Log in

Relevant bibliographies by topics / Childhood views / Dissertations / Theses

To see the other types of publications on this topic, follow the link: Childhood views.

Dissertations / Theses on the topic 'Childhood views'

Author: Grafiati

Published: 4 June 2021

Last updated: 1 February 2022

Create a spot-on reference in APA, MLA, Chicago, Harvard, and other styles

Select a source type:

Consult the top 50 dissertations / theses for your research on the topic 'Childhood views.'

Next to every source in the list of references, there is an 'Add to bibliography' button. Press on it, and we will generate automatically the bibliographic reference to the chosen work in the citation style you need: APA, MLA, Harvard, Chicago, Vancouver, etc.

You can also download the full text of the academic publication as pdf and read online its abstract whenever available in the metadata.

Browse dissertations / theses on a wide variety of disciplines and organise your bibliography correctly.

1

Purssell, Edward. "A study of normal temperature in childhood and parental views of childhood fever." Thesis, King's College London (University of London), 2006. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.439358.

Full text

APA, Harvard, Vancouver, ISO, and other styles

2

Clampett, Bridget. "Quality Early Childhood Development centres: an exploratory study of stakeholder views." Master's thesis, University of Cape Town, 2016. http://hdl.handle.net/11427/20702.

Full text

Abstract:

This study 'Quality Early Childhood Development (ECD) centres: an exploratory study of stakeholder views' was carried out with a sample of fifteen principals of effective ECD centres in the Western Cape, South Africa. The study adopted a qualitative, exploratory approach using a semi-structured interview schedule for face-to-face interviews with the participants. A purposive sample was used and the selected sample were geographically spread across the Western Cape Metropolitan area.The findings revealed the following: Effective ECD centres that provide quality care and education is of critical importance and should be prioritised in South Africa. Governing bodies play critical roles in the effectiveness of ECD centres; these roles include: governance and accountability, ensuring financial sustainability, decision-making and administration, strategic planning, monitoring and evaluation, and conflict resolution. ECD forums are also a valuable asset for ECD centres. Structure and routine, indoor learning materials and the arrangement of the classroom are important components of quality learning programmes. Qualified ECD teachers provide quality learning programmes for children and outdoor play is important for children's holistic development. Parental involvement improves learning outcomes for children and relationships with stakeholder's assists centres in providing a holistic programme. Principals play a crucial role in ensuring a quality service is provided.

APA, Harvard, Vancouver, ISO, and other styles

3

Macdonald, Heather. "Early childhood practitioners' views on the use of technology with young children." Thesis, University of Sheffield, 2017. http://etheses.whiterose.ac.uk/19408/.

Full text

Abstract:

This thesis examines the attitudes of early childhood practitioners regarding the use of technology with young children. The study utilised qualitative methods to investigate the range of attitudes that exist towards the use of technology with young children, as well as to explore the factors which have led to the practitioners’ attitudes. In phase one of the research, four focus groups with a total of twenty-two participants were held to begin to understand the range of attitudes that exist and to select participants for phase two. In phase two, ten participants were selected from the focus groups who represented the full range of attitudes expressed, from extremely negative at one end to extremely positive at the other. These ten participants engaged in in-depth interviews to explore their attitudes towards the use of technology with young children. Findings suggest that the attitudes of early childhood practitioners towards technology use with young children are more nuanced than simply positive or negative with a third category of ‘it depends on…’ attitudes emerging. A wide range of different factors, both extrinsic and intrinsic, have led to these attitudes; however, this thesis proposes that practitioners’ beliefs regarding technology as well as more existential beliefs, such as their pedagogical beliefs in the most appropriate approach to early childhood education and their belief in the importance and value of family life, are an extremely significant determinant of attitudes towards technology.

APA, Harvard, Vancouver, ISO, and other styles

4

Kimmy, Michelle. "Preschool Teachers' Views of Literacy Instruction." ScholarWorks, 2017. https://scholarworks.waldenu.edu/dissertations/4301.

Full text

Abstract:

Students in Pennsylvania are falling behind in reading proficiency. Early literacy skills are the foundation for future reading success and students who have not learned to read proficiently by the end of 3rd grade have an increased chance of failing to achieve academic success. The purpose of this quantitative correlational study was to investigate the relationship between preschool teachers' perceived self-efficacy for literacy instruction and preschool literacy assessment scores of students at local private preschool classrooms. The research question focused on the relationship between preschool teacher self-efficacy for literacy instruction and student literacy achievement. Bandura's self-efficacy theory served as the theoretical foundation of the study. Preschool teachers' (n = 31) perceived levels of self-efficacy for early literacy instruction was measured using the Komlodi Assessment for Self-efficacy (KASE) survey. A Pearson correlation analysis of the KASE survey data along with preschool student literacy assessment scores from the Teaching Strategies GOLD preschool assessment was completed to determine whether a relationship exists. The results, however, revealed no significant correlation between teacher self-efficacy and student literacy achievement. The findings suggested that the preschool teachers perceived themselves as effective in both literacy instruction and knowledge of literacy concepts, but less efficacious in their ability to diagnose and provide successful interventions to students struggling with literacy. Recommendations include offering professional development opportunities to strengthen the skills where preschool teachers feel less effective. A focus on professional development and support for teachers may promote social change as students achieve higher early literacy proficiency and become successful members of society.

APA, Harvard, Vancouver, ISO, and other styles

5

Sevimli, Serap. "Movement Education In Early Childhood Education: The Views Of Parents And School Administrators." Master's thesis, METU, 2008. http://etd.lib.metu.edu.tr/upload/2/12609896/index.pdf.

Full text

Abstract:

The purpose of this study was to examine the views of parents and preschool school administrators about preschool movement education and the practices regarding the teaching movement education to young children in early childhood programs. Participants (8 preschool administrators and 21 parents) were from 8 randomly selected private preschool in the region of &Ccedil<br>ankaya, Ankara, Turkey. Semi structured interview and document analysis methods were used for data collection. Content analysis method was used for data analysis. The results suggested that play and movement activities had no effects on parents&rsquo<br>school choice and parents did not seem to be influential on curriculum decisions about movement education activities. Structured play and movement activities were not considered as an academic subject by both groups. Instead participants perceived structured play and movement activities as a free play. Parents were aware of subjects as math, science and language<br>but they had limited knowledge about movement education activities. Parents generally focused on children&rsquo<br>s such sport specific activities as swimming, tennis, horse riding which were not developmentally appropriate for children&rsquo<br>s fundamental movement skills. Demands about the additional skills related with the movement education focused more on sport specialized activities and large environments for children to play comfortable. To conclude, parents and administrators have little knowledge about movement education so they are needed to be informed about the subject through educative workshops or seminars given by the people who are professional in their field.

APA, Harvard, Vancouver, ISO, and other styles

6

Elsley, Susan. "Heroes and heroines or just like us? : young people's views on childhood in children's books." Thesis, University of Edinburgh, 2009. http://hdl.handle.net/1842/3232.

Full text

Abstract:

Childhood is socially constructed and holds profound meaning for contemporary society. Although children are increasingly seen as social agents, the dominant view is that children are unable to make substantial contributions to society due to their immaturity and minority status. Childhood theorists have countered this by emphasising the importance of seeking children’s views, an approach which underpins this study. Children’s books provide ideological sources for constructing and understanding childhood. They have a cultural role in representing childhood to children and adults and are widely perceived to be a resource for children’s education and socialisation. In addition, children’s books are written, produced and their use is mediated by adults. This study aims to find out if books provide a space for children in a predominantly adult constructed world by exploring what young people think about the ways in which childhood is represented in children’s books. The research was undertaken with young people aged 10 to 14 years, concentrating on the lower and higher end of the age group, and took place in schools. Quantitative and qualitative methods were used with 158 young people taking part in a questionnaire survey and 43 participating in interviews. The study found that young people were active co-constructors, rather than passive recipients, of representations of childhood in children’s books. Young people demonstrated that they were skilled text handlers who acknowledged the influence of other media on their engagement with books although there were marked differences in their reading interests depending on age and gender. Young people were interested in fiction which portrayed assertive and competent depictions of childhood which they could relate to their own experience as well as enjoying reading about young characters with powers and skills which were extraordinary. Young people did not view childhood or the depiction of childhood negatively, accepting it as a state of being rather than one of becoming, hence contributing to their own understandings of childhood.

APA, Harvard, Vancouver, ISO, and other styles

7

Austin, Petra. "Caregivers' views on play and play areas in Salvokop Tshwane." Diss., University of Pretoria, 2015. http://hdl.handle.net/2263/60372.

Full text

Abstract:

This study explored caregivers' views on play and play areas in Salvokop, Tshwane. Specific focus was placed on children's play, play between caregiver and child, and the importance of play spaces. Five relevant categories were identified for investigation including biographical details, the child in early childhood, caregivers' opinions on play, play between caregiver and child, and public play areas. The research methodology for this study was clearly defined and outlined where a qualitative research approach was utilised with a semi-structured interview schedule as data-collection method. The literature chapter focused on early childhood, theoretical perspectives on play, defining play, the advantages of play, as well as play between parents and child and the importance of public play areas. Research findings for this qualitative study were presented using tables which were fully discussed in the study in order to describe caregivers' views on play, play between caregiver and child, and play areas. Research findings showed that not all caregivers are aware of the importance of play for child development and do not consider play on its own as the most important activity during early childhood, yet caregivers indicate that their children spend most of their time playing. The types of play that children engage in have numerous advantages and are more varied than what caregivers deem important. Caregivers believe that children need long periods of play on a daily basis and most children do actually play for long periods every day. Children in this study also participate in more physical activity than children in some developed countries. Children have uninterrupted time to play where they are not hurried or directed by anyone. Caregivers play with their children and enjoy different types of play with their children. However, there is a lack of physical play between caregivers and children. There is no public play area in Salvokop but caregivers would like to have a public play area and indicate that their children will make use of a public play area extensively. Finally, conclusions and recommendations were made following the key findings for this study. The research question for this study was fully answered in that the empirical investigation provided a comprehensive reflection of caregiver's views on play and play areas.<br>Mini Dissertation (MSW)--University of Pretoria, 2015.<br>Social Work and Criminology<br>MSW<br>Unrestricted

APA, Harvard, Vancouver, ISO, and other styles

8

Cooke, Natalie Kathleen. "Assessing Future Healthcare Providers' Views of Childhood Obesity to Inform Premedical and Medical Curricular Changes." Thesis, North Carolina State University, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=3584005.

Full text

Abstract:

<p> Childhood obesity is a disease that affects 17% of children aged 2-19. This disease, best described by a social ecological perspective, is multifactorial in nature and includes individual, familial, community, and societal contributors. As the causes are multifactorial, so too should be prevention and treatment. Healthcare providers, specifically physicians, can play an important role in the diagnosis, prevention, and treatment of childhood obesity, especially if they appropriately utilize nutrition behavior change counseling to facilitate lifestyle changes. Behavior change falls within the realm of the social and behavioral sciences, disciplines that will receive greater emphasis on the newly designed MCAT 2015<sup>®</sup>; therefore, premedical and medical programs may need to alter their approaches to disseminating this discipline-specific knowledge. Nutrition education is currently limited in medical education; and thus, just as premedical programs seek to increase the social and behavioral sciences, so too should they increase nutrition education. In light of these recommended curricular changes, researchers sought to investigate the current state of premedical and medical students. views of childhood obesity. This dissertation describes three studies conducted for that purpose. In study 1, researchers investigated 30 pre-healthcare undergraduate seniors. views of childhood obesity and their sources of knowledge through in-depth qualitative interviews. Investigators found that students with specialized coursework and significant volunteer and/or internship experience had a deeper understanding of childhood obesity; however, as a whole, students failed to see the role of healthcare providers in prevention and treatment. These findings provide justification for premedical programs to guide students to see their role in prevention and treatment through educating them on the social ecological model and providing them with relevant service-learning opportunities and guided reflection. In study 2, researchers conducted a similar nationwide qualitative investigation in 78 third and fourth year medical students. These students described student-, patient- and healthcare system-centered barriers, including their lack of knowledge, patients. lack of access, and their lack of time in practice. Students also requested more applicable information and counseling training in order to equip them to prevent and treat childhood obesity. Much like the pre-healthcare seniors, these medical students failed to discuss their role in prevention and treatment. Therefore, medical schools need to help their students overcome barriers by providing them knowledge and skills and helping them understand their role in prevention and treatment. In study 3, researchers built on the knowledge gained from study 1 and study 2 and developed a valid and reliable computerized tool, the Childhood Obesity Prevention Self-efficacy (COP-SE) survey. Factor analysis of 444 completed surveys from students at 53 medical schools revealed a two factor structure with a correlation of 0.637 between factors. Factor 1 assesses self-efficacy in nutrition counseling while Factor 2 measures self-efficacy to assess readiness to change and initiate nutrition lifestyle changes. There was high reliability within factors (Factor 1 = 0.946; Factor 2 = 0.927), and the correlation (0.648) between the COP-SE survey and a general self-efficacy survey confirmed that the COP-SE measures domain-specific self-efficacy. This valid and reliable survey can be used by medical schools as a formative or summative assessment of students. self-efficacy in childhood obesity prevention and treatment. Further research should include confirming the factor structure and exploring the significance of response trends seen in this sample. The findings of all three studies can be used by premedical and medical programs to maximize the effectiveness of their preparatory programs to provide students with the necessary skills for prevention and treatment of childhood obesity. With the appropriate preparation, future healthcare providers can build their self-efficacy in disease prevention and treatment, hopefully resulting in improved patient outcomes.</p>

APA, Harvard, Vancouver, ISO, and other styles

9

Abbott, Frances S. "Views on the roles in early childhood education found in selected post-secondary diploma programs in the province of Newfoundland and Labrador." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1999. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape8/PQDD_0029/MQ47433.pdf.

Full text

APA, Harvard, Vancouver, ISO, and other styles

10

George, Theresa I. "Early Childhood Teachers' Views On Working With Parents: Positive and Negative Encounters in Maintaining the Home/School Relationship." Kent State University / OhioLINK, 2012. http://rave.ohiolink.edu/etdc/view?acc_num=kent1353346246.

Full text

APA, Harvard, Vancouver, ISO, and other styles

11

Lai, Jie, and 赖洁. "Stakeholders' views of full-day versus half-day kindergarten program : a multiple case study in Hong Kong." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2014. http://hdl.handle.net/10722/209666.

Full text

Abstract:

This study investigated the differences and similarities between full-day programs (FDP) and half-day programs (HDP) in Hong Kong kindergartens in terms of children’s experiences and program quality, as well as in the stakeholders such as parents’, teachers’, and principals’ perspectives. Besides, the study investigated stakeholders’ perceptions about the preference of FDP or HDP and their views about subsidizing FDP. Quantitative and qualitative data were collected to explore the research questions. Findings showed that FDP in Hong Kong is different from HDP, rather than an extension of HDP. Additionally, the stakeholders in Hong Kong prefer FDP and support to subsidize FDP. Findings from the study have significant policy and practice implications to improve overall quality of both programs.<br>published_or_final_version<br>Education<br>Master<br>Master of Education

APA, Harvard, Vancouver, ISO, and other styles

12

Sicim, Berna. "School Readiness: Changes In The Views Of Prospective Early Childhood Teachers Following A Pre-service School Readiness And Transition To Elementary School Course." Master's thesis, METU, 2011. http://etd.lib.metu.edu.tr/upload/12613357/index.pdf.

Full text

Abstract:

The current study aimed to investigate the changes of the school readiness and transition to elementary school course on pre-service early childhood teachers&rsquo<br>views about young children&rsquo<br>s school readiness. Teacher view of children&rsquo<br>s school readiness scale and interview protocols were administered as pre-post test and pre-post interviews to pre-service early childhood education teachers who were in the process of completing final year in their education in the four university&rsquo<br>s department of early childhood teacher education in Ankara, Turkey. The teacher views of children&rsquo<br>s school readiness scale was administrated to 169 pre-service early childhood teachers and a subsample of 26 pre-service early childhood teachers were interviewed before and after they completed School Readiness and Transition to Elementary School course. Qualitative and quantitative findings in mixed methods research demonstrated that school readiness and transition to elementary school course in early childhood teacher education programs elaborated participants&rsquo<br>views about children&rsquo<br>s school readiness. According to the participants, program courses should provide more sufficient practice and content knowledge. In this way pre-service teachers can have opportunities to use their experiences gained during school readiness and transition to elementary school course to support young children&rsquo<br>s school readiness. The results of the current study also indicated that pre-service teachers needed to develop an understanding of children&rsquo<br>s school readiness in terms of definition, skills, factors, assessment, transition activities, and elementary school program so that they can be better prepared to teach with emphasis on the connections between preschool education and elementary school.

APA, Harvard, Vancouver, ISO, and other styles

13

Yilmaz, Simge. "Pre-service And In-service Preschool Teachers." Master's thesis, METU, 2011. http://etd.lib.metu.edu.tr/upload/12613025/index.pdf.

Full text

Abstract:

This research aimed at investigating pre-service and in-service preschool teachers&rsquo<br>views regarding creativity in early childhood education by determining similarities and/or differences among their views. The data of the study was gathered from 10 pre-service and 11 in-service teachers by asking their views about creativity in early childhood education. This study has been realized by the qualitative research method and the data was gathered through a type of interview, namely focus group technique. The seven basic interview questions developed by Aslan &amp<br>Cansever (2009) for primary school teachers were rephrased considering early childhood education context. In the data analysis procedure, four basic themes were constituted: &ldquo<br>teachers&#039<br>views on creativity&rdquo<br>, &ldquo<br>teachers&#039<br>views on creative people&rdquo<br>, &ldquo<br>teachers&rsquo<br>views on the importance of creativity in early childhood education&rdquo<br>, and &ldquo<br>teachers&rsquo<br>views on the obstacles to creativity in early childhood education&rdquo<br>. The results demonstrated that although every participant had their own creativity definitions, they agreed on some common ideas about creativity. The participants were aware of the value of creativity in preschool education and they stated that they prepare and implement creative activities to nurture children&rsquo<br>s creativity as well as stating that there are many obstacles to achieve this goal. They indicated that these obstacles are mostly based on school administrators, teachers, and parents. Moreover, it was concluded that the most striking difference between pre-service and in-service early childhood teachers&rsquo<br>views was the fact that unlike in-service teachers, only the pre-service teachers gave some recommendations to tackle with the obstacles to children&rsquo<br>s creativity.

APA, Harvard, Vancouver, ISO, and other styles

14

Gajaria, Asha. "Alignment of Patient and Provider Views in Health Care Intervention Programs: A Study of the Centre for Healthy Active Living at the Children’s Hospital of Eastern Ontario." Thèse, Université d'Ottawa / University of Ottawa, 2014. http://hdl.handle.net/10393/30386.

Full text

Abstract:

This research study focuses on examining the views of patients, their families, and staff member providers of the Centre for Healthy Active Living a clinical obesity management program for children and youth at the Children’s Hospital of Eastern Ontario, in Ottawa, Canada. Qualitative methodology was used and content analysis was conducted with data obtained from family questionnaires and a provider focus group. Analysis of obtained data was conducted to determine alignment of views between patient, family, and provider views, and the formal goals of the program. Emerging themes from the data indicated that patients and families place higher value on the formal goals of “improve quality of life; improve eating behaviours; improving fitness, increasing activity levels; and empower/strengthen families.” (Children’s Hospital of Eastern Ontario, 2012). Specific recommendations with regards to each component of these goals were provided. Instrumental, procedural, systemic, and conceptual recommendations of program components were also provided.

APA, Harvard, Vancouver, ISO, and other styles

15

Abutaleb, Abidah. "Arab-American Parents’ Views on the Use of Technology, Smartphones, and Touchscreen Devices with Infants, Toddlers and Preschoolers." Digital Commons @ East Tennessee State University, 2019. https://dc.etsu.edu/etd/3544.

Full text

Abstract:

This study examined 100 Arab-American families of children attending a weekly Sunday school in the Southeastern region of the US on their views about infants, toddlers or preschoolers’ touchscreen device usage patterns. Over 80 percent of the respondents have obtained at least a bachelor’s degree. Surveys were completed for 51 boys and 49 girls. Like studies on children of other ethnic groups living in the United States of America show, Arab infants, toddlers and preschoolers’ mobile touchscreen device usage patterns do not conform to the 2016 American Academy of Pediatrics guidelines which suggested no touchscreen device usage for children below 2 years and 1-hour daily usage for children between 2-5 yesrs. However, Arab-American parents hold different views on the use of mobile touchscreens with young children when compared to studies from other parents living in the United States. Also, Arab American parents are less concerned about their infant, toddlers and preschools’ children damage to touchscreen devices. Thus, further studies are required to delineate why Arab American parents’ views on touchscreen devices differ to their young children reported usage habit.

APA, Harvard, Vancouver, ISO, and other styles

16

Thelander, Nina. "We are all the same, but- Kenyan and Swedish school children's views on children's rights /." Doctoral thesis, Karlstad : Faculty of Arts and Education, Educational Work, Karlstads universitet, 2009. http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-4112.

Full text

APA, Harvard, Vancouver, ISO, and other styles

17

O'Gorman, Lyndal May. "An even better start? : parent conceptions of the preparatory year in a non-government school in Queensland." Queensland University of Technology, 2007. http://eprints.qut.edu.au/16649/.

Full text

Abstract:

The introduction of a universal, full-time Preparatory Year in all Queensland schools from 2007 is a significant reform in early childhood education and care (ECEC) in that state. Rapidly increasing enrolment of children in full-time Preparatory Year programs in non-government schools has been a feature of the Queensland context over the past decade. These trends, along with efforts towards consistency of services and universal school starting ages across Australian states and territories have prompted this important reform to early education in Queensland. Constructions of the role of parents as consumers of early childhood services and/or partners in their children's early education suggest that consideration of parent views of this reform is both timely and strategic. This thesis reports the findings of a research project investigating parent conceptions of a Preparatory Year in a non-government school in outer urban Queensland. The research used a phenomenographic approach to elicit and describe the qualitatively different ways in which a group of 26 parents viewed the Preparatory Year. Analysis revealed that the range of parent conceptions of the Preparatory Year demonstrated varying emphasis on parent needs, child needs and preparation for future success in school and beyond. The study led to the construction of five categories of description outlining five different ways of understanding the Preparatory Year. The Preparatory Year was viewed in relation to (1) the current needs of the parents, (2) the current needs of the child, (3) preparation for Year One, (4) providing an advantage in primary school, and (5) preparation for future success beyond school. These five categories were linked and differentiated from each other by two central themes, or dimensions of variation: (1) a beneficiary dimension in which either the parent or the child were seen to benefit from the program, and (2) a temporal dimension in which the program was viewed in relation to meeting current needs or preparing for the future. The results of the study suggest that variation exists in the ways that parents may conceptualise the phenomenon of the Preparatory Year in Queensland. Analysis of the data further suggests that tensions exist around whether the Preparatory Year ought to emphasise preparation for the future and/or meet current needs of children; and whether those programs should meet the needs of the parent and/or the needs of the child. This thesis opens up the possibility of future tensions, with the potential for parent preferences for a formal interpretation of the Preparatory Year curriculum being at odds with the new play-based Early Years Curriculum Guidelines. Results of the study suggest that more attention be given to engaging parents and eliciting their views of the early childhood programs experienced by their children. Moreover, it provides an approach for ways in which parent views might be generated, analysed and incorporated into future policy developments and reforms.

APA, Harvard, Vancouver, ISO, and other styles

18

Ozturk, Elif. "Exploring The Change In Preschool Teachers." Phd thesis, METU, 2010. http://etd.lib.metu.edu.tr/upload/12612759/index.pdf.

Full text

Abstract:

The aim of this study is to investigate the changes in early childhood teachers&rsquo<br>views about and practices of integration of visual art into science activities that occured after they attended the workshop. In order to explore the changes in five early childhood teachers&rsquo<br>views about science teaching, semi-structured interviews, classroom observations, and activity plans were used in this study. The study was conducted in a private preschool located in the &Ccedil<br>ayyolu district of Ankara. The first phase of the analysis consisted of portraying all the data related to participant teachers&rsquo<br>views about science teaching and the integration of science and visual art on the basis of pre-interviews, observation, and post-interviews. The second phase of the analysis involved finding out whether there was any difference between pre- and post-interviews of participant teachers in terms of their views about science teaching and the integration of early childhood science and art. Meanwhile, observational fieldnotes and teachers&rsquo<br>activity plans were examined based on the themes emerged from the pre- and post-interviews. The findings of this study indicated that early childhood teachers believed in the importance of science activities in their practices. They provided child-centered activities for children to improve their science experiences. In addition, they used different learning experiences that were naturalistic, informal, and structured in early childhood classrooms. In terms of the place of visual art in early childhood curriculum, all participant teachers stated the importance of visual art in early childhood settings. They also mentioned that visual art could be considered as an effective tool for teaching science because children like attending art activities. They preferred to use art activities after they implemented their science activities. Teachers also mentioned that children could easily express themselves with the help of art activities so they stated that they generally used art activities in their classroom practices.

APA, Harvard, Vancouver, ISO, and other styles

19

Al-Rashidi, Husain. "The perception of childhood in the muslim educational thought : an enquiry into the views/perceptions of Kuwaiti primary school teachers concerning the child-centred approach in Islamic education." Thesis, University of Birmingham, 2005. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.497862.

Full text

APA, Harvard, Vancouver, ISO, and other styles

20

Nordgren, Linda. "”Varför kan Amanda inte uppföra sig?” : En essä om barn som utmanar i förskolan." Thesis, Södertörns högskola, Lärarutbildningen, 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:sh:diva-43922.

Full text

Abstract:

Denna uppsats handlar om två situationer där barn utmanar min roll som pedagog. Barnen i berättelserna tilldelar slag, kastar material och använder sig av ett språk som inte anses vara okej inom förskolans verksamhet. Den första situationen inträffar i början av min arbetskarriär där mitt arbetssätt och förhållningssätt resulterar i att barnet sätts i utanförskap gång på gång. Den andra händelsen inträffar åtta år senare och resulterar istället i att barnet, med mitt stöd, ges möjlighet att själv hitta lugnet och återgå till den tidigare aktiviteten. Syftet med uppsatsen är att undersöka mina frågeställningar med syfte att förstå vad det är som gör att dessa händelser får olika utgångar. För att fördjupa mig i det mest väsentliga i berättelserna använder jag mig av teorier som omfattar begreppen barnsyn, makt, förskollärarens profession, ansvar och kunskapsutveckling. Utifrån dessa begrepp, vrider jag och vänder på berättelserna och reflekterar kring dem utifrån de olika infallsvinklarna. Diskussionerna mellan teorin och händelserna lyfter fram mina synliga och dolda föreställningar, handlingssätt och kunskaper. Att arbeta med barn i förskolan kräver både kunskaper och förmågor. Vilket också framkommer i denna essä. Bakomliggande visioner, tankar och kunskaper påverkar den vuxnes arbete med barnet. De tankar och den syn som finns om barnet kommer till uttryck i handlandet. Tillvägagångssättet bidrar till att barnet handlar kontrollerat eller gör motstånd. Det är förskollärarens erfarenheter och kunskaper som är avgörande för hur det individuella barnet agerar. Kunskaper som innefattar förmågan att se till det individuella barnet och handla så att barnets egna förutsättningar och förmågor tas tillvara. Denna essä visar också på hur viktigt det är att reflektera kring det som förskolläraren är med om, samtidigt som texten understryker betydelsen av att vara öppen för det okända. Genom reflektion ges möjligheten att se det som inte varit synligt och förstå situationen på ett nytt sätt.<br>This essay is about two situations where children challenge my role as an educator. The children in question dispenses blows, throw materials and use a language that is unacceptable within the preschool’s acitivities. The first situation occurs at the beginning of my work career when I am still a rookie. My acting and my attitude results in the child repeatedly being put in isolation. The second situation occurs eight years later. With my support, this child instead is being given the opportunity to find peace by himself and could thereby return to the previous activity. This essay’s purpose is to investigate my questions with the aim of understanding why these situations result in different outcomes. To immerse myself in the most essential elements in the two situations, I use theories including the concepts of child vision, power, the preschool teacher’s profession, responsibility and knowledge development. Based on these concepts, I twist and turn from what I have experienced and reflect on them from the different angles. The discussions around the theory and from what have occurred, highlight my visible and hidden ideas, ways of acting and knowledge. Working with children in preschool requires both knowledge and skills. That appears in this essay. Underlying visions, thoughts and knowledge affects the adult’s work with the child. The action reflects the educator’s thoughts and views. The approach leads to the child’s acting – either in a controlled manner or resisting. It is the preschool teacher’s experiences and knowledge that is crucial for how the individual child acts. Knowledge that includes the ability to regard the individual child and thereby utilizing the child’s own conditions and abilities. This essay also shows the importance of reflecting around the preschool teacher’s experiences. The essay also underlines the importance of being open to the unknown. Through reflection, the opportunity is given to see what has not been visible. The situation can be understood in a new way.

APA, Harvard, Vancouver, ISO, and other styles

21

Morris-Smith, Elizabeth Rachelle Morris. "An Examination of the Alignment of the Proposed Ohio School Counselor Evaluation System with the Views and Perceptions of School Administrators and Counselors on the Role of School Counselors in Northwest Ohio." University of Findlay / OhioLINK, 2016. http://rave.ohiolink.edu/etdc/view?acc_num=findlay1497279019378304.

Full text

APA, Harvard, Vancouver, ISO, and other styles

22

Nava, Tomas Hidalgo. "Through the Eyes of Shamans: Childhood and the Construction of Identity in Rosario Castellanos' "Balun-Canan" and Rudolfo Anaya's "Bless Me, Ultima"." BYU ScholarsArchive, 2004. https://scholarsarchive.byu.edu/etd/146.

Full text

Abstract:

This study offers a comparative analysis of Rosario Castellanos' Balún-Canán and Rudolfo Anaya's Bless Me, Ultima, novels that provide examples on how children construct their identity in hybrid communities in southeastern Mexico and the U.S. southwest. The protagonists grow and develop in a context where they need to build bridges between their European and Amerindian roots in the middle of external influences that complicate the construction of a new mestizo consciousness. In order to attain that consciousness and free themselves from their divided selves, these children receive the aid of an indigenous mentor who teaches them how to establish a dialogue with their past, nature, and their social reality. The protagonists undertake that negotiation by transgressing the rituals of a society immersed in colonial dual thinking. They also create mechanisms to re-interpret their past and tradition in order to create an image of themselves that is not imposed by the status quo. In both novels, the protagonists have to undergo similar processes to overcome their identity crises, including transculturation, the creation of sites of memory, and a transition from orality to writing. Each of them resorts to creative writing and becomes a sort of shaman who pulls together the "spirits" from the past, selects them, and organizes them in a narration of childhood that is undertaken from adulthood. The results of this enterprise are completely different in the cases of both protagonists because the historical and social contexts vary. The boy in Bless Me, Ultima can harmoniously gather the elements to construct his identity, while the girl in Balún-Canán fails because of the pressures of a male-centered and highly racist society.

APA, Harvard, Vancouver, ISO, and other styles

23

Schwartz, Heidi C. "Patterns in childhood obesity." The Ohio State University, 1995. http://rave.ohiolink.edu/etdc/view?acc_num=osu1392714183.

Full text

APA, Harvard, Vancouver, ISO, and other styles

24

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

Full text

APA, Harvard, Vancouver, ISO, and other styles

25

Alasimi, Amal A. "Saudi Early Childhood Teachers' Attitudes About The Use Of Technology In Early Childhood Classrooms." Kent State University / OhioLINK, 2018. http://rave.ohiolink.edu/etdc/view?acc_num=kent1542321673302025.

Full text

APA, Harvard, Vancouver, ISO, and other styles

26

Pinfold, Deborah. "The child's view : a study of narrative perspective in and after the Third Reich with reference to selected German novels." Thesis, University of Oxford, 1996. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.321856.

Full text

APA, Harvard, Vancouver, ISO, and other styles

27

Cross, Katelyn M. "Preservice Early Childhood, Middle Childhood, and Learning Intervention Specialists: Perceptions of Music Use in the Classroom." Bowling Green State University / OhioLINK, 2015. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1428254560.

Full text

APA, Harvard, Vancouver, ISO, and other styles

28

Blackwell, Tierra N. "Assessment of Childhood Racial-Ethnic Identity." University of Dayton / OhioLINK, 2012. http://rave.ohiolink.edu/etdc/view?acc_num=dayton1343308831.

Full text

APA, Harvard, Vancouver, ISO, and other styles

29

Gibbs, Benjamin Guild. "Gender and Cognitive Skills throughout Childhood." The Ohio State University, 2009. http://rave.ohiolink.edu/etdc/view?acc_num=osu1249496662.

Full text

APA, Harvard, Vancouver, ISO, and other styles

30

Choi, Youn Su. "Risk Factors for Childhood Agricultural Injury." The Ohio State University, 2010. http://rave.ohiolink.edu/etdc/view?acc_num=osu1269028264.

Full text

APA, Harvard, Vancouver, ISO, and other styles

31

Xu, Jinyu Xu. "Snacking, Childhood Obesity, and Colon Carcinogenesis." The Ohio State University, 2016. http://rave.ohiolink.edu/etdc/view?acc_num=osu1461245235.

Full text

APA, Harvard, Vancouver, ISO, and other styles

32

Clopton, Sara L. "Articulation Errors in Childhood Apraxia of Speech." Case Western Reserve University School of Graduate Studies / OhioLINK, 2008. http://rave.ohiolink.edu/etdc/view?acc_num=case1212505684.

Full text

APA, Harvard, Vancouver, ISO, and other styles

33

Conroy, Stephen J. "CAPTURING CHILDHOOD: EXPLORING IMAGINATIVE PLAY IN ANIMATION." The Ohio State University, 2011. http://rave.ohiolink.edu/etdc/view?acc_num=osu1306877619.

Full text

APA, Harvard, Vancouver, ISO, and other styles

34

Wright, Erinn J. "A MULTI-DISCIPLINARY APPROACH TO CHILDHOOD OBESITY." Wright State University Professional Psychology Program / OhioLINK, 2013. http://rave.ohiolink.edu/etdc/view?acc_num=wsupsych1341941334.

Full text

APA, Harvard, Vancouver, ISO, and other styles

35

Mattei, Gina Marie. "Childhood Precursors of Adult Social Capital Indices." Bowling Green State University / OhioLINK, 2015. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1447087013.

Full text

APA, Harvard, Vancouver, ISO, and other styles

36

Nestok, Bennett R. "Uninhibited Ideation: Childhood Games as Design Methods." University of Cincinnati / OhioLINK, 2016. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1459438342.

Full text

APA, Harvard, Vancouver, ISO, and other styles

37

Blatter, Patricia Joy. "Early childhood educators' perceptions regarding training needs /." The Ohio State University, 1988. http://rave.ohiolink.edu/etdc/view?acc_num=osu148758824982369.

Full text

APA, Harvard, Vancouver, ISO, and other styles

38

Stewart, James Roosevelt Jr. "Memory and cognitive processes in childhood depression /." The Ohio State University, 1988. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487597424138804.

Full text

APA, Harvard, Vancouver, ISO, and other styles

39

Salkar, Monika. "Gender Disparity in Childhood Immunizations in India." University of Toledo Health Science Campus / OhioLINK, 2017. http://rave.ohiolink.edu/etdc/view?acc_num=mco1493242464875143.

Full text

APA, Harvard, Vancouver, ISO, and other styles

40

Zippie, Kimberly Justham Zippie. "The Early Learning Harvest: The Relationship between Teacher Educational Levels and Child Outcomes." Youngstown State University / OhioLINK, 2016. http://rave.ohiolink.edu/etdc/view?acc_num=ysu1464378368.

Full text

APA, Harvard, Vancouver, ISO, and other styles

41

Bradbury, Seth R. "Bacterial and Fungal Consortia in Early Childhood Caries." The Ohio State University, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=osu1593627801051632.

Full text

APA, Harvard, Vancouver, ISO, and other styles

42

Seibert, Ashley C. "Identification of Secondary Attachment Figures in Middle Childhood." Kent State University / OhioLINK, 2007. http://rave.ohiolink.edu/etdc/view?acc_num=kent1176408753.

Full text

APA, Harvard, Vancouver, ISO, and other styles

43

WIERMAA, JACQUELYN DAWN. "HEALTH BEHAVIORS IN ADULT SURVIVORS OF CHILDHOOD CANCER." University of Cincinnati / OhioLINK, 2002. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1021032822.

Full text

APA, Harvard, Vancouver, ISO, and other styles

44

Gabel, James M. M. D. "ONE SCIENTIST'S EFFORTS TO PREVENT CHILDHOOD LEAD POISONING." University of Cincinnati / OhioLINK, 2001. http://rave.ohiolink.edu/etdc/view?acc_num=ucin992270458.

Full text

APA, Harvard, Vancouver, ISO, and other styles

45

Cerel, Julie. "The role of family factors in childhood depression." The Ohio State University, 2001. http://rave.ohiolink.edu/etdc/view?acc_num=osu1375275484.

Full text

APA, Harvard, Vancouver, ISO, and other styles

46

Bell, Beverly W. "Preschoolers' attitudes toward their respective early childhood programs /." The Ohio State University, 1985. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487261553058381.

Full text

APA, Harvard, Vancouver, ISO, and other styles

47

Zhulamanova, Ilfa. "EARLY CHILDHOOD EDUCATION PRESERVICE TEACHERS’ PERCEPTIONS ON PLAY." Kent State University / OhioLINK, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=kent1563193941118516.

Full text

APA, Harvard, Vancouver, ISO, and other styles

48

Koscielicki, Anna Katherine. "Emotion Comprehension and Narrative Ability in Middle Childhood." Ohio University Honors Tutorial College / OhioLINK, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=ouhonors1556274794072391.

Full text

APA, Harvard, Vancouver, ISO, and other styles

49

Pykare, Justin D. "Screening for Adverse Childhood Experiences in Medication-Assisted Treatment." Kent State University / OhioLINK, 2021. http://rave.ohiolink.edu/etdc/view?acc_num=kent1617798934883737.

Full text

APA, Harvard, Vancouver, ISO, and other styles

50

Shamblin, Sherry R. "An Evaluation of Partnerships for Early Childhood Mental Health." Ohio University / OhioLINK, 2013. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1365093576.

Full text

APA, Harvard, Vancouver, ISO, and other styles

We offer discounts on all premium plans for authors whose works are included in thematic literature selections. Contact us to get a unique promo code!