To see the other types of publications on this topic, follow the link: Poetry for children and young.
Dissertations / Theses on the topic 'Poetry for children and young'
Create a spot-on reference in APA, MLA, Chicago, Harvard, and other styles
Consult the top 50 dissertations / theses for your research on the topic 'Poetry for children and young.'
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
Sherwin, Sarah Grace. "Performing school nursing : narratives of providing support to children and young people." Thesis, University of Wolverhampton, 2016. http://hdl.handle.net/2436/614997.
Full textAbstract:
Background: Child and adolescent mental health is an important public health issue within the UK. Providing support to young people, to help them cope with everyday life, is a key aspect of the school nurse’s role. Yet there is a paucity of published research within the UK and internationally about how this support is provided. Methodology: Using a narrative inquiry approach, presented as a performative text, this study set out to address the following research question, ‘How do school nurses provide support to young people?’ Stories were gathered from eleven school nurses to explore their experiences of providing support to young people using purposive sampling. The stories were analysed using an adapted version of the interpretivist-interactionist model (Savin-Baden, 2004). Poetic re-presentations were used to tell the stories of individual school nurses; an approach seen to be a novel in school nursing research. Using Soja’s (1996) spatiality theory as a framework the stories were analysed collectively, to explore different spaces used when providing support to young people. Findings: This study extends school nursing current literature about what it means to provide support. The importance of regular support and building trusting relationships is identified. Yet challenges exist in terms of the amount of emotional investment required by the nurses, as well as a lack of workforce capacity and organisational demands. It provides an original contribution to the body of school nursing knowledge by using an approach new in school nursing research, and distinguishing different and new spaces in which they perform to provide support to young people. Recommendations: Further research is necessary to gather stories from young people themselves. Additional support and training is recommended to enhance school nurses’ knowledge and skills in providing support. Findings should be conveyed to commissioners to provide insight into the school nurses’ role.
2
Pratt, Scott. "An Elephant's Standing in There." Digital Commons @ East Tennessee State University, 2014. https://www.amzn.com/0692218890/.
Full textAbstract:
Allow me to introduce you to AN ELEPHANT'S STANDING IN THERE, a whimsical story about an elephant standing in a little boy's bedroom that I wrote for my children many years ago. Though my kids have grown up themselves, I've held on to this tale because of the wonderful memories my family and I shared while reading it together. After stumbling back onto the story roughly a year ago while going through some old things, an idea popped into my head. My daughter, a lovely young lady named Kody, had heard this story many times when she was a young girl. She had also developed an exceptional talent for illustration. I thought to myself, "Wouldn't it be fun if Kody illustrated our story for other families to share?" And that, ladies and gentlemen, is exactly what we've done. From my family to yours, we sincerely hope you enjoy AN ELEPHANT'S STANDING IN THERE, the first in what Kody and I hope will be a long series of stories for children. --Scotthttps://dc.etsu.edu/alumni_books/1030/thumbnail.jpg
3
Wilson, Turner Lawrence. "Enterprising Young Man." Bowling Green State University / OhioLINK, 2021. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1616170895158242.
Full text
4
Rezek, Robin R. Rezek Robin R. "Young Children in Worship." Thesis, Concordia University Chicago, 2013. http://pqdtopen.proquest.com/#viewpdf?dispub=3573703.
Full textAbstract:
Westerhoff (2000) reminds Christian congregations that children become members of the Christian Church from the moment they are baptized. Therefore, infants and young children should be present during congregational corporate worship services. It is through mentoring and modeling of the Christian faith that young children have optimal opportunity to grow in their relationship with God.
The goal of this qualitative case study was to look at what happens during corporate worship from the perspective of young children. Data were gathered from thirteen worship participants (ages five-nine) from two Lutheran congregations in order to determine the elements of corporate worship that help them encounter God.
The findings reveal that intergenerational corporate worship provides an opportunity for the mentoring/modeling dynamic that is central to Westerhoff's (2000) theory. The participants in this study report having meaningful encounters with God during church through various elements. Future research should replicate this inquiry in Christian congregations of other denominations.
5
Waun, Lynas. "Communication with Young Children." College of Agriculture and Life Sciences, University of Arizona (Tucson, AZ), 1998. http://hdl.handle.net/10150/156944.
Full textAbstract:
2 pp.One of the developmental tasks of early childhood is learning to talk. Parents and care givers set the stage for communicating with children when they are still very young. It is important to continue speaking to children with patience and by answering questions truthfully as they grow. This publication discusses how to increase communication with children and how to create a positive environment for the communication.
6
Shimizu, Kanako. "Above and Below the Sky: Examining Representations of the Atomic Bomb in Japan and in the United States." Scholarship @ Claremont, 2017. http://scholarship.claremont.edu/cmc_theses/1601.
Full textAbstract:
This study of atomic-bomb literature on Hiroshima will be through a critical lens, largely through postcolonial theory and reader-response criticism. It will be a discussion on the social and political implications behind the popularization of certain works. The discussed texts will not necessarily be written by the Japanese or by survivors of the atomic bomb: in the first case, I will be examining authorial intent and its relation to the intended reader responses from the implied American audience to study perpetuations of propaganda after the war. This paper will also be examining the interlingual translatability of psychological and physical trauma surrounding the atomic bomb and will be exploring the capacities of language to express an emotional and often sensitive topic.
7
Waters, Lorraine J. "Scientific reasoning in young children /." [St. Lucia, Qld.], 2004. http://www.library.uq.edu.au/pdfserve.php?image=thesisabs/absthe19285.pdf.
Full text
8
Boggs, Teresa. "Eating Disorders in Young Children." Digital Commons @ East Tennessee State University, 2015. https://dc.etsu.edu/etsu-works/1507.
Full text
9
Daramola, O. (Oladipo). "Young children as Internet users." Master's thesis, University of Oulu, 2015. http://urn.fi/URN:NBN:fi:oulu-201505261650.
Full textAbstract:
In the current available research concerning the real usage of the internet among the young children, most researchers particularly emphases on the risk and opportunities regarding the active use of the internet. Limited experimental research emphases on the role-based and impact of the parent guidelines in the context. In the current studies, internet parenting methods are well-defined and operationalized to study the influence on the real usage of the internet among children both at home and in school. In these researches two major dimensions are distinguished in the internet parenting methods: that is parental control and parental warmth.
The methods differ when controlling for parent gender, educational background, and age appropriateness. Parenting methods are also seen to be connected significantly to the level of parent internet usage, internet attitude and internet experience. Parental methods have been found to contribute greatly to the child internet usage. The highest internet level usage among the children is apparent when the parents approve a permissive parenting method; the lowest level is observed when the parent approves controlled internet parenting method. The variables internet parenting method, parent internet behavior, and parent educational background greatly influence Internet usage of children at home and school. The aim of this thesis is was to addressing a fundamental research question: “What parents think about their children’s Internet use.”
The theoretic and practical inferences are discussed and directions for future research. The research question in this thesis involves a qualitative study that involves a semi-structured interview conducted in a comfortable and friendly environment. As a requirement eleven children and five families were interviewed. The parents who were interviewed are well aware of their children internet access and usage.
10
Dowker, Ann Derore. "Language play in young children." Thesis, University College London (University of London), 1986. http://discovery.ucl.ac.uk/10019603/.
Full text
11
Olin, Teresa Clare. "Discussing Death with Young Children." CSUSB ScholarWorks, 2016. https://scholarworks.lib.csusb.edu/etd/323.
Full textAbstract:
Research has shown that young children have some understandings of death. However, adults are hesitant (or even avoidant) to discuss death with young children for fear that they will scare them, or they are not sure what to tell them. Sessions were part of this project, educating adults in a child’s development and how that development affects what young children understand about death. The three sessions, completed over two weeks, included three topics including anxieties the adult may have about death, cognitive and emotional development of the young child, and the adult’s role in discussing death with young children. Participants completed a pre- and post-test. Results indicated that adults felt more comfortable discussing the death of a person with a young child, as well as feeling less avoidant of having those discussions.
12
Rowlinson, Madaleine. "Obesity stigma in young children." Thesis, University of Leeds, 2011. http://etheses.whiterose.ac.uk/1740/.
Full textAbstract:
The prevalence of obesity has increased over recent years but obesity stigma remains widespread. The main aim of this study was to examine whether the hypothesised rejection of fatness by young children is specific to overweight or common to other visible difference. Whether the body size of the character’s peer group moderates or accentuates the rejection was also examined. One hundred and fifty, four to six year old school children (79 girls, 71 boys, mean age of 5 years and 7 months), were individually interviewed. The main character was presented in a story as either overweight, in a wheelchair or average weight. The character’s peer group was also varied in weight. Two methods were used to evaluate the character’s perceived attributes. The main and comparison characters were rated on five point scales. Then participants chose which character was most likely to possess the attribute. Participants also made a friendship choice. Forced choice attribute questions showed a preference for the average weight over the overweight character for happiness with her looks, number of friends, likelihood of receiving party invites, being good at school work and likelihood of winning a race. The character in a wheelchair was also rejected but on fewer attributes. Ratings showed significant differences on similar attributes but the mean scores were neutral or positive, rather than negative. On the friendship choice between the overweight and average weight characters children rejected the overweight character. The weight of the character’s peer group was also found to affect perceptions of the main character. Young children perceive and evaluate obesity differently to other visible difference but not overwhelmingly negatively. Peer relationships appear to be the attribute most affected. Social context also appears to be important at this age. The way in which children are asked to make judgements appears to affect the degree of negativity.
13
Lambirth, Andrew. "What is the appeal of poetry written for children for children? : a study of children's relationship with poetry." Thesis, University College London (University of London), 2004. http://discovery.ucl.ac.uk/10007412/.
Full textAbstract:
This thesis explores the appeal that a sample of children's poetry has for a group of thirty children in their final year of primary school in the United Kingdom. It examines this appeal within a socio-historical context that perceives literature written for children as playing an important role within a 'developmental state' (Lee, 2001) - a State where children are seen as sites of investment and as 'human becomings'. The thesis argues that the literature written for children forms part of the discourse that has historically attempted to define, manage and maintain contemporary conceptualisations of childhood. Within this context of adult society's ideological claim over literature written for children - including poetry - the study explores the nature of the appeal the texts generate for a class of ll-year olds. Through the use of a triangulation of case studies, the enquiry investigates how this appeal reflects children's own understanding of their childness (Hollindale, 1997). It will argue that although children's literature continues to be written for a variety of adult purposes, children are able to manage the messages and meanings found within the poetry and create their own pleasures from the texts with which they engage, rejecting those that they individually dislike.
14
Ortega, Devon R. "Tales Unsuitable for Children and Other Poems." Ohio University / OhioLINK, 2013. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1365627898.
Full text
15
Nicoladis, Elena. "Code-mixing in young bilingual children." Thesis, McGill University, 1994. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=28864.
Full textAbstract:
This thesis examined several possible explanations for young bilingual children's code-mixing: the unitary language system (ULS) hypothesis, parental rates of code-mixing, parental discourse strategies in response to children's code-mixing, and children's language dominance. These explanations were examined in six French-English bilingual children, observed between the ages of 18 and 30 months. They were observed separately in interaction with each of their parents. The results showed that the ULS hypothesis cannot explain children's language use. Similarly, parental input could not explain children's code-mixing. In contrast, children's dominance was shown to be the best explanation of their code-mixing. It was suggested that bilingual children are particularly likely to code-mix when they do not know a translation equivalent. These results suggest that bilingual children's code-mixing is largely due to performance factors rather than underlying competence.
16
Preusse, Kathy A. "Fostering prosocial behavior in young children." Menomonie, WI : University of Wisconsin--Stout, 2005. http://www.uwstout.edu/lib/thesis/2005/2005preussek.pdf.
Full text
17
Lui, Yik-yee Jessica. "Cantonese tone perception in young children." Click to view the E-thesis via HKUTO, 2000. http://sunzi.lib.hku.hk/hkuto/record/B36207597.
Full textAbstract:
Thesis (B.Sc)--University of Hong Kong, 2000."A dissertation submitted in partial fulfilment of the requirements for the Bachelor of Science (Speech and Hearing Sciences), The University of Hong Kong, May 10, 2000." Also available in print.
18
Paz, Janet, and Lisa Lauxman. "Healthy Self Esteem for Young Children." College of Agriculture and Life Sciences, University of Arizona (Tucson, AZ), 1998. http://hdl.handle.net/10150/156947.
Full textAbstract:
4 pp.Self-esteem has two components: a feeling of personal competence which allows us to cope with life's challenges, and a feeling of personal worth or self-respect which encourages us to stand up for our interests and needs. It reflects your judgment and your ability to cope with the challenges of your life and of your right to be happy. This publication addresses the issue of how to help children build a healthy self-esteem.
19
Sharp, L. Kathryn, and Mary C. Myron. "Dragons Naturally Speaking with Young Children." Digital Commons @ East Tennessee State University, 2010. https://dc.etsu.edu/etsu-works/4283.
Full text
20
Theodosi, Eleni. "Children, young people and coeliac disease." Thesis, University of Birmingham, 2009. http://etheses.bham.ac.uk//id/eprint/949/.
Full textAbstract:
Volume I comprises a review of the literature about children and young people with Coeliac Disease, a common autoimmune disease characterised by an immune response to the protein gluten, found in wheat, barley and rye. It also comprises a qualitative research paper detailing interviews with young people that aimed to tap their lived experiences of the disease. The final part of Volume I comprise a public domain briefing paper summarising both the literature review and research paper. The literature review considers the evidence for problems with adherence to treatment (a lifelong diet free from gluten) for young people with Coeliac Disease as well as psychological effects of having the disease in childhood. Studies of parental views were also included. The results suggested that there is some element of psychological distress associated with having CD in childhood, and that adherence to the treatment appears to be influenced by age and gender. Studies of parents’ views about their child’s Coeliac Disease suggested that parents’ belief in their ability to manage the disease is important to how young children adhere to treatment. The research project describes how 5 children and young people were recruited and interviewed about their experiences of living with Coeliac Disease. The resulting data were analysed using Interpretative Phenomenological Analysis and two themes were subsequently identified. These themes related to identity as a young person with Coeliac Disease and to perceptions about food. Volume II comprises five Clinical Practice Reports: Clinical Practice Report 1 describes the “challenging behaviour” of a 42 year old man with learning disabilities. Subsequently, formulations of this behaviour from a behavioural and a systemic perspective are presented. Clinical Practice Report 2 is a service evaluation conducted in the Heart of Birmingham that aimed to measure outcomes for adults with a learning disability, as well as considering outcomes separately for different ethnic groups. Clinical Practice Report 3 is a case study of a 16 year old girl with anger difficulties using CBT within the Solihull Approach model. Clinical Practice Report 4 describes cognitive-behavioural intervention with a 39-year old man suffering with anxiety as a result of residual psychotic symptoms. Clinical Practice Report 5 was an oral presentation of a piece of clinical work completed with staff at a day hospital for older adults, conducted in order to help the staff adjust in their move to a new location.
21
Moomaw, Sally Coup. "Measuring Number Sense in Young Children." University of Cincinnati / OhioLINK, 2008. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1204156224.
Full text
22
Coyne, E. J. "Capturing reading strategies in young children." Thesis, Nottingham Trent University, 2011. http://irep.ntu.ac.uk/id/eprint/175/.
Full textAbstract:
Traditional models of children’s reading, based on fixed invariant stages, have proved less than adequate in explaining the flexibility in which children approach the task of learning to read. One way to examine emergent reading is to focus on the child’s strategy use as a discrete measure of early reading development. However, the exploration of such strategy use within the domain of reading is a relatively new area of research. This current research adds to that burgeoning debate and presents evidence of young children’s strategy use and the implications for current theories of reading development. Study One examined the validity of verbal self-reports as a way of capturing early word reading strategies by assessing the veridicality and reactivity of verbal self-reports. Study Two explored children’s sensitivity to rime unit frequencies and how this can shift their reliance on certain word reading strategies. Study Three provided an in-depth examination of reading errors in young children to capture a more detailed account of the processes involved in early word-reading. Study Four used a repeated measures study that examined adaptability in children’s reading strategy performance over one academic term. Through an analysis of strategy use and error analysis, Study Four provided a greater understanding of children’s reliance on using lexical and non-lexical strategies. Overall, the results showed that verbal self-reports remain valid and that children were able to accurately verbalise their processing. Children’s strategy use was found to be variable and flexible over time and strategy choice was dependent on children’s sensitivity to underlying orthographic features (including rime unit frequency and grapheme-to-phoneme regularity). The conclusion from this research is that children’s reading is more flexible than the original stage models portray and is in line with phase models of reading development which allow children to progress or regress in their choice of strategy as needed.
23
Tipling, Laurie. "Risk and Resilience in Young Children." College of Agriculture and Life Sciences, University of Arizona (Tucson, AZ), 1993. http://hdl.handle.net/10150/622367.
Full text
24
Dittmer, Sienna Miquel Palmer. "Cross-Cultural Ecotheology in the Poetry of Li-Young Lee." BYU ScholarsArchive, 2011. https://scholarsarchive.byu.edu/etd/3027.
Full textAbstract:
This thesis explores the cross-cultural ecotheology of contemporary American poet Li-Young Lee by looking at the intersection of the human, the natural, and the sacred in his poetry. Close readings of Lee's poetic encounters with roses, persimmons, trees, wind, and light through the lens of Christianity and Daoism illustrate the way Lee is able to merge the Eastern concepts of interconnection and mutual harmony with Western ideas of sacredness and divinity. This discussion places Lee in direct conversation with modern and contemporary ecopoets who use the creative energy of language to express our moral and ethical responsibility to the world around us. Lee's poetry explores an innately sacred and transcendent relationship with the natural world that suggests that our understanding of our human identity is intricately tied to our respect and reverence for our natural environment.
25
Qualls, Barbara. "The Poetry of Li-Young Lee: Identity, Androgyny & Feminism." TopSCHOLAR®, 1993. https://digitalcommons.wku.edu/theses/2737.
Full textAbstract:
In my investigation of Li-Young Lee's poetry, my concerns were two-fold: first, to find evidence of an androgynous quality or ideal; secondly, to demonstrate that ideal as authentically feminist. In the introduction, I investigate the feminist debate about the traditional definition and concept of androgyny, demonstrating the difference between the patriarchal traditional androgyny and the androgynous elements in Lee's poetry.
In Chapter Two, the rose as image and as symbol in Lee's poetry is examined and found to be strikingly androgynous as a symbol. As an image, however, it is more often than not used as a vehicle to describe the destructive nature of social tyrannies such as the patriarchal symbolic order.
In Chapter Three, Lee's heavy implications of an existing "other" is examined. This examination is particularly pertinent when considering the feminist debate, since one of the major problems with the idea of androgyny is that it often necessitates a binary thought system in which the male is usually the "one" and the female is usually the "other." In Lea's poetry, I found no significant evidence of that kind of phallocentricism; rather, I found substantial evidence that Lee's poetry demonstrates the destructiveness of insisting on any being's otherness. Lee's search for identity, and for the meaning of personal identity, involves the acceptance of the mutability of identity.
In conclusion, although I don't find androgyny to be authentically feminist, I find Lee's poetry--and its particular use of an androgynous ideal--to be authentically feminist.
26
Avila, LeAnn S. "Evaluation of the Teaching Tools for Young Children with Challenging Behavior (TTYC): Improving Classroom Behavior in Young Children." Scholar Commons, 2018. https://scholarcommons.usf.edu/etd/7603.
Full textAbstract:
The Teaching Tools for Young Children with Challenging Behavior (TTYC) presents a useful tool to disseminate evidence-based practices into the classroom setting for teachers to create lasting behavioral changes in young children. This study aims to further examine the use of TTYC by classroom teachers for students ages 4-6 years old with and without disabilities who had difficulty engaging in classroom routines or activities. A multiple-baseline across participants design was employed to demonstrate the outcomes of the TTYC in increasing appropriate classroom behavior and reducing problem behavior of the target children. The results indicated that the teachers’ fidelity of implementing the behavior intervention plans designed using the TTYC was relatively high with the exception of a few sessions. The teachers’ implementation of the plans resulted in increased appropriate classroom behavior and decreased problem behavior for all three child participants. The data indicated an association between implementation fidelity and changes in child behavior. When the teachers had difficulty implementing the steps for implementing intervention strategies, the children’s problem behavior increased, resulting in decreases in appropriate classroom behavior.
Keywords: problem behavior, young children, teaching tools for young children, manualized behavioral intervention, classroom behavior
27
White, Grant. "Children of House." VCU Scholars Compass, 2011. http://scholarscompass.vcu.edu/etd/203.
Full text
28
Bonser, David. "Behavioural fluency for young children with autism /." Access via Murdoch University Digital Thesis Project, 2002. http://wwwlib.murdoch.edu.au/adt/browse/view/adt-MU20040210.104430.
Full text
29
Hodges, Heather Napualani. "Fig : A List Of Eight Unclean Animals." PDXScholar, 2014. https://pdxscholar.library.pdx.edu/open_access_etds/1854.
Full textAbstract:
This lyrical narrative charts the particularities of a childhood. A mind that is preoccupied with how to negotiate loss; the fear of a family sickness waking up. This piece is arranged with section titles that are designed to give an episodic feel. Each serves as a different method of entering into loss.
30
White, Ruby Jane. "Inside out : young children learning within nature." Thesis, University of British Columbia, 2012. http://hdl.handle.net/2429/42052.
Full textAbstract:
The purpose of this research was to expand understanding of the potential value of the natural outdoors as a learning environment for young children. Within the frame of The United Nations Rights of the Child and social constructivist learning theory, this qualitative case study explores young children’s perspectives through their self chosen points of interest within the natural outdoors of their early learning setting. The research site was within an urban/rural interface community in Southwestern Coastal British Columbia. Eight child participants between 3-5 years of age assumed the role of participant researchers to create digital photographs of their outdoor interests, which served as the primary data source. These photographs were supported by video recordings of the children’s ordinary moments outdoors and researcher field notes. The data was coded and categorized using the constant comparison method, resulting in 7 categories and 3 subcategories that revealed the children’s primary interests and points of connection outdoors, as being within and between nature, manufactured objects and people. These points of connection were then merged and discussed within the broader theme of Interfaces and Connections. The discussion includes: categories of interest, contrasts and interactions as they relate to the child/nature literature, early learning practice, children’s rights and social constructivist theory. Also noted is the children’s use of multiple perspectives and their self chosen verbal silences. The limitation and strengths of the research are acknowledged and followed by implications for practice and invitations for future research.
31
Barnes, Susan Kubic. "Using computer-based testing with young children /." Full-text of dissertation on the Internet (1.64 MB), 2010. http://www.lib.jmu.edu/general/etd/2010/doctorate/barnessk/barnessk_doctorate_04-07-2010.pdf.
Full text
32
au, drbonser@starwon com, and David John Bonser. "Behavioural fluency for young children with autism." Murdoch University, 2002. http://wwwlib.murdoch.edu.au/adt/browse/view/adt-MU20040210.104430.
Full textAbstract:
Fluency is functionally defined by: skill retention after a period without practice; skill endurance over longer intervals than encountered during practice; skill stability in the face of distraction; a performance that can be effortlessly applied to new environments; and a skill that adduces easily with other skills to form new repertoires (RESAA). Precision Teachers have found that fluency can be promoted by building the frequency of an accurate response to high rates.
Young children with autism often fail to achieve RESAA outcomes from accuracy-based discrete trial training and may benefit from frequency-building instruction. However, a lack of published empirical support has meant that many behavioural educators have resisted adopting these strategies. The purpose of the current study was to determine if frequency-building procedures will promote the fluent skill development of tasks encountered on many early intervention programs for 12 young children with autism.
The data showed that imitation, line tracing, drawing, simple addition, and phoneme reading skills taught to young children with autism achieved RESAA outcomes and responded to frequency building procedures in ways that were consistent with non-autistic populations. Secondly, frequency-building imitation to a rate-based fluency aim produced far greater gains on measures of generalised, imitation than using discrete trial training to an accuracy-based mastery criterion alone. Thirdly, increases in the rate of performance under frequency-building conditions positively predicted increases in the quality and quantity of applications, adductions, and skill generalisation for most skills. Fourthly, more exemplars are preferable to few during frequency-building practice. Fifthly, gross motor imitation, a controlled-operant task by definition, was modified and practiced to rates high enough to achieve RESAA criteria. Finally, discrete trial training was as effective as frequency-building when matched for reinforcement and practice, however was less efficient and rated less enjoyable by 5 children without developmental disabilities.
The findings were consistent with behavioural fluency predictions and support the inclusion of frequency building strategies to promote skill fluency for young children with autism.
33
au, g. mackenzie@murdoch edu, and Gaye Mackenzie. "Sandpit Dilemmas: Challenges of researching young children." Murdoch University, 2005. http://wwwlib.murdoch.edu.au/adt/browse/view/adt-MU20051027.81709.
Full textAbstract:
In the past twenty years there has been a movement against the tradition of positivist, scientific research that treats children as the object of research. This movement has been led by the sociology of childhood literature but also has supporters in disciplines such as developmental psychology and early childhood studies. Research within this new paradigm often seeks to gain the perspectives and lived experiences of children, giving them a voice through naturalistic methodologies such as ethnography and informal interviews. However, giving children a voice has not been purely an academic endeavour. Supported by the United Nations Convention on the Rights of the Child (1990) which stipulates that States should assure that children have the right to express their views in all matters affecting them, there is a push at all levels of government for children to be given a chance to express their views on issues that concern them. In Australia and overseas, the consulting of children on issues that concern them has become more commonplace. Thus in both research and policy development, methodologies which enable adults to get closer to the world of the child and to hear their views are being explored.
This thesis explores some of the issues involved in this form of qualitative research with children. It does so through combining theoretical exposition and systematic reflection with the authors own empirical research which sought to gain an understanding of young childrens views of difference through an ethnographic methodology.
Part One provides the theoretical base for the thesis, by exploring how the child and childhood have been conceptualised within western thought. Drawing on the sociology of childhood, it also probes a number of the implications of this tradition and examines how it has shaped research on children both in terms of the methods that have been employed and the topics that have been of interest.
Both chapters in Part Two focus on the empirical component of the study. The first is an extended methodology chapter which explores not only the method employed and the research setting but also some of the challenges that the author faced in the field and a discussion of issues such as ethics and the status of the researcher. Using logs of the childrens activities and the authors field journal, the next chapter explores how the initial research question altered and the issues that came to the fore during the research.
Part Three reconsiders a number of the theoretical issues raised in Part One in light of the fieldwork discussed in Part Two. It asks how certain ethnographic studies, claiming affiliation with the sociology of childhood, nevertheless ended up with depictions of children not far from the positivistic studies their authors had critiqued. It argues that this can be explained by the persistence of a problem centred adultcentric frame which privileges understanding of a particular issue (e.g. the development of racism in children) over the actual experiences of individual children. Given the renewed interest in consulting children this proposition has practical as well as theoretical significance as it reveals how easy it is for slippage to occur and the importance of preventing it.
34
Gray, Kylie M. (Kylie Megan) 1971. "Identifying autism in infants and young children." Monash University, Dept. of Psychological Medicine, 2002. http://arrow.monash.edu.au/hdl/1959.1/7971.
Full text
35
Mackenzie, Gaye. "Sandpit dilemmas : challenges of researching young children /." Mackenzie, Gaye (2005) Sandpit dilemmas: challenges of researching young children. PhD thesis, Murdoch University, 2005. http://researchrepository.murdoch.edu.au/175/.
Full textAbstract:
In the past twenty years there has been a movement against the tradition of positivist, scientific research that treats children as the 'object' of research. This movement has been led by the sociology of childhood literature but also has supporters in disciplines such as developmental psychology and early childhood studies. Research within this new paradigm often seeks to gain the perspectives and lived experiences of children, giving them a voice through naturalistic methodologies such as ethnography and informal interviews. However, giving children a 'voice' has not been purely an academic endeavour. Supported by the United Nations Convention on the Rights of the Child (1990) which stipulates that States should assure that children have the right to express their views in all matters affecting them, there is a push at all levels of government for children to be given a chance to express their views on issues that concern them. In Australia and overseas, the consulting of children on issues that concern them has become more commonplace. Thus in both research and policy development, methodologies which enable adults to get closer to the world of the child and to hear their views are being explored.
This thesis explores some of the issues involved in this form of qualitative research with children. It does so through combining theoretical exposition and systematic reflection with the author's own empirical research which sought to gain an understanding of young children's views of 'difference' through an ethnographic methodology.
Part One provides the theoretical base for the thesis, by exploring how 'the child' and childhood have been conceptualised within western thought. Drawing on the sociology of childhood, it also probes a number of the implications of this tradition and examines how it has shaped research on children both in terms of the methods that have been employed and the topics that have been of interest.
Both chapters in Part Two focus on the empirical component of the study. The first is an extended methodology chapter which explores not only the method employed and the research setting but also some of the challenges that the author faced in the field and a discussion of issues such as ethics and the status of the researcher. Using logs of the children?s activities and the author's field journal, the next chapter explores how the initial research question altered and the issues that came to the fore during the research.
Part Three reconsiders a number of the theoretical issues raised in Part One in light of the fieldwork discussed in Part Two. It asks how certain ethnographic studies, claiming affiliation with the sociology of childhood, nevertheless ended up with depictions of children not far from the positivistic studies their authors had critiqued. It argues that this can be explained by the persistence of a 'problem centred' adultcentric frame which privileges understanding of a particular issue (e.g. the development of racism in children) over the actual experiences of individual children. Given the renewed interest in consulting children this proposition has practical as well as theoretical significance as it reveals how easy it is for slippage to occur and the importance of preventing it.
36
Bonser, David John. "Behavioural fluency for young children with autism." Bonser, David John (2002) Behavioural fluency for young children with autism. Masters by Research thesis, Murdoch University, 2002. http://researchrepository.murdoch.edu.au/412/.
Full textAbstract:
Fluency is functionally defined by: skill retention after a period without practice; skill endurance over longer intervals than encountered during practice; skill stability in the face of distraction; a performance that can be effortlessly applied to new environments; and a skill that adduces easily with other skills to form new repertoires (RESAA). Precision Teachers have found that fluency can be promoted by building the frequency of an accurate response to high rates.
Young children with autism often fail to achieve RESAA outcomes from accuracy-based discrete trial training and may benefit from frequency-building instruction. However, a lack of published empirical support has meant that many behavioural educators have resisted adopting these strategies. The purpose of the current study was to determine if frequency-building procedures will promote the fluent skill development of tasks encountered on many early intervention programs for 12 young children with autism.
The data showed that imitation, line tracing, drawing, simple addition, and phoneme reading skills taught to young children with autism achieved RESAA outcomes and responded to frequency building procedures in ways that were consistent with non-autistic populations. Secondly, frequency-building imitation to a rate-based fluency aim produced far greater gains on measures of generalised, imitation than using discrete trial training to an accuracy-based mastery criterion alone. Thirdly, increases in the rate of performance under frequency-building conditions positively predicted increases in the quality and quantity of applications, adductions, and skill generalisation for most skills. Fourthly, more exemplars are preferable to few during frequency-building practice. Fifthly, gross motor imitation, a controlled-operant task by definition, was modified and practiced to rates high enough to achieve RESAA criteria. Finally, discrete trial training was as effective as frequency-building when matched for reinforcement and practice, however was less efficient and rated less enjoyable by 5 children without developmental disabilities.
The findings were consistent with behavioural fluency predictions and support the inclusion of frequency building strategies to promote skill fluency for young children with autism.
37
Sankar-DeLeeuw, Naomi. "Gifted young children, an in-depth investigation." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1999. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape7/PQDD_0019/NQ46914.pdf.
Full text
38
Gonzales, Valerie Anne. "Factors that influence priming in young children." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1997. http://www.collectionscanada.ca/obj/s4/f2/dsk2/ftp03/NQ32746.pdf.
Full text
39
Barnhart, Lindsay J. "Development of sign language for young children." Menomonie, WI : University of Wisconsin--Stout, 2006. http://www.uwstout.edu/lib/thesis/2006/2006barnhartl.pdf.
Full text
40
Reissland, N.-N. "The development of emotion in young children." Thesis, University of Oxford, 1988. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.235084.
Full text
41
Harris, Fay D. A. "Naming, gesture and categorisation in young children." Thesis, Bangor University, 2002. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.270690.
Full text
42
McKee, David P. "Correlates of Physical Activity in Young Children." Thesis, University of Ulster, 2008. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.493908.
Full text
43
Koong, May-kay Maggie, and 孔美琪. "Development of addition strategies in young children." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1990. http://hub.hku.hk/bib/B31955927.
Full text
44
Fawcett, Kelly M. "Spelling Development in Young School Age Children." Scholar Commons, 2006. http://scholarcommons.usf.edu/etd/3873.
Full textAbstract:
Previous research investigations in the area of spelling development have adopted
two approaches, the broad approach and the narrow approach. The broad approach
suggests that spelling develops in sequential stages whereas the narrow approach focuses
on individual linguistic patterns. However, research findings have revealed that children’s
spellings do not exhibit errors pertaining to specifically one stage or reflecting one
linguistic element, yet a research void exists in resolving how these two approaches
might intermix.
This study examined the spelling errors of typically developing children in first
through fourth grades (N = 400) to determine the quantitative and qualitative differences
in misspellings among grade levels. Each grade level had an equal representation of
children (N = 100) and male and female participants. The spelling errors were extracted
from two writing samples completed by the children, a narrative and expository sample.
In an attempt to combine the broad and narrow approaches, a coding system was
designed to evaluate the linguistic category (phonological, orthographic, morphological)
and specific features (letter name spelling, vowel error, digraph, etc.) of the spelling
errors.
The findings revealed a significant interaction between grade level and error type
for phonologically-based spelling errors (1
st graders made more errors than 2nd and 4th
graders) and a greater number of morphological errors was noted in 4
th vs. 2nd grade. No
significant effects were noted for writing genre or gender. Analysis of performance
patterns for specific linguistic category errors within and across grade levels revealed that
all four grade levels committed the most phonological errors in the PSE (phonological –
silent /e/) and PSON (phonological – sonorant clusters) categories. The OLN
(orthographic – letter name) and ODI (orthographic – digraph) errors also occurred
frequently in all four grades with first graders demonstrating significantly more
occurrences of the OLN than ODI error. Morphological findings revealed that first
graders made significantly more MINF (morphological – inflection) than MHOM
(morphological – homonym) errors and all four grades had significantly more MINF than
MCON (morphological – contraction) errors. A qualitative analysis regarding the most
frequently misspelled words and most frequently encountered codes was also performed.
The clinical and educational implications of these findings are discussed.
45
Koong, May-kay Maggie. "Development of addition strategies in young children." Hong Kong : University of Hong Kong, 1990. http://sunzi.lib.hku.hk/hkuto/record.jsp?B18033672.
Full text
46
Fox, Deborah Lee. "Teachers' Perceptions of Leadership in Young Children." ScholarWorks@UNO, 2012. http://scholarworks.uno.edu/td/1546.
Full textAbstract:
The purpose of this research was to explore how teachers described, recognized, and would potentially influence leadership behaviors in children aged 4 to 6 years. One hundred thirty-three early childhood teachers and teachers of the gifted were surveyed using a researcher-designed instrument called the Recognizing Leadership in Children (RLIC) Survey to assess if teachers could recognize leadership from classroom scenarios that were based on actual classroom observations. As part of the survey, teachers wrote how they thought they might respond to the leadership scenarios. As there is a scarcity of literature concerning children’s leadership, the results from this study contribute information to the field. Data from this study indicate that teachers describe child leaders most often as helpful and self-confident with good communication skills. Teachers generally recognize child leadership but recognize obvious leadership behaviors more often than subtle ones. Teachers are more likely to encourage child leadership when they recognize behaviors as leadership; they are more likely to respond to child leadership in a discouraging manner when they do not recognize the behaviors as leadership. Therefore, if teachers learn to recognize child leadership, they could be more supportive, thus creating more developmentally appropriate early childhood classrooms.
Keywords: child leadership, early childhood education, gifted, leaders, prosocial behaviors, social skills, teacher expectations, young children
47
Jones, Duncan Hugh. "Expressing generality : young children, mathematics and Logo." Thesis, University College London (University of London), 1998. http://discovery.ucl.ac.uk/10019141/.
Full textAbstract:
This thesis looks at young children's attempts to express generality within specific learning situations with the aid of carefully designed tools, and at how, given appropriate means of expression, they are able to justify their generalisations. The literature on representation and abstraction leads to a focus on construction of meaning through pupils' concretising of mathematical objects by means of the development of representations and interconnections between representations of those objects. The study involved eight pairs often and eleven year old children. I devised a series of tasks centred on the creation of simple "function machines" expressed in the Logo programming language. The children's work involved the construction and empirical testing of these functions within a game-like situation. Part of the game involved verbally justifying the validity of the Logo procedures to a partner and to the Researcher. These activities provided a window onto children's construction of meaning. Analysis of the data revealed that within the specific learning situation designed for the study: children were able to make formalised generalisations of mathematical relationships, often webbed by "semi-generalisation"; the expressive powers of the symbolism achieved a more functional role by the symbols' association with a history of specific numerical examples; children constructed situated abstractions for the justification of generality using "generic structuring" and "naturalised formalism" as powerful forms of webbing; and the apparent "rift" between empirical and deductive starting points for generalisation, justification and proving activities appeared less clear than the literature suggests.
48
Erjavec, Mihela. "Determinants of gestural imitation in young children." Thesis, Bangor University, 2002. https://research.bangor.ac.uk/portal/en/theses/determinants-of-gestural-imitation-in-young-children(a700fb98-727f-4008-b135-9b3315a3229e).html.
Full textAbstract:
Generalised imitation has often been cited in the behaviour analytic literature as a paradigm case of a higher-order response class. However, its determinants have not been established, When, as is the case in published experimental studies of children's imitative performances to date, the to-be-matched behaviours are actions on objects, many nonimitative processes can result in apparently emergent matching. Such confounding sources of control are minimised when the target behaviours are arbitrary gestures. The present experiments explored the matching of (i) arbitrary actions on novel objects with minimal affordances in 3 infants (9 - 15 months), and (ii) gestures alone in 13 infants (15 - 25 months), and in 20 young children (24 - 42 months). In Experiment 1, the infants' performance of the target actions was measured firstly in response to each of four novel objects (Baseline) and next to the target action (Modelling) on each of these objects. In Experiments 2 and 3, participants' unreinforced responses to target behaviours, and their intermittently-reinforced responses to four behaviours that featured in their trained baseline matching relations, were measured. No evidence of higber-order matching was found; rather, the performances of the infants in Experiments 1 and 2, and of the young children in Experiment 3, could be explained in terms of generalisation of extra-experimentally trained matching repertoires. Infants' bigher-order matching abilities were directly tested in Experiments 4 and 5- Following training of four baseline matching relations, and identification of four target behaviours that the infants failed to match, they were trained to produce the target behaviours in the absence of the corresponding modelled behaviour. Infants' unreinforced responses to the modelled target behaviours, interspersed with modelling of the intermittently reinforced baseline behaviours, were then re-tested. The data showed no evidence of higher-order matching and suggest that infants' higher-order matching abilities, not previously directly tested, have been overestimated in the behaviour analytic literature.
49
Erickson, Melissa. "Reading aloud: Preparing young children for school." CSUSB ScholarWorks, 1998. https://scholarworks.lib.csusb.edu/etd-project/1411.
Full text
50
Batistic, Sandra, and Camilla Ronnelin. "Små barns konflikter/Conflicts Between Young Children." Thesis, Malmö högskola, Lärarutbildningen (LUT), 2006. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-35111.
Full textAbstract:
Vårt examensarbete handlar om samspel mellan barn på en förskola i Malmö. Undersökningens fokus ligger på konflikter. Syftet med vår studie är att undersöka konflikter mellan barn på en småbarnsavdelning och den centrala frågeställningen i vår studie är: Vilka är de vanligaste orsakerna till konflikter mellan små barn? Delfrågor som vi kommer att använda när vi bearbetar och analyserar våra observationer är: Vad händer under barnens konflikter? Hur ser samspelet ut vid konflikter mellan barnen? Vilka brister finns det i kommunikationen mellan barnen? Undersökningsgruppen består av 17 barn i ett - tre års ålder på en småbarnsavdelning. Den metod som används är observationer med hjälp av en digitalvideokamera. Vi har observerat barnen genom att filma vid olika situationer under; fri lek inomhus, utomhus och vid måltidssituationer. De viktigaste resultaten av vår undersökning visar att de flesta konflikter orsakas av missförstånd, revir och turtagning under fri lek inomhus. De handlar om leksaker, lekredskap, böcker, knuffar och annan fysisk kontakt.