Academic literature on the topic 'Childhood(s)'
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Journal articles on the topic "Childhood(s)"
Ouma, Christopher E. W. "Childhood(s) inPurple Hibiscus." English Academy Review 26, no. 2 (October 2009): 48–59. http://dx.doi.org/10.1080/10131750903336064.
Full textYuni Astuti, Eko Sri. "BEBERAPA PENANDA (MARKER) PADA EARLY CHILDHOOD CARIES (ECC) DAN SAVERE EARLY CHILDHOOD CARIES (S-ECC)." Interdental Jurnal Kedokteran Gigi (IJKG) 16, no. 1 (June 18, 2020): 24–27. http://dx.doi.org/10.46862/interdental.v16i1.783.
Full textChang, Marcela Donayre, M. Ferrandiz, M. Paz, and A. Ib????ez. "TAKAYASU??S ARTERITIS IN CHILDHOOD." JCR: Journal of Clinical Rheumatology 12, Supplement (August 2006): S74. http://dx.doi.org/10.1097/01.rhu.0000226693.66821.cc.
Full text&NA;. "Cyclosporin in childhood Crohn??s disease?" Inpharma Weekly &NA;, no. 961 (October 1994): 16. http://dx.doi.org/10.2165/00128413-199409610-00043.
Full textGeorgieva-Shakola, M. D., V. I. Tzaneva, and I. L. Krasnaliev. "P0627 CROHN???S DISEASE IN CHILDHOOD." Journal of Pediatric Gastroenterology and Nutrition 39, Supplement 1 (June 2004): S295—S296. http://dx.doi.org/10.1097/00005176-200406001-00751.
Full textMurray, Jane. "Value/s in early childhood education." International Journal of Early Years Education 26, no. 3 (July 3, 2018): 215–19. http://dx.doi.org/10.1080/09669760.2018.1490849.
Full textELGAMAL, Y., S. MOSELHI, N. ELWAHED, and N. HASSAN. "94 Protein S in childhood collagenosis." Journal of Allergy and Clinical Immunology 87, no. 1 (January 1991): 162. http://dx.doi.org/10.1016/0091-6749(91)91377-6.
Full textGoodyer, I. M. "S.14.03 Biological studies in childhood affectivedisorders." European Neuropsychopharmacology 14 (October 2004): S138. http://dx.doi.org/10.1016/s0924-977x(04)80042-7.
Full textRichter, Linda M., Chris Desmond, Jere Behrman, Pia Britto, Bernadette Daelmans, Amanda E. Devercelli, Paul Gertler, et al. "G20's Initiative for Early Childhood Development." Lancet 392, no. 10165 (December 2018): 2695–96. http://dx.doi.org/10.1016/s0140-6736(18)33058-7.
Full textBain, Lisa J. "A Parent??s Guide to Childhood Cancer." Journal of Developmental & Behavioral Pediatrics 17, no. 3 (June 1996): 201. http://dx.doi.org/10.1097/00004703-199606000-00013.
Full textDissertations / Theses on the topic "Childhood(s)"
ARAÚJO, CÉLIA CÂMARA DE. "LANGUAGE, CHILDHOOD AND PERSPECTIVISM IN WITTGENSTEIN S LATE WRITINGS." PONTIFÍCIA UNIVERSIDADE CATÓLICA DO RIO DE JANEIRO, 2016. http://www.maxwell.vrac.puc-rio.br/Busca_etds.php?strSecao=resultado&nrSeq=27790@1.
Full textCOORDENAÇÃO DE APERFEIÇOAMENTO DO PESSOAL DE ENSINO SUPERIOR
PROGRAMA DE SUPORTE À PÓS-GRADUAÇÃO DE INSTS. DE ENSINO
Esta pesquisa examina cenas de alteridade radical entre crianças e adultos nos escritos maduros de Wittgenstein. Demonstra-se como tais cenas ajudam a construir uma visão da linguagem como forma de vida, capaz de recusar tanto o universalismo como o relativismo, em benefício de uma compreensão perspectivista. Os escritos de Ludwig Wittgenstein posteriores ao Tractatus Logico-Philosophicus, obra escrita ainda nos seus anos de juventude, são mais frequentemente compreendidos como um pensamento que tende ao relativismo, opondo-se, portanto, frontalmente ao trabalho inicial do filósofo. Esta pesquisa aponta para uma filosofia única, nos termos da interpretação que lhe dá o filósofo e pesquisador brasileiro Bento Prado Jr., para quem o télos da filosofia wittgensteiniana jamais se modificou. Assim, nem universalismo, nem relativismo seriam contemplados pelo pensamento de Wittgenstein, havendo, isto sim, uma filosofia perspectiva, aproximável, sob certos aspectos, daquelas que encontramos, por exemplo, em Nietzsche e Deleuze. Para melhor entendimento do perspectivismo na filosofia de Wittgenstein, e, em consonância com o projeto de pesquisa a que nos vinculamos, procedeu-se à análise do que se pode chamar de cenas de alteridade radical nos escritos wittgensteinianos – experimentos de pensamento que comparecem com muita frequência nos últimos escritos do filósofo. Trata-se de cenas imaginárias que figuram encontros, perplexidades e incompreensões entre selvagens e civilizados, loucos e sãos, orientais e ocidentais, crianças e adultos, e assim por diante. Nesses experimentos, manifesta-se o rigor do trabalho crítico de Wittgenstein sobre a linguagem e o significado, sempre concomitante à sua crítica da metafísica. Este trabalho se concentrou na identificação e análise de cenas relacionadas à alteridade adulto vs. criança, assumindo que o conceito de infância pode ser alargado em relação ao período cronológico a que frequentemente está vinculado, como propõe o filósofo italiano Giorgio Agamben. Averiguou-se, a partir do exame dessas cenas, em que medida essa alteridade funciona como índice de perspectivismo nos escritos da fase mais madura de Wittgenstein e em que medida as cenas de alteridade deixam entrever a ideia wittgensteiniana de forma de vida. Para compreender a elusiva noção de forma de vida em Wittgenstein, não nos esquivamos também de um encontro com a antropologia – área cujas preocupações centrais estão reconhecidamente presentes nos escritos do filósofo vienense. Privilegiamos, nesse encontro, o trabalho etnofilosófico do antropólogo Eduardo Viveiros de Castro. A análise do Corpus wittgensteiniano em contágio com a etnofilosofia de Viveiros de Castro indica pontos de convergência entre o pensamento de Wittgenstein – e o das filosofias perspectivistas em geral – e a cosmologia ameríndia tal como apresentada por Viveiros de Castro. A pesquisa empreendida dá a ver uma modalidade wittgensteiniana de perspectivismo, as formas singulares com que o filósofo permite acolher uma multiplicidade de mundos na recusa básica da ideia de visão do mundo, na implosão da partição sujeito/objeto, no laço entre filosofia e poesia.
This research focuses specifically on the examination of scenes of extreme alterity between children and adults, with the aim of demonstrating the way in which these scenes help to construct a vision of language as a form of life, managing to reject universalism as well as relativism, favouring instead a perspectivist understanding. Ludwig Wittgenstein s writings post-Tractatus Logico-Philosophicus, a work he completed in his younger years, are more often than not interpreted with a way of thinking which tends towards relativism and which directly contradicts the first work of the philosopher, most commonly interpreted as a work that tends towards universalism. This research points towards a singular philosophy, in terms of the interpretation put forward by Brazilian researcher and philosopher Bento Prado Jr., according to whom the telos of Wittgensteinian philosophy has never wavered. Thereby, neither universalism nor relativism are contemplated in the Wittgensteinian thinking, rather a perspective philosophy, comparable in certain aspects to the philosophy of, for example, Nietzsche and Deleuze. For a better understanding of perspectivism in Wittgenstein s philosophy, in harmony with the research project that we have adhered to, an analysis of what can be called scenes of radical alterity in Wittgenstinian writing has been undertaken – a type of thought experiment that occurs with great frequency in the late work of the philosopher. This appears in the form of imaginary scenes which depict encounters, perplexities and misunderstandings between savage and civilised individuals, crazy and sane individuals, easterners and westerners, children and adults, and so on. In these experiments, the rigour of Wittgenstein s critical work on language and meaning manifests itself, ever concomitant to his criticism of metaphysics. This work has been centered on the identification and analysis of scenes relating to adult versus child alterity, by assuming that the concept of childhood may be extended in relation to the chronological period with which it is frequently associated, as Italian philospher Giorgio Agamben proposes. The examination of such scenes has allowed the investigation into the extent to which this alterity works as an indication of perspectivism in the late writings of Wittgenstein and the extent to which the scenes of alterity illustrate the Wittgensteinian idea of the form of life. In order to understand the elusive notion of form of life according to Wittgenstein, we also must not avoid the ties to anthropology – the central questions of which are demonstrably present in the writings of the Viennese philosopher. In doing this, we give privilege to the ethnophilosophical work of anthropologist Eduardo Viveiros de Castro. The analysis of the Wittgensteinian corpus, coupled with the ethnophilosophy of Viveiros de Castro, indicates points of convergence between Wittgensteinian thought – and that of perspectivist philosophers in general – and Amerindian cosmology such as that presented by Viveiros de Castro. The research carried out sheds light on a Wittgensteinian form of perspectivism, the singular forms with which the philosopher allows the existance multiple worlds in the basic rejection of the idea of a world vision, in the implosion of the subject/object partition, in the ties between philosophy and poetry.
PINHEIRO, ANA CLAUDIA MARTINEZ. "WHO ARE THESE KIDS? PORTRAITS OF CHILDHOOD BASED ON CHILDREN S WRITINGS." PONTIFÍCIA UNIVERSIDADE CATÓLICA DO RIO DE JANEIRO, 2006. http://www.maxwell.vrac.puc-rio.br/Busca_etds.php?strSecao=resultado&nrSeq=9653@1.
Full textEste trabalho analisa os textos produzidos por um grupo de crianças, ao longo de um ano letivo, numa atividade de escrita livre - os cadernos de texto. Partindo dos assuntos de maior incidência e da forma como são abordados, procura traçar um perfil contextual deste grupo - crianças entre 9 e 11 anos, cursando, à época da investigação, a 4a série do Ensino Fundamental I de uma escola particular da zona sul do Rio de Janeiro - além de investigar sua relação com a tarefa e as implicações desta para a prática pedagógica cotidiana. Como apoio às reflexões, utiliza, principalmente, as contribuições teóricas de Erik Erikson - para delimitar os aspectos do desenvolvimento emocional das crianças - e de Sara Pain - para iluminar a articulação desta com a dimensão cognitiva. Quanto à metodologia, trata-se de um estudo empírico desenvolvido a partir da análise dos textos cedidos pelos autores, complementada por dados colhidos em questionários com os autores e seus pais e relatos da professora ao longo do desenvolvimento da atividade. Como conclusões, enuncia os traços mais marcantes do grupo de crianças estudado e, ainda que não esgote o tema, tece uma reflexão sobre a necessidade de se conjugar, de forma consistente, experiência e embasamento teórico na prática educativa.
This paper provides an analysis of texts produced by children between 9 and 11 years of age, throughout one school year, as a free writing activity. Starting from the most frequent subjects and the way they are approached by the children, the text provides a contextual profile of this group of students attending 5th grade of a private school in an affluent area of Rio de Janeiro, and investigates their relationship with the task proposed, as well as the corresponding implications with teachers day- to-day practice. The investigations are based mainly on the theoretical contributions of Erik Erikson for clarification of emotional aspects of child development, and of Sara Pain for insights into the relationship between this and cognitive dimensions. As to the methodology used, it is an empirical study based on the analysis of the texts provided by the authors, complemented by data collected in the form of questionnaires answered by the writers themselves and by their parents, as well as descriptions provided by their teacher throughout the development of the activity. The author concludes with descriptions of the most remarkable traces of this group of children and reflections on the need to consistently address both experience and theoretical knowledge when it comes to educational practice.
Kearns, Pamela Renate. "The role of glutathione and mu class glutathione s-transferases in childhood acute leukaemia." Thesis, University of Newcastle Upon Tyne, 2000. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.311134.
Full textMielke, Tammy L. "Literary constructs of African American childhood in the 1930's in American children's literature." Thesis, University of Worcester, 2006. http://eprints.worc.ac.uk/677/.
Full textFauble, Mandy A. "How Maternal Childhood Maltreatment Negatively Impacts Children⁰́₉s Mental Health Outcomes Among Polysubstance Exposed Children." Cleveland, Ohio : Case Western Reserve University, 2009. http://rave.ohiolink.edu/etdc/view?acc_num=case1238242697.
Full textTitle from PDF (viewed on 26 May 2009) Includes abstract Mandel School of Applied Sciences (Social Welfare) Includes bibliographical references and appendices Available online via the OhioLINK ETD Center
Figueiredo, Milene dos Santos. "PROFESSOR AS CRIANÇAS JÁ LIGARAM A TV E VOCÊ?" Universidade Federal de Santa Maria, 2007. http://repositorio.ufsm.br/handle/1/7264.
Full textEste trabalho, vinculado a Linha de Pesquisa Educação, Política e Cultura do PPGE/UFSM, visa aprofundar a discussão referente à influência da televisão na prática de duas professoras de Educação Infantil, locadas em duas escolas da cidade de Santa Maria, uma de caráter privado e outra de caráter público. Com isso, procurou-se identificar que concepções e quais práticas pedagógicas adotadas pelas professoras, em relação à influência da televisão, presente nas crianças, manifestada através de roupas, brinquedos, materiais escolares, diálogos e percepções, diante dos vários assuntos abordados no cotidiano escolar. Os modelos metodológicos utilizados foram o estudo coletivo de casos e a análise de conteúdos, constituindo um corpus de análise baseado em entrevistas e diários de campo, além de fotografias e desenhos de artefatos, relacionados a programas televisivos das crianças. O referencial teórico buscou resgatar as principais teorias em relação à influência dos veículos de comunicação de massa na sociedade capitalista, passando por Adorno e Horkheimer e a teoria da Indústria Cultural, Guy Debord e a chamada Sociedade do Espetáculo até a teoria dos Estudos Culturais, que visa analisar as principais produções culturais como elementos da sociedade contemporânea. Além disso, buscou-se também percorrer o trabalho de alguns teóricos que problematizaram a idéia de infância, enfatizando Neil Postmann e sua tese sobre o desaparecimento da idéia de infância moderna, até autores de uma corrente mais pós-estruturalista, que buscam compreender as novas culturas infantis . Identificou-se, após a análise dos dados da pesquisa, que os professores consultados carecem de concepções e práticas pedagógicas críticas em relação à influência da televisão na formação das subjetividades infantis; ou por possuírem concepções instrumentalizadoras em relação à utilização dos meios de comunicação, como foi o caso observado na escola particular, ou por desconhecerem em sua formação inicial e continuadas reflexões que abordem a relevância do papel da escola como mediadora crítica entre televisão e infâncias, como observou-se na escola pública. Percebeu-se ainda o descompasso entre as culturas infantis e as culturas escolares que, em muitos momentos, acaba silenciando as vozes que denunciam os efeitos produzidos nas crianças pelos discursos midiáticos, como padrões de consumo, valores, exemplos de relacionamento entre os indivíduos, etc. Concluiu-se a pesquisa ressaltando a emergência de as instituições educacionais investirem na formação continuada de seus professores, re-avaliando seus objetivos e inserindo em suas reflexões temáticas tão relevantes como a abordada nessa pesquisa, já que se trata da constituição cultural de seus principais representantes: as crianças
PORTO, CRISTINA LACLETTE. "PHOTO ALBUMS, INTERSECTED CHILDHOOD AND CHILDREN S PLAY CULTURE: MEMORY AND PHOTOGRAPHY AT HAPI TOY LIBRARY." PONTIFÍCIA UNIVERSIDADE CATÓLICA DO RIO DE JANEIRO, 2010. http://www.maxwell.vrac.puc-rio.br/Busca_etds.php?strSecao=resultado&nrSeq=35593@1.
Full textEsta tese apresenta parte da história da Brinquedoteca Hapi, um espaço dedicado às crianças, coordenado pela autora durante 16 anos e que tinha como eixo de ação, brinquedos e brincadeiras. A reconstrução dessa trajetória partiu de diferentes suportes de memória sendo que a fotografia revelou-se um material fundamental. A pesquisa exigiu o aprofundamento teórico em torno das concepções de história, memória, narrativa, brinquedo e cultura lúdica. Trata-se de um texto polifônico onde é possível destacar como interlocutores privilegiados os seguintes autores: Walter Benjamin, Maurice Halbwachs, Mikail Bakhtin, Hannah Arendt, Roland Barthes, Gilles Brougère, Beatriz Sarlo, Jeanne Marie Gagnebin, Ecléa Bosi, Gilberto Velho, Boris Kossoy, Miriam Moreira Leite, entre outros. A brinquedoteca tinha como propósito, ser uma porta aberta para os museus, mas seu projeto revelou-se mais amplo ao criar uma pedagogia da ludicidade associada a uma pedagogia da imagem, voltadas para a preservação de um patrimônio não-tangível que é o brincar. A tese mostra a importância da troca entre as gerações para o reconhecimento de que as histórias, ao serem contadas, se comprometem com o futuro, e defende a ideia de que o trabalho desenvolvido com as crianças e suas famílias, em brinquedotecas, pode-se constituir em um caminho fértil na luta contra o empobrecimento da experiência (Verfall der Erfahrung) engendrado pela sociedade contemporânea e anunciado por Walter Benjamin.
The following thesis covers the story of the Toy Library Hapi which I managed for 16 years. The toy library provided a space, aimed at children, that offered toys and games and promoted play and interaction. Of all the materials available to recollect that experience, photography emerged as the key element. This process urged an in-depth study of the theories relating to the concepts of history; memory, narrative, toy and children s play culture. In a way, the thesis is a polyphonic text where a few, prominent voices can be heard: authors like Walter Benjamin, Maurice Halbwachs, Mikail Bakhtin, Hannah Arendt, Roland Barthes, Gilles Brougère, Beatriz Sarlo, Jeanne Marie Gagnebin, Ecléa Bosi, Gilberto Velho, Boris Kossoy, Miriam Moreira Leite; amid others. The aim of the Toy Library was to be an open portal to the museums, but it revealed itself to be a wider project and created a pedagogy of play associated to a pedagogy of image, with the intention of preserving an abstract legacy that is to play. Moreover, the study shows how important a dialogue between generations is to the recognition that all these recollected stories have a commitment to the future. Lastly, it becomes evident that the work developed with the children and their families, in toy libraries such as Hapi, constitutes a rich path in the struggle against the impoverishment of experience (Verfall der Erfahrung), engendered by contemporary society as enunciated by Walter Benjamin.
Sharifzadeh-Amin, Maryam. "The Effect of 10% Povidone-Iodine on S. Mutans Levels in Children with "Early Childhood Caries"." Thesis, University of British Columbia, 2002. http://hdl.handle.net/2429/37981.
Full textDentistry, Faculty of
Graduate
Würdig, Rogério Costa. "O quebra-cabeça da cultura lúdica: lugares, parcerias e brincadeiras das crianças: desafios para políticas da infância." Universidade do Vale do Rio do Sinos, 2008. http://www.repositorio.jesuita.org.br/handle/UNISINOS/2080.
Full textCoordenação de Aperfeiçoamento de Pessoal de Nível Superior
Esta tese trata de uma pesquisa etnográfica realizada com um grupo de crianças de uma escola pública num bairro popular de Pelotas, Rio Grande do Sul. O foco da investigação foi a análise de como se expressa a cultura lúdica do ponto de vista das crianças no contexto do recreio e no contexto casa-rua. A opção pela abordagem socioantropológica inclui o diálogo com a História, a Educação, a Educação Física e as Artes Visuais. Os principais instrumentos de pesquisa utilizados foram: as observações participantes, as entrevistas conversadas e as fotografias. A análise dos dados fundamentou-se nos eixos teóricos que articulam o lúdico, as culturas da infância e a cultura lúdica. Desta análise, definiram-se as categorias: sentidos do recreio; brincadeiras, parcerias e lugares; o quê/quem favorece e/ou atrapalha as brincadeiras; e as seguintes subcategorias: espaço, relações de gênero e mudanças; repertório de brincadeiras; crianças/animais/adultos; casa, rua e mudanças. O recreio, enquanto tempo e espaço de produ
This dissertation is about an ethnographic research that was realized with a group of children in a public school, in a popular quarter of Pelotas city, Rio Grande do Sul. The focus of this investigation was the analisis of how express the culture play in childrens’s view on interval and house-street context. The option for the socioanthropolist abordage include the dialogue with the History, Education, Physical Education and Visual Arts. The main instruments utilized on this research was: participant observations, talking interview and pictures. The datas analisis have based in a theoric center that articulate the child’s play, the childhood’s culture and the play culture. From this analisis, some cathegories were definided: the sense of interval, plays, partners and places; what / who it supports and / or disrupt the games; and follow subcathegories: the space, relations of manner and changes, repertory of plays; children /animals /adults; home, street and changes. The interval, as a time and space of prod
Corsi, Bianca Rodriguez. "Conflito na educação infantil: o que as crianças têm a dizer sobre ele?" Universidade de São Paulo, 2010. http://www.teses.usp.br/teses/disponiveis/48/48134/tde-12112010-150134/.
Full textNowadays the idea that children are people able to build, to transform, to produce and reproduce cultures is legitimated (CORSARO, 1997, SARMENTO, 1997, 2007). Following this line, a research with a childrens group, around 5 and 6 years old from a public institution in São Paulo was realize, in order to investigate what they think and say about the disagreement they deal with. The research used children´s oral narrative about what they said of disagreement, which was noted by the researcher and a methodology suggested by them: the Conflict Box place where they spontaneously deposited situations registers that they judge conflicts. The conflicts noted by the children was analyzed using the Wallonian theory, in which are understood as a constitutive movement through self preservation and affirmation, therefore, necessary reality to the psyche and social children´s life formation. We used, also, papers published by Manuela Ferreira and William Corsaro that refers to researches realized on children´s relationships, in other words, about childrens interaction. From the collected material it is possible to say that conflict for these children, unlike adults interpretation, it is not only something that physically hurts someone else, or the disrespect to a rule, but also something that makes them sad, frustrated, scared, in other words, situations that evolves emotions, something they describe as the most conflicting.
Books on the topic "Childhood(s)"
Smith, Kylie, Kate Alexander, and Sheralyn Campbell, eds. Feminism(s) in Early Childhood. Singapore: Springer Singapore, 2017. http://dx.doi.org/10.1007/978-981-10-3057-4.
Full textFisher, James. Memories of an Aberfeldy childhood: 1920's. Pitlochry: Impact Communications, 1989.
Find full textBill. My childhood days: Recollections of childhood in the late 1930's in Leeds. Leeds: Printed Resource Unit for Continuing Education, 1988.
Find full textNoel, Diana. Five to Seven: The story of a 1920's childhood. Oxford: Clio Press, 1991.
Find full textAshton, Stella. Maisie and me: A country childhood in the 1920's. Bradford on Avon: Ex Libris Press, 1992.
Find full textHuo, Yan. Tu ba qi de xiao shi dai: Childhood of 87's bunny. Tianjin Shi: Tianjin jiao yu chu ban she, 2008.
Find full textWhalley, Margy. Women leaders in early childhood settings: A dialogue in the 1990's. Wolverhampton: University of Wolverhampton, 1999.
Find full textJenkins, Pat. The slang and the jitty: A Midland childhood in the 1940's. Linton, Cambs: E & E Plumridge, 2002.
Find full textThe hills of childhood: Recollections and reminiscences of a childhood in the Cotswold village of Chalford in the 1930's. Stroud: Sycamore Studies, 1985.
Find full textOuimette, Evans Lori, ed. Country catalog of memories: (a childhood on a German-American farm in the late 1920's and 30's). Neillsville, Wis: H.E. Ouimette, 1986.
Find full textBook chapters on the topic "Childhood(s)"
Smith, Kylie, Kate Alexander, and Sheralyn Campbell. "Introduction." In Feminism(s) in Early Childhood, 1–7. Singapore: Springer Singapore, 2017. http://dx.doi.org/10.1007/978-981-10-3057-4_1.
Full textGaches, Sonya L. "Time and Relationship: Paternal and Maternal Tensions in Teacher Narratives." In Feminism(s) in Early Childhood, 121–33. Singapore: Springer Singapore, 2017. http://dx.doi.org/10.1007/978-981-10-3057-4_10.
Full textD’Souza Juma, Audrey. "Engaging with Feminist Poststructuralism to Inform Gender Equity Practice in Early Childhood Classrooms in Pakistan." In Feminism(s) in Early Childhood, 135–47. Singapore: Springer Singapore, 2017. http://dx.doi.org/10.1007/978-981-10-3057-4_11.
Full textMarpinjun, Sri, and Patricia G. Ramsey. "Feminism and Early Childhood Education in Indonesia: Teachers’ Reflections." In Feminism(s) in Early Childhood, 149–63. Singapore: Springer Singapore, 2017. http://dx.doi.org/10.1007/978-981-10-3057-4_12.
Full textSimpson-Dal Santo, Rebecca. "Gender Identities in the Australian Early Years Learning Framework." In Feminism(s) in Early Childhood, 165–77. Singapore: Springer Singapore, 2017. http://dx.doi.org/10.1007/978-981-10-3057-4_13.
Full textCampbell, Sheralyn, Kate Alexander, and Kylie Smith. "Are We There Yet? Gender Equity Journeys in Early Childhood Practice." In Feminism(s) in Early Childhood, 179–92. Singapore: Springer Singapore, 2017. http://dx.doi.org/10.1007/978-981-10-3057-4_14.
Full textCoady, Margaret M. "Feminism and the Development of Early Childhood Education in Australia." In Feminism(s) in Early Childhood, 11–24. Singapore: Springer Singapore, 2017. http://dx.doi.org/10.1007/978-981-10-3057-4_2.
Full textLopez-Atkinson, Sue. "The Didgeridoo, an Instrument of Oppression or Decolonisation?" In Feminism(s) in Early Childhood, 25–33. Singapore: Springer Singapore, 2017. http://dx.doi.org/10.1007/978-981-10-3057-4_3.
Full textOsgood, Jayne, and Kerry H. Robinson. "Celebrating Pioneering and Contemporary Feminist Approaches to Studying Gender in Early Childhood." In Feminism(s) in Early Childhood, 35–47. Singapore: Springer Singapore, 2017. http://dx.doi.org/10.1007/978-981-10-3057-4_4.
Full textPérez, Michelle Salazar. "Black Feminist Thought in Early Childhood Studies: (Re)Centering Marginalized Feminist Perspectives." In Feminism(s) in Early Childhood, 49–62. Singapore: Springer Singapore, 2017. http://dx.doi.org/10.1007/978-981-10-3057-4_5.
Full textConference papers on the topic "Childhood(s)"
Salam, MT, T. Islam, C. Breton, and FD Gilliland. "Variants in Glutathione S-Transferase Genes and Childhood Asthma." In American Thoracic Society 2009 International Conference, May 15-20, 2009 • San Diego, California. American Thoracic Society, 2009. http://dx.doi.org/10.1164/ajrccm-conference.2009.179.1_meetingabstracts.a3654.
Full textSetiawati, Jamaris, and Rusdinal. "The Practice of “5 S” in the Effort to Develop Early Childhood Prosocial Behavior." In 2nd International Conference Innovation in Education (ICoIE 2020). Paris, France: Atlantis Press, 2020. http://dx.doi.org/10.2991/assehr.k.201209.199.
Full textGref, Anna, Annika Saaf, Sven E. Dahlen, Mauro D'amato, Juha Kere, Maciek Kupczyk, Göran Pershagen, et al. "DNA Methylation Of Neuropeptide S Receptor 1 In Relation To Childhood Asthma And Environmental Factors." In American Thoracic Society 2012 International Conference, May 18-23, 2012 • San Francisco, California. American Thoracic Society, 2012. http://dx.doi.org/10.1164/ajrccm-conference.2012.185.1_meetingabstracts.a3479.
Full textVoinea, Mihaela, and Andreea Sitoiu. "Children’s Wellbeing Starts at Home. Redefining Parenting According to the Digitalized Society." In ATEE 2020 - Winter Conference. Teacher Education for Promoting Well-Being in School. LUMEN Publishing, 2021. http://dx.doi.org/10.18662/lumproc/atee2020/37.
Full textFACON, T., J. GOUPEMAND, C. CARON, M. ZANDECKI, M. H. ESTIENNE, and A. COSSON. "GRAY PLATELET SYNDROME AND IDIOPATHIC PULMONARY FIBROSIS OCCURRING IN THE SAME PATIENT : A FORTUITOUS ASSOCIATION?" In XIth International Congress on Thrombosis and Haemostasis. Schattauer GmbH, 1987. http://dx.doi.org/10.1055/s-0038-1644559.
Full textSinaga, Lasrika S., Ciciilya Candi, and Mardiati Nadjib. "Nutritional Interventions to Reduce Stunting in Developing Countries: A Systematic Review." In The 7th International Conference on Public Health 2020. Masters Program in Public Health, Universitas Sebelas Maret, 2020. http://dx.doi.org/10.26911/the7thicph.03.78.
Full textAbshire, T., L. Fink, J. Christian, J. O'Connell, and W. Hathaway. "THE DYSFIBRINOGEN OF CHILDHOOD NEPHROSIS." In XIth International Congress on Thrombosis and Haemostasis. Schattauer GmbH, 1987. http://dx.doi.org/10.1055/s-0038-1643334.
Full textPospisilova, Helena. "DO CHILDREN EXPERIENCE LEISURE TIME LIKE THEIR PARENTS DID? OUTCOMES OF THE RESEARCH OF THE RELATIONSHIP BETWEEN LEISURE ACTIVITIES OF TODAY�S CHILDREN AND THE LEISURE ACTIVITIES OF THEIR PARENTS IN THEIR CHILDHOOD." In 4th SGEM International Multidisciplinary Scientific Conferences on SOCIAL SCIENCES and ARTS Proceedings. STEF92 Technology, 2017. http://dx.doi.org/10.5593/sgemsocial2017/33/s12.011.
Full textSadre Dadras, P., LK Brackmann, I. Langner, U. Haug, W. Ahrens, and M. Marron. "Vaccination in childhood and the risk of childhood cancer – a systematic review and meta-analyses." In Gemeinsam forschen – gemeinsam handeln. Georg Thieme Verlag KG, 2017. http://dx.doi.org/10.1055/s-0037-1605872.
Full textKislyakov, Pavel. "Art Therapy`S Influence On Preschoolers`S With Mental Delay Emotional Development." In ECCE 2018 VII International Conference Early Childhood Care and Education. Cognitive-Crcs, 2018. http://dx.doi.org/10.15405/epsbs.2018.07.47.
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