)Early childhood development has been recognised to be the most important contributor to long-term social and emotional development. Whatever occurs in a child‘s life in the early years may be an indicator of the child‘s developmental trajectory and life-course. Therefore positive parenting is paramount to foster quality parent-child interaction. However, previous research shows that for parents to adopt a positive parenting style, some degree of parental knowledge is required. The aim of this study was to compare the relationship between knowledge of child development and parenting styles in low and high socio-economic groups of parents in early childhood development centres. The study used a mixed methods approach with a two-phased sequential exploratory design. A systematic review was conducted in phase 1 followed by a quantitative study for phase 2. The sample consisted of N = 140 parents with children between 2-5 years old from low and high socio-economic groups. The participants completed the Knowledge of Infant Development Inventory (KIDI-P) and Parenting Styles Dimension Questionnaire (PSDQ). Descriptive statistics and Pearson correlation were used to analyze the data. Findings of the study show that the authoritative parenting style is the prevalent parenting style in both low and high socio-economic groups. Furthermore the results indicate that parents are fairly knowledgeable across all subscales for both the low and high socio-economic group with a significant difference in degree of knowledge with the high socio-economic group being more knowledgeable than the low socio-economic group. The findings also show that there in no correlation between knowledge of child development and authoritative parenting styles. However correlations do exist between the other variables.
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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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Kyle, Renee L. "Harming and healing young women and the development of the autonomous self /." Access electronically, 2006. http://www.library.uow.edu.au/adt-NWU/public/adt-NWU20070815.154926/index.html.
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Weiss, Maria. "Female Superiority in Social Cognition: Can Pretend Play Help the Boys Catch Up?" Scholarship @ Claremont, 2017. http://scholarship.claremont.edu/scripps_theses/967.
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The effect of pretend play on 150 (~ 75 girls; 75 boys; M=3 yro) preschool children’s social cognition will be assessed through a semester long intervention study. Research has reported a trend of female superiority in empathy and ToM and a likelihood of young girls to engage in pretend play more frequently and to a higher degree than young boys. Previous research has also found a relationship between play and social cognition, as through the act of imagination, one is able to thoroughly take on the perspectives of someone other than the self. This study attempts to show a shift in these mental capabilities after an extensive engagement in pretend play (more than seen in a typical preschool classroom). Boys are expected to reach equal levels of ToM and empathy of their female peers after the intervention. This study attempts to hopefully find an intervention to instill higher levels of empathy in developing children and to support the need for more creative free play in the classroom.
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Morehouse, Paul G. "Investigating Young Children's Music-making Behavior: A Developmental Theory." Scholarship @ Claremont, 2012. http://scholarship.claremont.edu/cgu_etd/73.
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We have many developmental theories contributing to our understanding of children as they meander steadfastly toward maturation. Yet, none have reported on how young children interpret the qualitative meaning and importance of their own music-making experiences. Music created by average, not prodigious, young children is perceived by adults as “play” music rather than “real” music. But do young children take the same view as adults? When Piaget speaks of the young child’s qualitatively unique view and experience of the world (Ginsberg & Opper, 1988), can we assume that his statement encompasses young children’s predispositions related to music-making?
Music is understood to occur when people act intentionally to produce and organize sound into rhythm and form. The guiding questions for this study are, What evidence is there to show that, when following an adult music leader, young children can engage in authentic music-making behavior and produce identifiable musical structures that move beyond random sounds or ‘noise’? What evidence is there to show that children's music-making behavior develops according to developmental stages? trek
This qualitative field study observed and videotaped over 100 children between 2 and 7 years old who chose to engage in music-making behavior in a socially-rich school environment during structured activities guided by an adult “music leader.”
The data gathered from this study suggest that young children’s motivation to make music derive from predispositions unrelated to notions of cultural and artistic expression thereby differing from adult musical needs and are instead based on more primary responses to their own developmental needs and their social environment. Functioning as “music leader,” the PI appeared to serve as an indispensable interface for assuring authenticity in the children’s music-making at all stages of development. The older children did not introduce any novel behavior specifically related to making music. However, due to the progression of cognitive and social maturity across the range of ages, new extra-musical behavior (EMB) slowly emerged at each developmental stage always seeming to enrich the experience relative to a particular group.
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Gumpo, Hlalani. "A theory-driven evaluation of an early childhood school readiness programme in an under-served area in the Western Cape Province." Doctoral thesis, University of Cape Town, 2018. http://hdl.handle.net/11427/27858.
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Early childhood development, care and education interventions coordinate resources and services that are aimed at stimulating growth for young children. Resource constraints in low and middle-income countries contribute towards a lag in childhood development initiatives compared to high-income countries. This thesis focused on the context of South Africa where the government has a long-term objective of ensuring that all children have access to quality services. However, the attainment of this goal is currently not a financially viable option, and many community-based organisations resort to alternative provisions of early childhood interventions to ensure that poor children are served. This thesis investigated implementation and associated outcomes for the Family in Focus (FiF) programme. This home-based early education programme that is targeted at young children between the ages of 0-6 years, who live in poor and marginalised communities where access and resources for care and stimulation are limited, was the programme of interest. A small sample theory-driven evaluation approach was applied to this programme to assess its viability to alleviate service access issues and produce meaningful outcomes for marginalised children. Evaluation questions were posed and a descriptive research design and a pre-post non-equivalent group quasi-experimental design that compared the results of the FiF programme to a traditional pre-school were utilised. Qualitative descriptions, descriptive statistics (mean and standard deviation) and inferential statistics (t-tests) were used to analyse the results. The FiF programme theory, although not initially clearly defined, was found to be plausible with moderate change expected for the beneficiaries of the programme. The programme, however, had a very low implementation fidelity level of 37.5%, meaning that the programme was not being implemented according to design. This was further associated with poor outcomes for the small sample of children in the FiF programme group utilised. Across the five developmental outcomes of cognitive, language, motor, social and emotional development, outcomes were particularly poor for the first three development domains against South African norms and the comparison group used in the evaluation. Early childhood education home-visiting programmes have the ultimate goal of improving child development outcomes. However, evidence shows that these programmes seem to be more successful in improving parenting skills and caregiver coping, without reaching the former ultimate goal. The comprehensive approach to assessing child development in underserved areas in this evaluation provided a novel overview of the interaction of multiple factors in school readiness in impoverished communities. There is still a lingering question as to the benefits of home visiting programmes that are increasingly being implemented across the country as an alternative provision of early childhood care and education services.
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Purswell, Katherine E. "Children’s Experiences in the Therapeutic Relationship: Development and Validation of a Self-report Measure." Thesis, University of North Texas, 2014. https://digital.library.unt.edu/ark:/67531/metadc699964/.
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Most counselors agree that the therapeutic relationship is essential in counseling. However, the current evidence-based treatment movement has resulted in a focus on treatment protocols and techniques in outcome research. Researchers have called for the inclusion of relationship variables in future outcome research. Child-centered play therapy (CCPT) is an empirically-supported, developmentally responsive intervention for children that emphasizes building a therapeutic relationship based on the philosophy of person-centered theory. Exploring the impact of the relationship on CCPT outcomes would be beneficial, but no current quantitative measure exists for obtaining the child’s view of the therapeutic relationship. The purpose of this study was to create a developmentally appropriate instrument to measure children’s perceptions of the therapeutic relationship. Established instrument development procedures were followed to create the Relationship Inventory for Children (RIC), a 15-item instrument for use in outcome research that measures the child’s perspective of the therapeutic relationship. Participants were 33 child experts who participated in interviews and preliminary testing of the instrument as well as 100 children whose scores on the 31-item pilot instrument were submitted to exploratory factor analysis (EFA). Children (62% male) ranged in age from 6 to 9 years (M = 6.92) and 53% identified as Caucasian, 14% as Hispanic, 14% as African American, 2% as Asian American, 0.8% as Native American, 8% as Multiracial, and 9% unreported. The EFA resulted in three factors: Positive Regard, Unconditional Acceptance, and Empathy. Implications for further development of the RIC, for use of the RIC in research, and for application of the RIC to person-centered theory are discussed.
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Zapata, Lauren B. "Associations Between Maternal Depression and Child Social Competence and Display of Problem Behaviors: A Longitudinal Investigation of Direct, Indirect and Moderating Effects." [Tampa, Fla.] : University of South Florida, 2005. http://purl.fcla.edu/fcla/etd/SFE0001174.
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D'Alessandro, David U. "Development and validation of the Child and Adolescent Dysfunctional Attitudes Scale : tests of Beck's cognitive diathesis-stress theory of depression, of its causal mediation component, and of developmental effects." Thesis, McGill University, 2004. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=84500.
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Beck's cognitive diathesis-stress theory has generated much research into the etiology of depression. Central to the theory are depressogenic schemata that interact with stressors, resulting in increases in depressive symptomatology. These schemata are commonly assessed using the Dysfunctional Attitudes Scale (DAS). Importantly, the DAS was not designed for use in children---it has been validated with adults and contains advanced language. Thus, the Child and Adolescent Dysfunctional Attitudes Scale (CADAS) was developed.Study 1 sought to psychometrically validate the CADAS. 453 children completed the CADAS item pool and measures assessing divergent validity. The CADAS was readministered 3 weeks later. Items were retained based on item-total correlations, internal consistency, and factor analyses. The finalized CADAS is a 22-item self-report measure with a unidimensional factor structure and sound psychometric properties.
Study 2 tested Beck's theory using the CADAS to assess depressogenic schemata as a vulnerability factor for depression. An independent sample of 241 children completed the CADAS and a measure of depression one week before receiving school report cards (Time 1). The morning after receiving reports (Time 2), stress was assessed by obtaining parents' reactions to reports, and with an index of children's subjective acceptable grades compared to actual grades. Five days later (Time 3), depression was reassessed.
As hypothesized, regression analyses collapsing across age revealed that Time 1 CADAS interacted with Time 2 parental stress to predict changes in depression from Times 1 to 3. High-CADAS children showed greater increases in depression relative to low-CADAS children when facing the stress of parental anger and disappointment regarding their grades. Consistent with cognitive-developmental theory, planned supplemental analyses indicated that the CADAS x stress interaction predicted depressive changes only in older, formal-operational children. The relationship between the CADAS x stress interaction and depressive changes was mediated by negative views of the self, but not by views of the world or of the future.
This work yields a measure of depressogenic schemata in school-aged children that further contributes to understanding their etiology of depression. These schemata, together with negative views of oneself, may be important targets for modification in the cognitive therapy of childhood depression.
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Barcroft, Dorothy A. "Working with birth to three : exploring the personal theories of early years practitioners." Thesis, University of Stirling, 2016. http://hdl.handle.net/1893/23935.
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Practitioners working with children under three are often marginalised; both in terms of group settings and in terms of being a focus of research (see Manning-Morton, 2006; McDowell-Clark and Baylis, 2012). This research prioritizes the practitioner’s voice by exploring the subject area of personal theory. In this thesis, personal theory is conceptualised as a composite of understandings and experiences including policy, organisational procedures, Early Years literature, training and Continuing Professional Development as well as personal and professional experiences, beliefs, and values. As Stephen and Brown (2004) indicate, particular constructions of care, learning, and children shape what is considered desirable educational practice. Drawing on Aristotle’s intellectual virtue of phronesis, this research’s aim is to understand how practitioners’ personal and professional experiences and understandings contribute to practitioners’ construction of personal theory. Research questions focus on: 1) understanding which relationships are particularly influential, 2) understanding which experiences are particularly influential and 3) identifying key features of practitioners’ personal theories. Case study methodology frames the research design. The research demonstrates that although personal theory is tacit, linking to specific instances of practice enables practitioners to articulate personal constructions of care, learning and children. Findings relate to six key characteristics of practitioners’ personal theories: practice as an ‘Ethic of Care’, practice as pedagogy, practice as ‘subsitute mothering’, practice as distinctive for children aged birth to three years, practice as rooted in experience and practice as emotional activity. Joan Tronto’s (1993, 2013) ‘Ethic of Care’ affords further consideration of personal theory; particularly the contradiction between personal theory that shapes engagements with young children as an ‘Ethic of Care’ and that which shapes engagements as ‘substitute mothering’. The thesis’ discussion highlights how the articulation and discussion of personal theory enables a richer construction of Early Years professionalism and professional identity within Birth to Three settings.
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Pimenta, Stéfany Bruna de Brito. "Estudo sobre mediação e desenvolvimento humano na teoria de Vigotski: reflexões sobre a criança em situação de adoecimento." Universidade Federal de Goiás, 2017. http://repositorio.bc.ufg.br/tede/handle/tede/7026.
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Fundação de Amparo à Pesquisa do Estado de Goiás - FAPEG
This thesis aims to understand the conception of human development in Vygotskian theory and then, from such foundations, make considerations about the development of the child in sickness situation. While a theoretical research, the work was development through the study of some important works of Vygotsky that discuss about the human development and, specifically, the development of the child, which is "History of the development of the superior psychic functions"; "Problems of Child Psychology"; "Fundamentals of Defectology" and "Thought and Language". An exploratory bibliographical survey was also carried out with the objective of identifying other materials that contribute to the discussion of the subject in question. In the study of Vigotskian theory it was possible to identify fundamental concepts that allow a historical-cultural understanding of the development of the child and, consequently, base their problematization in diverse situations. It is identified that the conception of human development of the Vygotskian theory, based on dialectical historical materialism, breaks with biological dichotomies, determinisms and reductions, contributing to the construction of a dialectical approach in the field of health. Thus, from the understanding of some concepts that allow the understanding of the development of the child, such as "mediation", "experience", "social development situation", it became feasible to elaborate a theoretical essay that reflects aspects of the child’s development in the situation of physical illness. It is hoped that this research will contribute to the theoretical foundation of professionals and reseachers with interfaces between psychology and the health area, especially child’s health.
Esta dissertação tem como objetivo compreender a concepção de desenvolvimento humano na teoria vigotskiana para, a partir de tais fundamentos, tecer considerações a respeito do desenvolvimento da criança em situação de adoecimento. Enquanto uma pesquisa teórica, o trabalho foi desenvolvimento por meio do estudo de algumas importantes obras de Vigotski que discorrem acerca do desenvolvimento humano e, em específico, o desenvolvimento da criança, como “História do desenvolvimento das funções psíquicas superiores”; “Problemas de Psicologia Infantil”; “Fundamentos de Defectologia” e “Pensamento e linguagem”. Realizou-se também um levantamento bibliográfico exploratório com o objetivo de se identificar outros materiais que contribuam para a discussão da temática em questão. No estudo da teoria vigotskiana foi possível identificar conceitos fundamentais que possibilitam uma compreensão histórico-cultural da constituição e desenvolvimento da criança e, consequentemente, oferecem subsídios para a problematização deste desenvolvimento em situações diversas. Identifica-se que a concepção de desenvolvimento humano da teoria vigotskiana, fundamentada no materialismo histórico dialético, rompe com dicotomias, determinismos e reducionismos biológicos, contribuindo para a construção de um enfoque dialético no campo da saúde. Assim, a partir do entendimento de alguns conceitos que permitem a compreensão do desenvolvimento da criança, como por exemplo, “mediação”, “vivência”, “situação social de desenvolvimento”, tornou-se viável a elaboração de um ensaio teórico que reflete e redimensiona aspectos referentes ao desenvolvimento da criança na situação de adoecimento físico. Espera-se por meio desta pesquisa contribuir para o embasamento teórico de profissionais e estudiosos com interfaces entre a Psicologia e a área da saúde, sobretudo, a saúde da criança.
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Black, Candace Jasmine. "The life history narrative| How early events and psychological processes relate to biodemographic measures of life history." Thesis, The University of Arizona, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10102782.
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The aim of this project is to examine the relationships between two approaches to the measurement of life history strategies. The traditional method, termed here the biodemographic approach, measures developmental characteristics like birthweight, gestation length, inter-birth intervals, pubertal timing, and sexual debut. The alternative method under exploration, termed here the psychological approach, measures a suite of cognitive and behavioral traits such as altruism, sociosexual orientation, personality, mutualism, familial relationships, and religiosity. Although both approaches are supported by a large body of literature, they remain relatively segregated. This study draws inspiration from both views, integrating measures that assess developmental milestones, including birthweight, prematurity, pubertal timing, and onset of sexual behavior, as well as psychological life history measures such as the Mini-K and a personality inventory. Drawing on previous theoretical work on the fundamental dimensions of environmental risk, these measures are tested in conjunction with several scales assessing the stability of early environmental conditions, including both “event-based” measures that are defined with an external referent, and measures of internal schemata, or the predicted psychological sequelae of early events. The data are tested in a three-part sequence, beginning with the measurement models under investigation, proceeding to an exploratory analysis of the causal network, and finishing with a cross-validation of the structural model on a new sample. The findings point to exciting new directions for future researchers who seek to integrate the two perspectives.
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Rossello-Roig, M. "Essays on the spillovers of the household environment on childhood development : domestic violence, health and education, and maternal working hours on children's wellbeing." Thesis, City, University of London, 2017. http://openaccess.city.ac.uk/19371/.
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This thesis contains three chapters that each study the spillover effects of two aspects of the child's household environment, Domestic Violence (chapter one and two) and Maternal Working Hours (chapter three). The first chapter looks at Children's Health, the second at Education Outcomes and the third looks at children's Well-Being. Understanding what influences a child's early development is of paramount importance as it explains future job market performance and success in life in general. All chapters exploit the data set UK Millennium Cohort Study (MCS), a longitudinal survey following around 19,000 children born in the UK in 2000-01. The first chapter studies the effect of Domestic Violence on children's health production function. We use waves 4 and 5 of the MCS, when children are aged 7 and 11, respectively. We find that there is a strong negative externality of living in a household where there is violence on children's parental-assessed health outcomes. Simultaneity between the child's health and the existence of Domestic Violence in the household makes it diffcult to establish a causal relationship, so we use an instrumental approach to address the potential bias caused by this. In particular, our results show that children exposed to Domestic Violence appear to be between 55% and 61% less likely to have their health rated as Excellent. Our results are robust and statistically significant across all specifications. Our paper not only sheds light on the negative impact of Domestic Violence on children's health but provides a robust quantification of this effect. This chapter is co-authored with Prof. Jofre-Bonet and Dr. Serra-Sastre. The second chapter studies the spillover effect on children's educational attainment of living in a household in which mothers are subject to Domestic Violence. To do so, we exploit measurements of the child's educational performance in English, Science, Mathematics, Physical Education, Creativity, and Information and Technology by the age of 7 and 11, available in the MCS. Our results suggest that growing up in a household where there is Domestic Violence has a negative impact on all educational outcomes. Our results are robust and hold when addressing several potential sources of sample selection bias. Children from domestically abused mothers lose around 0.20 standard deviations in English and 0.30 standard deviations in Mathematics scores at an age as early as 11 years. The cumulative negative effect is heterogenous across academic areas, being more pronounced for those subjects where past knowledge acquisition is essential (i.e., Mathematics and Science). This chapter is co-authored with Prof. Jofre-Bonet and Dr. Serra-Sastre. The third chapter investigates how maternal working status is connected to children's well-being at ages 7 and 11. The rapid increase of female participation in the labour market, along with the impact that well-being levels during childhood has on their psychological development and labour market outcomes later in adulthood, calls for a closer examination of this topic. To do so, we also exploit the MCS, which contains a very complete set of children's well-being outcomes and the intensity of the engagement of mothers with the labour market. To our knowledge, this is the first paper to use such a full array of children's well-being indicators and relate it to maternal labour supply. Our results show that in households in which mothers work fulltime, children are, on average, happier, less worried, as well as less likely to lose their temper. Further, we investigate whether child obesity, which has been related to children's well-being, is associated to the mother's working hours, the mother's commuting time and the father's employment status. We find that higher the number of working hours of the mother increases the likelihood of the child being obese at 7 and 11 years of age, in line with previous literature. This chapter is co-authored with Prof. Jofre-Bonet and Dr. Serra-Sastre.
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Garbarino, Mariana Inés. "Construção do prazer de pensar e desenvolvimento: um estudo teórico-clínico com crianças em dificuldade escolar." Universidade de São Paulo, 2017. http://www.teses.usp.br/teses/disponiveis/47/47131/tde-24072017-181914/.
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Durante o periodo de latencia e do pensamento operatorio, o principal motivo de consulta psicologica contempla problemas de aprendizagem e de adaptacao escolar. Tanto para a psicogenese piagetiana como para a psicanalise, o fracasso ou sucesso na escola constitui uma experiencia que tonaliza um percurso singular em relacao ao conhecimento e ao prazer de pensar. A presente pesquisa se insere na interface da psicologia do desenvolvimento e da psicologia clinica. Estabelece um dialogo conceitual entre as teorias piagetiana e psicanalitica para subsidiar a compreensao do complexo fenomeno das dificuldades escolares e suas ressonancias afetivas e cognitivas no desenvolvimento do prazer de pensar. Para isso, postula relacoes de correspondencia entre a dialetica afetividade-pensamento no periodo operatorio e da latencia. Propoe uma fundamentacao teorica para o estudo do jogo de mesa como trabalho sublimatorio e como instrumento clinico no setting psicanalitico com criancas da latencia. O metodo baseou-se na analise de producoes realizadas por criancas de 7 a 12 anos em contexto de atendimento grupal em oficinas de jogos (Leda/USP). Os materiais de arquivo correspondem a 195 encontros realizados ao longo do periodo 2011-2014. Para sua analise, combinou-se o estudo qualitativo e quantitativo de producoes discursivas, graficas e de acoes. Foram escolhidos registros escritos de: 106 rodas de conversa, 172 protocolos de observacao, 49 questionarios preenchidos por pais, 128 fichas de matricula, falas espontaneas, desenhos, e relatorios institucionais. Pode-se destacar os seguintes resultados: 1) O discurso adulto (pais e professores) em torno da queixa escolar focalizou a falta de atencao e de concentracao. O esforco da crianca seria o modo de compensar e superar essa dificuldade. Ja as criancas focaram seus problemas em conteudos escolares. 2) Acerca dos conflitos intersubjetivos com pares, viu-se como a debilidade do respeito mutuo e a rivalidade edipica pode levar a hostilidades corporizadas em insultos e julgamentos desvalorizadores. Verificou-se um baixo investimento dos professores como figuras identificatorias de conhecimento e de autoridade. 3) Comprovou-se que as criancas manifestam interesse e persistencia no contexto de jogo, porem esse investimento energetico da tarefa nao e suficiente pela recorrencia de estrategias nao operatorias, pouco planejamento da acao e analise dos meios. 4) Observaram-se tres tendencias nas tramas significantes sobre a interacao com o conflito cognitivo: irrupcao de afetos, mediacao via pensamento e inibicao. As explicacoes causais do resultado no jogo seguem a linha genetica piagetiana do fazer e compreender em tres modalidades de explicacao causal: pelo pensamento, pela acao e pelo acaso, que se correspondem, respectivamente, as compensacoes tipo gama, beta e alfa. Verificou-se que o sentido de ser bom aluno esta intrinsecamente relacionado a definicao de ser inteligente, de obediencia e de atencao homologada a esforco pessoal. 5) Articularam-se confluencias e recorrencias clinicas de modalidades energeticas e conteudos em seis estudos de caso sistematizados a partir de 109 indicadores empiricos que ilustraram a dinamica afeto-pensamento. Por fim, apresentou-se uma sintese teorico-clinica de 12 convergencias que articulam o dialogo teorico entre a psicanalise e a teoria piagetiana desenvolvido ao longo da teseDuring latency period and operative thinking, the main reason for psychological consultation contemplates learning problems and school adaptation. For both Piagetian psychogenesis and psychoanalysis, failure or success in school is an experience that sets a singular course in relation to knowledge and the pleasure of thinking. The present research is inserted in the interface of developmental psychology and clinical psychology. It establishes a conceptual dialogue between Piagetian and psychoanalytic theories to understand the complex phenomenon of school difficulties and their affective and cognitive resonances in the development of the pleasure of thinking. This thesis postulate relations of correspondence between the affective-thought dialectic in the operative period and latency. It proposes theoretical basis for the study of games as a sublimatory work and as a clinical instrument in the psychoanalytic setting with latency children. Method was based on the analysis of productions performed by children aged 7 to 12 years in the context of group attendance in games workshops (Leda / USP). Archival materials correspond to 195 meetings held over the period 2011-2014. For its analysis, the qualitative and quantitative study of actions, discursive and graphic productions was combined. Written records of 106 conversation wheels, 172 observation protocols, 49 questionnaires filled out by parents, 128 registration forms, spontaneous speeches, drawings, and institutional reports were chosen. The following results can be highlighted: 1) Adult discourse (parents and teachers) surrounding the school complaint focused on the lack of attention and concentration. Child \"effort\" would be the way to compensate and overcome this difficulty. Children have focused their problems on school subjects. 2) Concerning intersubjective conflicts with peers, it has been seen how the weakness of mutual respect and oedipal rivalry can lead to hostilities embodied in insults and devaluing judgments. There was a low investment of teachers as identifiable figures of knowledge and authority. 3) It has been shown that children express interest and persistence in the context of the game, but this energy investment of the task is not enough by the recurrence of nonoperational strategies, little planning of the action and analysis of the means. 4) There were three trends in the significant frames of interaction with cognitive conflict: irruption of affections, mediatization through thought and inhibition. Causal explanations of the result in the game follow the Piagetian genetic line of doing and understanding in three modes of causal explanation: by thought, by action and by chance, which correspond, respectively, to the gamma, beta and alpha compensations. It was found that the sense of \"being a good student\" is intrinsically related to the definition of \"being intelligent\", of obedience and \"attention\" homologated to \"personal effort\". 5) Clinical confluences and recurrences of energy modalities and subjects were articulated in six case studies systematized from 109 empirical indicators that illustrated the affection-thought dynamic. Finally, a theoreticalclinical synthesis was presented with 12 convergences that articulate the theoretical dialogue between psychoanalysis and the Piagetian theory developed throughout the thesis
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Alexander, Jenny Burroughs. "Development and Validation of Supervisory and Organizational Support Measures." Diss., Virginia Tech, 2008. http://hdl.handle.net/10919/26436.
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Recruitment and retention of public child welfare workforce is in crisis due to turnover caused by 1) dissatisfaction with job; 2) excessive stress and burnout, including vicarious trauma; and 3) a lack of support from supervisors and organizations. No instrument was found to evaluate the impact of supervisory support and the use of organizational and professional strategies. The Supervisory and Organizational Support (SOS) survey instrument was created in response to the need for reliable and valid instruments to measure issues related to child welfare workforce turnover.
The purpose of this study was to investigate the psychometric properties of the SOS survey instrument and was designed to address the following research questions:
1) Does the instrument have demonstrated content validity?
2) Does the instrument have demonstrated construct validity as developed through factor analysis techniques?
3) Does the instrument have demonstrated reliability?
4) To what extent do the instrument and itsâ subscales correlate with measures of theoretically related and unrelated variables?
The results of this study with a sample of 387 employees in 18 Virginia Department of Social Services agencies provide good beginning evidence of content, construct, convergent, and discriminant validity, and reliability of the SOS survey instrument. As such, the SOS survey can be used in studies of social services workforce turnover/ retention. However, to increase confidence in this recommendation, further research should address the implications and limitations of the current study and provide replication of the results with a different sample using confirmatory factor analysis. Finally, the SOS survey instrument may serve to assist in the evaluation of practice and policy efforts aimed at increasing worker retention.Ph. D.
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Sacco, Airi Macias. "“Como é a escola dos teus sonhos?” : direitos da criança, educação e inserção ecológica em Angola." reponame:Biblioteca Digital de Teses e Dissertações da UFRGS, 2011. http://hdl.handle.net/10183/55413.
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Esta dissertação teve como objetivos conhecer a opinião de crianças angolanas a respeito de suas escolas, investigar como é a escola dos seus sonhos e averiguar como os direitos da criança estão sendo acolhidos nessas instituições. Para tanto foi realizado um estudo que englobou o sistema de ensino público primário do país, representado por 15 escolas localizadas em cinco províncias angolanas. As crianças participaram de entrevistas em grupo e o método utilizado foi a inserção ecológica. A análise dos dados foi realizada com base na Teoria Bioecológica do Desenvolvimento Humano e os resultados indicaram que as interações de crianças, professores, diretores e escolas são caracterizadas por desequilíbrio de poder e autoritarismo e, por isso, carecem de reciprocidade. A escola dos sonhos das crianças é um local com condições mínimas de infraestrutura, no qual se sentem acolhidas e respeitadas. A promoção e o respeito aos direitos da criança ainda são incipientes em Angola de maneira geral e nas escolas em particular.This dissertation aimed to know the opinion of Angolan children with respect to their schools, investigate how the school of their dreams is and to verify how children’s rights are received in those institutions. This study encompassed Angola’s public primary education system, represented by 15 schools located in five Angolan provinces. The children participated in group interviews and the method used during data collection was the ecological engagement. Data analysis was done through the Bioecological Theory of Human Development and the results indicate that the interaction among children, teachers, directors and schools are characterized by the imbalance of power and authoritarianism, reason why the relationship lacks reciprocity. Children’s dream school is a place with minimal infrastructure where they feel welcomed and respected. In general, the promotion and respect to children’s rights are still incipient in Angola, especially in schools.
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Nikolaou, Dimitrios. "Essays on Noncognitive Skills." The Ohio State University, 2013. http://rave.ohiolink.edu/etdc/view?acc_num=osu1365775863.
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Steele, Mary. "Development of a theory and evidence informed intervention to promote smoking cessation during pregnancy using narrative, text-messages and images as modes of delivery." Thesis, University of Stirling, 2015. http://hdl.handle.net/1893/22064.
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Background: Cigarette smoking is a leading preventable factor associated with complications in pregnancy including preterm birth and low birthweight. Past interventions have raised cessation rates by approximately 6% overall (Lumley et al. 2009). Methods: A three-part literature review, two qualitative studies with a total of 36 participants, and the development of an intervention to promote smoking cessation during pregnancy were completed. Central to the design of the research was the creation of the theoretical basis which was developed in line with recommendations from the MRC Framework for Complex Interventions (Craig et al. 2008, Campbell et al. 2000). For part one of the literature review, 24 qualitative and 44 quantitative studies were re-analysed to complete a mixed-methods secondary analysis of the active ingredients in interventions to promote smoking cessation during pregnancy. Part two consisted of an exploration of psychological models and constructs which are likely to predict or influence smoking behaviour during pregnancy. The final part was a discussion regarding the modes of delivery by which an intervention could feasibly be delivered. Qualitative interviews were carried out with participants from stakeholder groups to fill in gaps in literature and determine the acceptability and feasibility of the proposed intervention. The intervention was created using the theoretical basis developed from the findings. Further qualitative interviews, a focus group, and heuristic evaluation were used to determine the acceptability and usability of the intervention for the target group of pregnant smokers. Results and Conclusions: Findings from this work are potentially relevant for a wide range of behaviours and behavioural interventions. An intervention which has a strong grounding in theory and evidence, and is acceptable and feasible for the target group and in clinical practice was developed using evidence gathered in this thesis.
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Silva, José Ricardo [UNESP]. "O movimento do bebê na creche: indício orientador do trabalho docente." Universidade Estadual Paulista (UNESP), 2017. http://hdl.handle.net/11449/151458.
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Esta pesquisa foi desenvolvida junto ao Programa de Pós-Graduação em Educação da Faculdade de Ciências e Tecnologia, UNESP – Campus de Presidente Prudente, vinculada à Linha de Pesquisa: Processos formativos, infância e juventude. A presente pesquisa foi motivada a partir de constatações teóricas que indicavam que, no trabalho com bebês em creche, de modo geral, ainda há concepções assistencialistas que caracterizam a rotina como afazeres domésticos, focado na proteção, alimentação e higiene, caracterizando o trabalho docente como não diretivo, espontâneo, embasado no cotidiano e na espera pelo desenvolvimento do bebê que há de vir e que, por isto, não há trabalho pedagógico a ser realizado com ele. Contrariando estas concepções, a teoria histórico-cultural nos auxilia a afirmar que o bebê humano, candidato à humanização, necessita de relações humanas de qualidade que garantam seu desenvolvimento. Para desenvolver este trabalho, o professor pode deixar-se guiar por indícios emitidos pelos bebês como representativos de sua situação social de desenvolvimento. Portanto, defendemos a tese de que os movimentos realizados pelos bebês, podem ser utilizados como orientadores da prática do professor. Assim, o objetivo geral desta tese é apontar a correspondência entre os movimentos externalizados e a situação social de desenvolvimento dos bebês no primeiro ano de vida. Nossa hipótese é que, com isso, os professores poderão incidir sobre as neoformações dos bebês, em sua zona de desenvolvimento potencial e, então, contribuir no processo de humanização destes pequenos. Na busca de demonstrarmos essa tese, adentramos uma instituição de atendimento à bebês para coletar dados. Quatro bebês (07 a 10 meses de idade) foram fotografados e filmados enquanto se relacionavam com o entorno composto por diferentes materiais, tempo e pessoas. O materialismo histórico e dialético, enquanto método de pesquisa, nos auxiliou na compreensão do movimento realizado pelo bebê em suas múltiplas determinações. Desta compreensão, emergiram categorias de análises que apontaram as necessidades internas dos bebês enquanto se moviam (os objetos e os adultos presentes). A partir desse indicativo, realizamos algumas proposições com os bebês com o intuito de demonstrar a tese e contribuir com o trabalho do professor de creche. Em âmbito institucional, faz-se necessário que o professor responsável por bebês planeje, organize, disponibilize tempo, espaço e materiais que promovam vivências que contribuam para o processo de humanização em questão.
This research was developed on the Graduate Program in Education of the Faculty of Sciences and Technology, UNESP - Presidente Prudente Campus, linked to the Research Line: Formative processes, childhood and youth. The present research was motivated by theoretical findings that, in the work with infants in daycare, in general, there are still welfare concepts that characterize the routine as domestic tasks, focused on protection, food and hygiene, characterizing the teaching work as Non-directive, spontaneous, based on daily life and waiting for the development of the baby to come and that, therefore, there is no pedagogical work to be carried out with him. Contrary to these conceptions, the historical-cultural theory helps us to affirm that the human baby, candidate for humanization, needs quality human relationships that guarantee its development. In order to develop this work, the teacher can be guided by signs emitted by the babies as representative of their social development situation. Therefore, we defend the thesis that the movements performed by the babies can be used as guiding the teacher's practice. Thus, the general objective of this thesis is to point out the correspondence between outsourced movements and the social developmental situation of infants in the first year of life. Our hypothesis is that, with this, teachers will be able to focus on the new formations of the babies, in their zone of potential development and, then, to contribute to the process of humanization of these infants. In order to demonstrate this thesis, we entered a baby care institution to collect data. Four babies (7 to 10 months old) were photographed and filmed while relating to the environment composed of different materials, time and people. Historical and dialectical materialism, as a research method, helped us to understand the movement carried out by the baby in its multiple determinations. From this understanding, categories of analyzes emerged that pointed to the internal needs of the babies as they moved (objects and adults present). From this indicative, we make some propositions with the babies in order to demonstrate the thesis and contribute to the work of the day care teacher. At the institutional level, it is necessary that the teacher responsible for babies plan, organize, make available time, space and materials that promote experiences that contribute to the process of humanization in question.
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Thorne, Cecilia. "New interpretations of developmental psycbology regarding the determinants of conduct." Pontificia Universidad Católica del Perú, 2013. http://repositorio.pucp.edu.pe/index/handle/123456789/101471.
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Two current positions in the field of human development are presented. On the one hand, Scarr' s theory abour the effects of genotype on environment is discussed. On the other hand, the ecological theory of Bronfenbrenner, which describes human developmenr as an interaction between the developing person and his/her environment. The author discusses some aspects of both positions that need furrher study in order ro prevent negarive effects and have a better understanding of child development, in third world countries.El artículo presenta dos posiciones actuales que buscan explicar el desarrollo humano desde perspectivas diferentes. Por un lado, se presenta la posición de Scarr acerca de los efectos de los genotipos sobre el ambiente, donde el peso de la interpretación está dado en los aspectos hereditarios. Por otro lado, la teoría ecológica sustentada por Bronfenbrenner que define al desarrollo humano como una interacción entre la persona en desarrollo y su medio ambiente. La aurora discute algunos aspectos de ambas posiciones en los que sería importante profundizar para prevenir negativos y tener una mejor comprensión del desarrollo del niño, en países en vías de desarrollo.
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Rai, Prabhat. "Building common knowledge : a cultural-historical analysis of pedagogical practices at a rural primary school in Rajasthan, India." Thesis, University of Oxford, 2013. http://ora.ox.ac.uk/objects/uuid:22402128-d2ca-4de5-8255-c15e4b4699dd.
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The centralised control over curriculum framing and pedagogy, the generally poor quality of teaching with little sensitivity to children’s sociocultural environment; and very high drop out rates, even at the primary school level, are some of the challenges facing school education in many of the regions of India. However, one of the successful approaches to these challenges has been the Digantar school system, working in rural communities. The study is based in one Digantar School in Rajasthan and employs concepts derived from the Vygotskian tradition to interrogate the methods employed in Digantar school system. The study took Edwards’ (2010a, 2011, 2012) idea of common knowledge and Hedegaard’s (2008, 2012, 2013) idea of institutional demand in practices as conceptual lenses through which to investigate the components of the pedagogical practices that help Digantar teachers to align the motives of the school with those of the child in classroom activities. In doing so it analyses the institutional practices that lead to the development of common knowledge that in turn facilitates how teachers engage pupils as learners. Data were gathered over six months and comprised around 120 hours of school-based video data together with interviews and detailed observations with teachers and community members. Data were gathered in classrooms, teacher meetings, meetings between parents and teachers and at school-community meetings. Analyses focused on the construction of common knowledge and the use made of it by the school to achieve a mutual alignment of motives between the practices of the school with the community and the families. The study has revealed that teachers’ engagement with the knowledge and motives of other teachers and community members helped to create common knowledge, i.e. an understanding of what mattered for each participating group, which facilitated teaching-learning in the school. The analysis also points towards a form of democracy, which enhances children’s participation in their learning. It was found that building and sharing of common knowledge and creating a socially articulated ‘space of reasons’ (Derry 2008) produced a pedagogical model that engaged children in creating their social situation of development, seeking and recognising the curriculum demands being placed on them.
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Singulani, Renata Aparecida Dezo [UNESP]. "A situação social de desenvolvimento das crianças de dois a três anos: um estudo com enfoque nas experiências vivenciadas na escola de Educação Infantil." Universidade Estadual Paulista (UNESP), 2016. http://hdl.handle.net/11449/137876.
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A presente pesquisa foi motivada a partir de observações do cotidiano das crianças na escola de Educação Infantil, na qual observou-se uma pobreza de experiências em seus fazeres e uma visão biologizante dos professores quanto ao desenvolvimento infantil. O estudo tem como embasamento teórico a teoria histórico-cultural e parte do pressuposto de que a situação social de desenvolvimento das crianças é condicionada por suas condições de vida e educação, e quando intencionalmente organizadas, podem promover vivências que conduzam ao máximo desenvolvimento psíquico. Tem como objetivo geral identificar e analisar a situação social de desenvolvimento da criança de dois a três anos por meio das situações vivenciadas na escola da infância e tem como objetivos específicos analisar as condições objetivas e subjetivas em que se efetivam as experiências das crianças de dois a três anos na escola de Educação Infantil, refletir sobre como acontece a intervenção intencional do (a) professor (a) nessas circunstâncias e identificar como tais condições se objetivam em elementos indicadores do desenvolvimento psíquico. A hipótese inicial é de que o desenvolvimento da criança pode ser potencializado quando se identifica a situação social de desenvolvimento, o que implica reconhecer as condições objetivas e subjetivas em que acontecem a atividade e como essa atividade impacta as funções psíquicas em formação. A metodologia consistiu em observação e filmagem da rotina de uma turma de crianças de dois a três anos de um Centro de Educação Infantil. As crianças foram observadas e filmadas enquanto se relacionavam com as demais crianças, com a professora e com os materiais disponíveis no espaço da sala. Os resultados apresentados demonstram que ao observar, atentamente, os fazeres, expressões e modos de agir das crianças, o (a) professor (a) pode identificar a sua situação social de desenvolvimento, para planejar e organizar as condições favoráveis à potencialização do desenvolvimento. As condições objetivas da atividade das crianças, assim como, as intervenções das professoras nem sempre favoreceram a ampliação das possibilidades de desenvolvimento das crianças. Em várias situações foi possível perceber indícios dos processos psíquicos em formação.
This study was motivated from observations about children in early childhood education’s daily in which were realized poor activities experiences and a biological view from educators about the child development. This study has a theoretical basic from the cultural historical theory and the presupposed the social conditions of child development are conditioned by his life situations and education. However, when they are purposely organized, they can promote experiences that conduce to the psychological development. The general aim of this research is identifying and analyzing the children between two and three years old’s social situation of development from experiences in the childhood education. The specific aims are analyzing the objective and subjective conditions that the children between two and three years old experience; reflecting about how these conditions promote the psychological development objectively as well as understanding how the purposely intervention of teachers happens. The first hypothesis is that children development can be enhanced when the social condition of development is identified by recognizing the objective and subjective conditions the activities happens and how these impact the psychological functions in formation. The methods consist in watching and recording the daily of a children group between two and three years old in an early childhood education. While the children related each other, to teacher and to objects available in the room. The results show the children were active when in contact with the objects available in the room, although there was not wide variety of them. In many situations, the not intentional intervention of the teacher hindered the development of the children. The research shows the educators can identify the children’s social situation of development by watching carefully them in order to plan and organize the favorable conditions to the full development. The objective conditions of children’s activity, as well as the teacher’s interventions do not always benefit the expansion of the children potential development. In many cases it was possible to recognize evidences of psychic processes in formation.
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Nilsson, Hannah, and Emil Kavhed. "Sammanbrott i familjehemsvård : En riktad kvalitativ innehållsanalys av fem olika myndighetsdokument." Thesis, Malmö universitet, Fakulteten för hälsa och samhälle (HS), 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-43311.
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When a child for some reason can’t live with their parents it is up to the welfare system to provide a home and care for that child. In Sweden long-term foster care placements are the most common state interventions for those children. Recent studies have shown that as much as one out of four foster care placements break down in the child’s adolescent years. To experience one or a series of tough separations from important elders has shown to have negative effects on the development of the child. This does not align with the welfare systems’ responsibility to always act in favor of the child. Always acting in favor of the Child is at the core of the Convention on the rights of the Child. In the following qualitative content analysis five state documents (three from the National Board of Health and Welfare, one from The Ombudsman for Children and one governmental investigation document) have been examined. The aim of the analysis is to examine how the documents portray placement breakdowns in foster care and how much they focus on the child rights perspective in their portrayals. Previous research and two theories regarding children are used as the theoretical framework to help analyze the essay results. The two theories are Bronfenbrenner's ecological system theory of child development and the theory of childhood sociology with emphasis on children as actors. This essay comes to the conclusion that the state documents are well informed of the complex nature of placement breakdowns and the dissonance between the problem of breakdowns and the child’s right perspective. The documents also contain a number of interventions that in theory could reduce the number of breakdowns. What is revealed is that the process of acknowledging the problem, finding a solution and implementing it in the social care practice takes a lot of time and is a slow process. The discussion includes that further research of what can be done on a municipal level would be of use.
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Keene, Kyra Margaret. "A Thematic Analysis of Gender Stereotypes in Children's Top Mobile Applications of 2018." Thesis, Virginia Tech, 2020. http://hdl.handle.net/10919/99105.
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People around the globe rely on their mobile devices for instant access to entertainment and social media. Children comprise a large majority of individuals who use smartphone applications, particularly for gaming and learning opportunities. Understandably, these apps become part of the identity development process, including the formation of one's gender identity. App developers include gendered content to capture and maintain children's attention, but much of the existing research examines children in late childhood and early adolescence, leaving the ages of six to eight relatively undiscussed. The researcher utilized a thematic analysis to review 20 children's mobile applications for instances of gender stereotypes. Social cognitive theory offers a guiding principle for understanding the process of developing one's gender identity, as well as the role that external stimuli, such as digital media examples and parent models, play. This study aimed to determine whether mobile applications targeting the identified age group use gender stereotypes, as well as how they employ these stereotypes within the application. The researcher randomly selected 20 top children's applications on the Apple App Store and examined them for gendered instances, such as occupations and interests as well as character depictions. The results reflect that instances of gender stereotypes do occur in the children's mobile applications. Many of the applications portrayed feminine stereotypes surrounding nurturing and caregiving tasks ("Mommy in Training"), making it one of the most frequently exploited feminine stereotypes in the sample. The "Boys will be Boys" stereotype comprised the most frequently displayed masculine stereotypes across the studied applications. These findings represent the idea that society places higher value on these stereotypes than others, such as social relationships ("The Power of Motivational Friendship") or recklessness ("The Risk Taker"). Implications include modeling of traditionally masculine and feminine stereotypes for young users by utilizing popular characters recognizable by most children in the target age range.Master of Arts
Handheld electronic devices, such as smartphones and tablets, encompass some of the most widely used electronic devices in today's society. Most families in America have at least one mobile device with internet capability. Apple, the manufacturer of perhaps the most popular brand of electronic devices, pre-install their App Store on all devices they sell, giving users instant access to hundreds of thousands of different mobile applications that offer functions to make every aspect of life simpler. Young children spend a significant amount of their time playing games on these devices, although the American Academy of Pediatrics (2017) recommends that parents limit their children's daily screen time to no more than 2 hours, depending on the age of the child. The games that children download and play impose a number of different messages and stereotypes on their users, including gender stereotypes. Due to the substantial time children dedicate to these apps, the messages communicated regarding gender play crucial roles in the development of their gender identity. Social cognitive theory offers valuable insight and guidance into the gender identity development process. Therefore, the present study examines the gender stereotypes conveyed within 20 of the top children's mobile applications available on the Apple App Store in April 2018. The researcher randomly selected 20 children's applications, 10 each from the Top Free and Top Paid categories and examined them for gendered instances, such as occupations and interests as well as character depictions. The results reflect that instances of gender stereotypes do occur in the children's mobile applications. These represent the idea that society places higher value on certain stereotypes, like being caring and nurturing ("Mommy in Training") or engaging in messy, adventurous play ("Boys will be Boys"), than others, such as social relationships ("The Power of Motivational Friendship") or recklessness ("The Risk Taker"). Implications include modeling of traditionally masculine and feminine stereotypes for young users by utilizing popular characters recognizable by most children in the target age range.
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Prado, Alessandra Bonassoli. "A relação entre compreensão de intencionalidade em crianças de três anos e o discurso de mães com e sem depressão." Universidade de São Paulo, 2013. http://www.teses.usp.br/teses/disponiveis/47/47132/tde-16072013-144851/.
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A linguagem tem um papel fundamental para o desenvolvimento infantil, uma vez que possibilita à criança construir conceitos do self e do outro, especialmente nos contextos construídos por seus cuidadores e nas trocas interacionais. A proposta da presente pesquisa é analisar associações entre o tipo de discurso materno, quanto a características de orientação cultural para a interdependência e/ou para a autonomia, e o desenvolvimento cognitivo da criança avaliado pelo desempenho em testes de compreensão de intencionalidade e direção do olhar, no contexto de depressão pós-parto. O projeto insere-se em um estudo longitudinal mais amplo (Temático FAPESP nº 06/59192), que acompanha díades mãe-criança de uma amostra atendida pelo sistema público de saúde, em que era aferido haver ou não depressão por meio da Escala de Edimburgo (pós-parto e 36 meses). Foram feitos registros em vídeo da interação livre mãe-criança por 10 minutos, para avaliação do discurso materno, e da criança nos testes em interação com um pesquisador. O estilo de discurso materno foi classificado segundo categorias elaboradas por Heidi Keller, associadas à ideia de autonomia (ex. agência, autorreferência) ou de relacionamento (ex. coagência, referência a autoridade). O escore correspondente à autonomia e ao relacionamento foi calculado pela soma das frequências das respectivas categorias, controlado pelo número de emissões da fala categorizadas. A compreensão de intencionalidade foi avaliada por meio de duas histórias ilustrativas que mostram um personagem no processo de busca de um objeto (A) em um local previsto e, em seguida, a descoberta inesperada de um objeto diferente, mais desejável (B) em seu lugar. O protocolo avalia cada etapa de aplicação do teste. O teste de direção do olhar foi composto por três tarefas nas quais a criança deveria identificar: qual das figuras está olhando para ela?; o personagem está olhando para onde?, e apontando para onde?, associadas a perguntas sobre o que o personagem quer? Foi verificado um efeito da DPP na adesão à tarefa no teste Compreensão de Intencionalidade (CI). A dificuldade do teste de Direção do Olhar (DO) prevaleceu com o cansaço. Todavia, foi identificada correlação negativa entre o escore da DPP e o desempenho em etapas do teste. A DPP parece ter produzido mais efeito do que a depressão aos 36 meses. Os casos que indicam cronicidade da depressão são mais prejudicados. Um elemento destaque foi a análise do discurso, que revelou muito sobre o contexto de depressão e do desempenho das crianças. O discurso autônomo esteve negativamente relacionado ao escore DPP e aos 36 meses, e positivamente ao desempenho. Destaca-se que no contexto de depressão, as crianças que tiveram bom desempenho foram as das mães que apresentaram maior percentual nas categorias de autonomia, quando comparado com o grupo baixo desempenho e DPP. De modo geral, não encontramos efeitos lineares e diretos da DPP prejudicando o desenvolvimento, mas verificamos variações sugestivas. Tudo indica que o comportamento materno e, principalmente, o resultado deste em termos de desenvolvimento, irá depender muito da configuração geral do contexto socioafetivo, e que a depressão é um dos elementos efetivos desta conjugaçãoLanguage has a vital role in children´s construction of self and the relation to others in interactional exchanges. Mothers´ talk to their children reflects their cultural models or ethno-theories. In this presentation the results of a study focusing on the relation between maternal speech, as presenting the characteristics of a cultural orientation to interdependence and / or autonomy, with children\'s cognitive development, assessed by performance on tests of understanding of intentionality and direction of gaze, in the context of postpartum depression. The project is part of a larger, longitudinal study (FAPESP No. 06/59192), which follows a sample of mother-child dyads served by a public health system, when it was measured whether or not depression through Edinburgh Scale (postpartum and 36 months). Video recordings of free mother-child interactions for 10 minutes were made to evaluate the conversational maternal style. Children were observed in their interactional tasks with an experimenter. Mother´s speech style was classified according to categories developed by Heidi Keller, associated with the concept of agency (i.e. mental states, self-reference) or relationship (i.e. co-agency, reference to authority). Scores on both categories were calculated as the sum of the frequencies of the respective categories, controlling the total number of emissions categorized. Intentionality understanding was evaluated by means of two illustrative stories that show a character in the process of searching for an object (A) in a place provided, and then, the unexpected discovery of a different object, the more desirable (B) in its place. The protocol evaluates each step of the test. The test of gaze direction was composed of three tasks that the child should identify: what the figures are looking at; To what is the character is looking; where is he/she pointing, associated to questions about \"what the character wants?\" The effect of PPD was found in adherence to the task in testing Intentionality Understanding (IC). The difficulty of the Gaze Direction (GD) test has prevailed with tiredness, but a negative correlation was identified with scores of PPD and performance in steps of the test. The DPP produced more effect than depression at 36 months, and indicates to the importance of early development. The cases of chronic depressions suggest to be more affected. One key element was the of speech analysis, this revealed much about the context of depression and performance of children. The style of autonomy speech was negatively related to score PPD and the 36 months, and positively to the children\'s performance. It is noteworthy that in the context of depressed children who had good performance their mothers presented greater percentage in autonomy compared to the group of low performance and PPD. Overall, we found no direct linear effects of the DPP that could hinder the development, but we found suggestive variations. Everything indicates that maternal behavior, and especially the result from this in terms of development will greatly depend on the socio-affective context configuration and depression is one of the effective elements of this combination
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Barros, Flávia Cristina Oliveira Murbach de [UNESP]. "Cadê o brincar? da educação infantil para o ensino fundamental." Universidade Estadual Paulista (UNESP), 2008. http://hdl.handle.net/11449/97531.
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A presente pesquisa, fundamentada na perspectiva histórico-cultural, tem como objetivo identificar as características do brincar das crianças nas idades de 6 e 7 anos, período de passagem da Educação Infantil para o Ensino Fundamental. Pretende, ainda, saber como os educadores oportunizam espaços para o brincar e como o fazem, investigando se é possível verificar os fatores delimitadores dessa prática. A escolha dessa faixa etária se justifica, considerando que as instituições escolares reduzem, cada vez mais, os espaços do brincar das crianças sob sua responsabilidade, haja vista, por exemplo, o recente parecer do Conselho Nacional de Educação (CNE/CEB n° 18/2005, Lei n 11.274 de 6/02/06, ainda não em vigor, em todo o território nacional), que acaba por priorizar a alfabetização, desconsiderando as especificidades próprias da criança. Nesse sentido, tanto a Educação Infantil como o Ensino Fundamental participam de um processo de preparação da criança para a alfabetização, priorizando o uso do material apostilado de ensino, destacado neste trabalho como um dos principais fatores delimitadores do brincar, principalmente na educação infantil. Para a realização da pesquisa, utilizou-se a abordagem etnográfica, concebida como um importante instrumento, pois possibilita maior interação com as complexidades e singularidades das relações sociais, viabilizando um estudo mais profundo e a construção de conhecimentos consistentes e científicos. Os procedimentos envolveram a observação participante, entrevistas semi-estruturadas com os professores, diários de campo e a elaboração de outras técnicas de coleta de dados. A partir da análise do material obtido foi possível verificar que o brincar...
Based on historical and cultural perspective the present research has as a purpose to identify characteristics of playing among children between 6 and 7 years old, a period of transition from Early Childhood Education to Elementary School. Nevertheless it intends to know how the educators suit rooms for playing and how they do it, investigating whether it is possible to verify the factors that line off that action. The choice of this age group is justified, considering that schools reduce the rooms for the children´s plays under their responsibility. For instance, the recent opinion of the National Education Council (CNE / CEB No. 18/2005, Law No 11,274 of 6/02/06, not yet in force throughout the national territory), has just prioritize the literacy, ignoring the child's own characteristics. Accordingly, both Early Childhood Education and Elementary School take part in a process of preparing the child for literacy, prioritizing the usage of school supplies of teaching, highlighted in this work as one of the main delimiting factors of playing, especially in early childhood education. It was used to carry out the research an ethnographic approach, conceived as an important instrument, which allows a greater interaction with the complexities and singularities of social relationships, enabling a deeper study and a construction of a consistent and scientific knowledge. The procedures involved participant observation, semi-structured interviews with the teachers, daily records and the development of other techniques for collecting data. It was possible to verify from the analysis of the material obtained that playing, as an essential activity to the child development, is still seen as a moment of energy drain or as a pedagogical tool of literacy which according to historical-cultural theory misreads its functions.
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Oesterle, Heidi. "International adoption : cultural socialization and identity development." Manhattan, Kan. : Kansas State University, 2009. http://hdl.handle.net/2097/1672.
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Pesaro, Maria Eugênia. "Alcance e limites teórico-metodológicos da pesquisa multicêntrica de indicadores clínicos de risco para o desenvolvimento infantil." Universidade de São Paulo, 2010. http://www.teses.usp.br/teses/disponiveis/47/47131/tde-09112010-114133/.
Full textAbstract:
O presente estudo nasceu da Pesquisa Multicêntrica de Indicadores Clínicos de Risco para o Desenvolvimento Infantil que validou para uso pediátrico o instrumento denominado Indicadores Clínicos de Risco para o Desenvolvimento Infantil (IRDI), construído a partir da teoria psicanalítica. Além dos resultados diretamente relacionados à validação dos indicadores, a Pesquisa IRDI forneceu evidências empíricas para algumas importantes formulações teóricas psicanalíticas e se inscreveu também em um campo de discussão metodológica ao propor a articulação do método experimental com o método clínico. O presente estudo teve dois grandes objetivos: ampliar as bases teóricas do IRDI e propor uma discussão metodológica. Teve ainda dois objetivos específicos: a) explorar os resultados específicos da subamostra de 130 crianças em torno do eixo da função paterna; b) Contribuir para o campo de estudos psicanalíticos sobre os bebês. Para realizar a ampliação teórica, o estudo examinou os fundamentos teóricos de cada um dos 31 indicadores propostos pela pesquisa IRDI. A discussão metodológica foi realizada neste estudo tendo como direção de pesquisa a seguinte pergunta: o uso da metodologia experimental compromete as bases psicanalíticas da Pesquisa IRDI? O presente estudo buscou também explorar os resultados de uma amostra específica de 130 crianças. Em relação à subamostra, os achados clínicos apontaram o aparecimento significativo de duas sintomatologias nas crianças aos três anos, agressividade e ausência de enredo no brincar, efeitos de uma operação frágil da função paterna. Em relação à discussão metodológica, conclui-se que a conceituação e os fundamentos da pesquisa são psicanalíticos e que as metodologias utilizadas possibilitaram uma convergência interdisciplinar (Hans) e interações da psicanálise (Mijolla-Mellor) com outras disciplinas. Propõe-se considerar que a utilização de diferentes métodos não se contrapõe à semiologia psicanalítica porque a psicanálise não é uma só modalidade de investigação e sua referência metodológica não é única. Essa diversidade e heterogeneidade constitutiva colocam a psicanálise em posição de interagir com as demais disciplinas, como propõe Mijolla.The present study originated in the Mulri-Center Reaserch on Clinical Risk Indicators for Child Development, which validated the pediatric use of a tool named Clincal Risk Indicators for Child Development (CRICD) Indicadores Clínicos de Risco para o Desenvolvimento Infantil (IRDI), based on the psychoanalytical theory. Besides the results directly related to the validation of risk indicators, CRICD Research provided empirical evidence of some important psychoanalytic theoretical formulations and incited methodological discussions by proposing a combination of the experimental and clinical methods. The present study aims at two relevant goals: to widen CRICDs theoretical basis and to propose a methodological discussion. And had also two specific objectives: a) explore in greater detail results obtained from a specific sample group of 130 children which are related to the theoretical axis called Paternal Function; b) unveiling the psychopathology of early infancy. To accomplish the expansion theory, the study examined the theoretical fundamentals of each one of the 31 indicators proposed by the CRICD Research.The methodological discussion contained in this study was guided by the following question, which in turn oriented our research: does the use of experimental methodology undermine the psychoanalytical basis of CRICD Research? Regarding the specific sample of 130 childrens. The present study also explores in greater detail results obtained from a specific sample group of 130 children. Clinical findings show the emergence of two significant symptomalogies in three-year old children: aggressiveness and the lack of a plot when playing, which are understood as the effects of a fragile performance of the paternal function. By means of a methodological discussion, we conclude that the conceptualization and fundamentals of this study are indeed psychoanalytical and the methodology employed allowed for an interdisciplinary convergence (Hans) and interactions of psychoanalysis (Mijolla-Mellor) with other disciplines. It intends to show that the use of different methods is not conflictive with psychoanalytical semiology. Psychoanalysis is neither a unique research modality, nor is its methodological reference unique. Such constitutive diversity and heterogeneity allow for psychoanalysis to interact with other disciplines and to progress by means of diverse and heterogenic sources, as Mijolla proposes.