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Leonard, Stacy L. "The relationship between age at school entrance and later need for remedial services." Online version, 2000. http://www.uwstout.edu/lib/thesis/2000/2000leonards.pdf.
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Hensley, Andrea L. "The effects of school entrance age for summer-born male students." Thesis, Dallas Baptist University, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=3642374.
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<p> The purpose of the current study was to understand if there are any longitudinal behavioral or academic effects for boys who are the youngest in their class, who have birthdays near or at the cutoff date for starting school and enter school at the beginning of the succeeding semester. The current study compares retention rates, behavioral records, and grade averages of boys who were born in the months of June, July, or August and are the youngest in their class in a state where the cutoff date for school enrollment is September first to those same variables in boys whose birthdates are in all other months of the year. The current study addresses whether boys who began school at a younger age ultimately struggle with academics or behavior once they are in high school, ninth through twelfth grade. The current study adds to the body of knowledge that currently exists regarding the practice of holding students back a year, known as academic redshirting. The current study employed non-experimental quantitative research methods using <i>ex post facto </i> analysis of existing data. The results of the current study show no significant longitudinal behavioral effects for boys who are the youngest in their class; however, there may be longitudinal academic effects for boys who are the youngest in their class. The results of the current study show non-summer born boys had a statistically significantly higher mean overall grade average than the summer born boys. Since the academic effects found in the current study were slight, the results of the current study support the argument that the phenomenon known as academic redshirting is not necessarily a useful practice when the decision to hold the child back is based solely on the student's summer birthdate.</p>
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Datar, Ashlesha. "The impact of changes in kindergarten entrance age policies on children's academic achievement and the child care needs of families." Santa Monica, Calif. : Rand, 2003. http://www.rand.org/publications/electronic/ed.html.
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Jernigan, Sharon Reynolds. "The Relationship of Sex and Age at Entrance to School to Second Grade Achievement." Thesis, North Texas State University, 1986. https://digital.library.unt.edu/ark:/67531/metadc332017/.
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This investigation compared achievement of boys and girls in second grade who were seven years old in June, July, and August of 1983 to the boys and girls in second grade who were eight years old in September, October, and November of 1983. The students were tested using the Iowa Test of Basic Skills using the following areas: reading, total math, and composite scores. The study also looked at the correlation of sex and age of students who had been retained in first grade. A comparison of teacher grades to standardized test scores and ability grouping was also presented. One way analysis of variance was applied to the test results. A chi square test of independence was conducted on students retained in the first grade to determine if interaction between sex and age was indicated. Older children scored higher in all three areas measured, while girls scored higher in reading. This may seem contradictory, but is not. Age was significant beyond the .05 level, while sex was significant beyond the .001 level. This difference is explained by the extremes in means for younger boys and older girls. Since first grade curriculum emphasizes reading, this gave girls a definite advantage over boys. Boys, however, scored significantly higher in math. The results indicate a need for restructuring curriculum to meet the needs of boys and girls. Younger boys in second grade scored the lowest in all areas tested, except math. These scores would have been even more significant if the boys who were not promoted to second grade could have been included in the second grade testing. These findings indicate that total developmental age is the most important factor when considering admission for school. A closer look should be taken at the requirements for school entrance. The factors that must be considered are chronological age, mental age, physical maturity, emotional and social maturity, behavior age, and sex.
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Brassolatti, Rejane Cristina. "Avaliação de um manejo integrado no controle da pediculosis capitis em escolares de Campinas, SP." [s.n.], 2004. http://repositorio.unicamp.br/jspui/handle/REPOSIP/311642.
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Orientador: Paulo Roberto Madureira<br>Tese (doutorado) - Universidade Estadual de Campinas, Faculdade de Ciencias Medicas<br>Made available in DSpace on 2018-08-04T03:08:35Z (GMT). No. of bitstreams: 1
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Previous issue date: 2004<br>Resumo: A pediculose capitis é uma infestação muito freqüente entre escolares do mundo todo, porém tem recebido pouca atenção dos órgãos de pesquisa e saúde pública, em razão da pouca importância em termos de morbimortalidade. O manejo integrado, com ênfase no controle mecânico e a educação, tem sido defendido como uma proposta mais adequada e menos agressiva para o seu controle, evitando-se o uso indiscriminado de inseticidas. Este estudo avaliou o resultado de um manejo integrado no controle da pediculose capitis, no aspecto educacional e no controle mecânico ( penteação a úmido com pente fmo e catação) em uma comunidade escolar de Campinas, SP. Mediu-se a prevalência da pediculose capitis nesses escolares antes, durante e após um período de seis semanas da intervenção, assim como algumas variáveis epidemiológicas como idade, sexo, origem racial, tipo e comprimento dos cabelos. Foi realizada uma oficina com a direção, professores e famílias visando trabalhar a concepção em relação à pediculose e seu controle, assim como ampliar o conhecimento da infestação, seus riscos, tratamentos e o uso de controle mecânico com penteação a úmido. Realizou-se o trabalho educativo com os alunos em sala de aula, pelos professores e a pesquisadora. A concepção dos alunos quanto ao combate ao piolho da cabeça foi acompanhada nesse período através de manifestações livres impressas. Foram examinados 534 alunos na faixa etária de 6 a 10 anos com positividade de 13,1 %, a incidência no sexo feminino foi de 22,1% e no sexo masculino de 5,0%. Não houve diferença significativa na prevalência em relação aos tipos raciais e tipos de cabelos analisados. Após o trabalho educativo e de controle mecânico semanal por seis semanas, a prevalência caiu para 4,9 % (significância < 0,01, Teste de McNemar). O manejo integrado que envolveu o trabalho educativo voltado para a mudança de concepção quanto ao preconceito que envolve esse problema, relacionando-o à falta de higiene, ao uso indiscriminado de inseticidas e tratamentos individuais, assim como a valorização do controle mecânico semanal, mostrou-se muito eficiente no controle da pediculosecapitis desta comunidade escolar, evidenciada por uma diminuição da incidência da infestação. Em nova avaliação sobre a concepção de pediculose da cabeça e formas de controle que aconteceu em 2003, através de manifestações livres impressas para todas as séries e questionário aplicado a uma amostra de 88 escolares que fizeram parte do estudo em 2001, ficou evidenciado que essa comunidade escolar continuou apontando, porém em menor grau, uma conscientização quanto a não associação da pediculose à falta de higiene, porém se manteve a atitude quanto a ocultar a parasitose por vergonha ou receio. Quanto aos professores e direção da escola não houve a necessária disposição para dar continuidade a um trabalho por eles próprios apontado na época como necessário e eficiente. Esse resultado aponta para a possibilidade de se controlar essa ectoparasitose no meio escolar, de uma forma mais eficiente e com menos riscos, favorecendo a interação de toda a comunidade deste meio, já que privilegia o tratamento coletivo e o trato de concepções preconceituosas frente a um problema freqüente entre os escolares desta faixa etária<br>Abstract: Pediculosis capitis is a very common infestation in school children. Although it is a major worldwide problem, research and public health organs do not demonstrate any interest because it is not an important problem in tenns of morbidity-mortality. Integrated pest management involving mechanical control and education has proved to be the most adequate and least aggressive proposal for the control of this ectoparasitosis, since it avoids the indiscriminate use of insecticides. This study evaluated the results of an integrated pest management involving educational aspects and mechanical control (using a lice comb on humid hair to manually remove the lice and nits) in the control of pediculosis capitis in a school community in Campinas, Sao Paulo. The prevalence of pediculosis capitis in these children was evaluated before, during and afier the six week intervention period. Some epidemiological variables like age, sex, racial group, type and length of hair were also observed. A workshop was conducted with the teachers and school administration regarding infestation and its control , its risks, treatments as well as the mechanical control of this infestation with the lice comb. The teachers and researchers then conducted educational sessions in the classrooms. The students were free to express, in writing, their concepts in relation to the combat of head lice. In this study, 534 students, whose ages ranged from 6 to 10 years, were examined and the positivity was 13%. Prevalence among females was 22.1 % and among males 5.0%. There was no significant difference regarding prevalence in relation to racial types and types of hair. After conducting the educational sessions and six weeks of mechanical controI, the prevalence fell to down 4.9% (Significance = 0.00, McNemar's Test). Integrated pest management included educational work aimed at changing concepts that associate this problem with lack of hygiene, the indiscriminate use of insecticides and individual treatments as well as to hig Wight the effectiveness of a weekly mechanical control of capitis pediculosis in the school community, as proved by the reduced infestation. These results indicate the possibility of controlling the ectoparasitosis in schools more effectively and with fewer risks using this method, which favors community interaction, as it involves collective treatment, and resolves prejudicial concepts about a problem that is common in this age grou<br>Doutorado<br>Saude Coletiva<br>Doutor em Saude Coletiva
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Pazzia-Guiducci, Olga. "An exploratory study of derogation in Quebec : the case of three students." Thesis, McGill University, 2004. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=85197.
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This qualitative study investigates the consequences of advancing three preschoolers into kindergarten in the province of Quebec, where the derogation exemption enables younger children to start school before they reach the age of admission of five years by September 30th. The rationale for this study came from an interest to discover the perspectives of the students, their teachers, and their parents on the topic of derogation. This study examines how these students, one in grade 4 and two in grade 6, feel about being the youngest in the class, and how teachers and parents perceive them as learners and socializers. The research design is based on an exploratory qualitative case study approach. The methods used to collect the data consist of interviews conducted with the three selected students, their homeroom teachers, and two parents; observations of the students in their school settings, and the analysis of documents such as field notes and journal entries. The interviews are analyzed within a socio-cultural interpretive framework in order to examine the way that derogation has affected the social and emotional lives of the three selected children. Vygotsky's zone of proximal development is explored. This concept presents the idea that children develop their learning potential in a setting where they can learn with more capable peers and adults who provide guidance and support. When these younger children are advanced into a kindergarten class, they are placed in a setting with older peers and adult teachers. One of the issues addressed in this study is how the social milieu encourages derogated children to develop their cognitive approach to problem solving and learning. The themes that emerged from this study include the importance of parental support, peer acceptance, and self-esteem. The younger derogated students are more likely to experience success in their academic and social-emotional lives if they have good parental support, a
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Trethewey, Lynne. "A history of age grading in South Australian primary schools, 1875-1990 /." Title page, contents and abstract only, 1997. http://web4.library.adelaide.edu.au/theses/09PH/09pht817.pdf.
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Nelson, Helen. "Age, gender and sociodemographic differences in school entrants' social and emotional competence." Thesis, Curtin University, 2012. http://hdl.handle.net/20.500.11937/1830.
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Aim. This research aimed to establish baseline age, gender, and sociodemographic differences in school entrants’ social and emotional competence to provide an empirical base for supporting positive responses to normal development in children as they begin school, thereby promoting life-long patterns of health and wellbeing. Review of Literature. Health priorities for children in a rapidly changing society are shifting due to the changing nature of social and emotional demands, resulting in an increasing complexity of health and developmental problems. Consequently, the role of the school nurse in primary and secondary schools is expanding, with a growing focus on providing support and early interventions for social, emotional, and behavioural issues. Bullying peaks at school entry and is associated with poor outcomes of health and education for children. Supporting the development of empathy in school-aged children has been proposed as a potential solution to the problem of bullying, but pathways of normal development of empathy and aggression are uncertain.Method. A cross-sectional observational study was conducted using a number of reliable and valid child and teacher questionnaires. Participants comprised a sample of children across Pre-primary, Year One and Year Two classes in an independent school. Statistical analysis was conducted using bivariate analyses and linear regression.Results. Teacher reported aggression was lower with age as empathy was higher, and girls were more empathic than boys. The higher level of reported empathy was not progressive, rather it occurred between Year One and Year Two, whereas aggression was not significantly lower between Year One and Year Two. There was no gender difference in teacher reported total aggression or covert aggression, and covert aggression was not reported to be higher with age.Discussion. In the first years of school, aggression lessens while empathy increases indicating that prosocial behaviour is a developmental milestone. Because of this, school nurses must understand the importance of surrounding children with safety in relationships as they begin school; in so doing, supporting developmental pathways of protection.
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Telles, Renato Katchadur. "Sensibilidade e especificidade de tres criterios diagnosticos de sobrepeso e de obesidade em escolares." [s.n.], 2004. http://repositorio.unicamp.br/jspui/handle/REPOSIP/310667.
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Orientador: Antonio de Azevedo Barros Filho<br>Dissertação (mestrado) - Universidade Estadual de Campinas, Faculdade de Ciencias Medicas<br>Made available in DSpace on 2018-08-04T02:45:11Z (GMT). No. of bitstreams: 1
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Previous issue date: 2004<br>Resumo: Introdução: Não existe consenso acerca de um critério diagnóstico universal para sobrepeso e obesidade em crianças. Pela simplicidade de obtenção e aplicabilidade o índice de massa corporal (IMC) vem sendo tema de diversos estudos visando seu uso para estes diagnósticos em pediatria. Objetivo: Determinar a sensibilidade e a especificidade de três critérios diagnósticos de sobrepeso e de obesidade que utilizam o IMC em escolares. Material e Método: Foram analisadas 1595 crianças com idade entre 6,93 a 10,94 anos. Todas foram submetidas às medidas de peso e de estatura. A composição corporal dos avaliados foi obtida por meio da bioimpedância do hemicorpo inferior. Foram avaliadas as medidas da sensibilidade e da especificidade de três critérios diagnósticos de sobrepeso e de obesidade que usam o IMC (MUST, DALLAL e DIETZ-1991; COLE et al-2000; CDC-2000). Para a determinação dos valores de corte diagnóstico de sobrepeso/obesidade foi utilizada a curva ROC. Resultados: A sensibilidade dos três métodos diagnósticos de sobrepeso em meninas e meninos variou de 79,34 a 82,64 e de 91,30 a 97,39 respectivamente, enquanto que a especificidade para este diagnóstico variou entre 95,05 e 96,78 nas meninas e 87,50 a 96,43 nos meninos. A variação da sensibilidade para o diagnóstico de obesidade foi de 27,38 a 51,85 nas meninas e de 51,22 a 78,67 nos meninos enquanto que a especificidade para este diagnóstico foi de 98,41 a 100 para as meninas e de 97,44 a 100 para os meninos. Conclusão: Os três métodos diagnósticos avaliados apresentaram boa sensibilidade para classificar sobrepeso; baixa sensibilidade para diagnosticar obesidade; alta especificidade para o diagnóstico de sobrepeso/obesidade. O ponto de corte do índice de massa corporal igual ou maior que 18,50 para as meninas e igual ou maior que 20,00 para os meninos implica em melhora na sensibilidade sem perder qualidade na especificidade deste método em diagnosticar obesidade nos escolares<br>Abstract: Introduction: There is no consensus for the universal criteria of overweight and obesity diagnosis in children. Due to its simplicity and applicability, the body mass index (BMI) has been the object of several studies aiming at its diagnostic use in pediatrics.Objective: To determine the sensitivity and specificity of three diagnostic criteria of overweight and obesity that use the BMI method in school children.Material and Method: A total of 1595 school children with ages ranging from 6,93 to 10,94 was analyzed. All children had their weight and their height measured. The body composition of the subjects was obtained by means of leg-to-leg bioelectrical impedance analysis. Measurements of sensitivity and specificity of the three diagnostic criteria of overweight and obesity that apply to BMI were assessed (MUST, DALLAL e DIETZ-1991; COLE et al-2000; CDC-2000). To determine the cut-off values for the overweight/obesity, the ROC curve was used. Results: The sensitivity of the three diagnostic methods for determining overweight in girls and boys varied from 79.34 to 82.64 and from 91.30 to 97.39 respectively, while the specificity for this diagnosis varied from 95.05 to 96.78 for the girls and 87.50 to 96.43 for the boys. The sensitivity of variation for the obesity diagnosis was from 27.38 to 51.85 for the girls and for 51.22 to 78.67 for the boys, while the specificity for this diagnosis was from 98.41 to 100 for the girls and from 97.44 to 100 for the boys. Conclusion: The three evaluated methods of diagnosis presented good sensitivity to classify overweight, low sensitivity to diagnose obesity, high specificity for the diagnosis of overweight/obesity. The cut-off point for the body mass index equal or higher than 18.50 for the girls and equal or higher than 20.00 for the boys implies better sensitivity without losing quality in the specificity of this method to diagnose obesity in schoolchildren<br>Mestrado<br>Saude da Criança e do Adolescente<br>Mestre em Saude da Criança e do Adolescente
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Bhattacharya, Samrat. "Three essays on children's skill acquisition and academic performance." Columbus, Ohio : Ohio State University, 2008. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1221754167.
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Prado, Patricia Dias. "Contrariando a idade : condição infantil e relações etarias entre crianças pequenas da educação infantil." [s.n.], 2006. http://repositorio.unicamp.br/jspui/handle/REPOSIP/252587.
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Orientador: Neusa Maria Mendes de Gusmão<br>Tese (doutorado) - Universidade Estadual de Campinas, Faculdade de Educação<br>Made available in DSpace on 2018-08-08T00:08:45Z (GMT). No. of bitstreams: 1
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Previous issue date: 2006<br>Resumo: Esta pesquisa tem como objetivo investigar e compreender a condição infantil através das relações de idade e da produção das culturas infantis entre crianças pequenas em contexto educativo, buscando trazer para o debate novas questões de um tema ainda incipiente que começa a ser pensado. Para tanto, esta pesquisa buscou, através do estudo etnográfico, observar, descrever e analisar o cotidiano de crianças pequenas (especialmente de 3 a 6 anos de idade) em uma instituição de Educação Infantil pública da cidade de Campinas/SP. O centro das preocupações nesta investigação, portanto, refere-se à necessidade de ampliação do conceito de infância para além das concepções teóricas da psicologia do desenvolvimento infantil, no campo do conhecimento das Ciências Sociais, em especial, na Antropologia, articulada às produções brasileiras e italianas no campo da Educação Infantil, para além de um recorte etário, em espaços privilegiados de relações diversas (de classe, de etnia, de gênero, etc.) entre crianças da mesma idade e de idades diferentes e suas implicações na construção de uma Pedagogia da Educação Infantil que conheça quem são as crianças e o que elas estão produzindo para além das determinações etapistas e delimitações cronológicas impostas, contrariando a idade<br>Abstract: This research aims at investigating and understanding the childhood condition through age relationships and production of childhood culture among small children in educational context, raising new questions related to a budding issue. Therefore, through ethnographic studies, the focus of this research was to observe, describe and analyze the everyday life of small children (mainly from 3 to 6 years old) at a public institution of Early Childhood Education in Campinas/SP. Thus, the core of the concern in this investigation is related to the necessity for a broader concept of childhood beyond the theoretical concepts of child developmental psychology, towards Social Sciences knowledge, mainly Anthropology. This broader concept, intertwined with Brazilian and Italian productions in the Childhood Education field, involves children in different age groups, in privileged spaces of a variety of relationships (including social class, ethnic, gender, etc¿) among children in the same and in different age groups, and its implications in the construction of a Pedagogy of Early Childhood Education that knows who these children are and what they are producing beyond any stage theory determinations and imposed chronological demarcations, as opposed to their age<br>Doutorado<br>Educação, Sociedade, Politica e Cultura<br>Doutor em Educação
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Kowalczyk, Courtney Lynne. "The Relationships Among Kindergarten Entrance Age, Preschool Experience, and Reading Achievement." ScholarWorks, 2017. https://scholarworks.waldenu.edu/dissertations/4071.
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Children participating in kindergarten programming across the United States are expected to perform at a higher level than ever before. Many of these children are unprepared and developmentally unready for the academic tasks that await them. Researchers have shown that an older age at the start of kindergarten is a predictor of academic achievement. Researchers have also shown that prior preschool experience impacts academic achievement. What has been unknown though is how the relationship between both beginning kindergarten at an older age and attending preschool prior to beginning kindergarten impacts academic success. Using Piaget's theory of development as a foundation, this study examined the relationships among age at the start of kindergarten, prior preschool experience, and academic achievement. A quantitative quasiexperimental methodology was used with ex post facto data. Data from the Early Childhood Longitudinal Study were analyzed using a 2-way ANOVA to assess the strength of the effects of the variables. Results indicated that children who were 6 years of age at the start of kindergarten outperformed their younger peers on 3rd grade reading achievement assessment. Preschool experience was found to not impact reading achievement, nor did it moderate the relationship between age at the start of kindergarten and 3rd graders' reading achievement. These results support the notion that social change can come about through the dissemination of this research to parents and early childhood educators and provide assistance in making decisions about when children are ready for school.
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Budinko, Victoria Ann Sanabria. "Relationship between early entrance age and "at-risk" students in later years." CSUSB ScholarWorks, 1995. https://scholarworks.lib.csusb.edu/etd-project/1069.
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Alexander, Patrick. "Learning to act your age : negotiating age imaginaries in an English secondary school." Thesis, University of Oxford, 2011. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.543726.
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Bergqvist, Anders. "From the sugar age to the information age. : A new high school in Kävlinge." Thesis, KTH, Arkitektur, 2014. http://urn.kb.se/resolve?urn=urn:nbn:se:kth:diva-146819.
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Decommissioned buildings and structures from the industrial age constitutes a challenge for many municipalities when society and the global economy changes. The transformation of the old sugar mill in Kävlinge originates from that shift – from the production of goods to an information and knowledge based society. How can this type of building be re-programmed as a stimulating place for sharing and acquire knowledge, and at the same time perform well in terms of energy? The sustainable strategies for energy preservation includes a new transparent second skin - a glass corridor facade, which stores the heat from the thermal mass (bricks). It also includes a passive ventilation system, using underground ducts to heat or cool the building depending on season.<br>Avvecklade byggnader och strukturer från industrialismen utgör en utmaning för många kommuner när samhället och den globala ekonomin förändras. Omvandlingen av det gamla sockerbruket i Kävlinge tar sin utgångspunkt från det skiftet - från produktionen av varor till ett informations-och kunskapssamhället. Hur kan denna typ av byggnad omprogrammeras till en stimulerande plats för att dela och tillägna sig kunskap, och samtidigt prestera bra vad det gäller energi? De hållbara strategierna för energieffektivitet innefattar ett nytt transparent klimatskal som lagrar värmen från den termiska massan (tegel). Den innehåller också ett passivt ventilationssystem, som med hjälp av underjordiska schakt värmer eller kyler byggnaden beroende på säsong.
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Cheung, Ka-yan Winnie. "Pronoun resolution in school-age children's reading." Click to view the E-thesis via HKUTO, 1994. http://sunzi.lib.hku.hk/hkuto/record/B36208887.
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Thesis (B.Sc)--University of Hong Kong, 1994.<br>"A dissertation submitted in partial fulfilment of the requirements for the Bachelor of Science (Speech and Hearing Sciences), The University of Hong Kong, April 29, 1994." Also available in print.
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Fawcett, Kelly M. "Spelling Development in Young School Age Children." Scholar Commons, 2006. http://scholarcommons.usf.edu/etd/3873.
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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.
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Lewis, Helen Ann. "Ciliary Muscle Morphology in School-Age Children." The Ohio State University, 2011. http://rave.ohiolink.edu/etdc/view?acc_num=osu1306425885.
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Lanham, Amanda Marie. "Training Cup Perceptions of School-Age Children." Miami University / OhioLINK, 2014. http://rave.ohiolink.edu/etdc/view?acc_num=miami1398894674.
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McFadyen, Susan Christiana. "ACCIDENTS AND INJURIES IN SCHOOL AGE CHILDREN." Thesis, The University of Arizona, 1985. http://hdl.handle.net/10150/275471.
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Rudberg, Andrea, and Linnéa Granström. "Associations between gestational age, physical activity and cognitive functioning among children in early school age." Thesis, Umeå universitet, Institutionen för psykologi, 2016. http://urn.kb.se/resolve?urn=urn:nbn:se:umu:diva-121874.
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The aim of this study was to examine differences and associations concerning physical activity and cognitive functioning among children born preterm in comparison to those born full term. The sample consisted of 130 children at early school age (mean = 7.8 years), born at a gestational age (GA) of 23 - 42 weeks, and categorized into three groups; children born full term (GA 39 - 42), moderately preterm (GA 34 – 36) and very preterm (GA 23 - 33). Physical activities were perceived from parents’ ratings by use of the Child behaviour checklist (CBCL), and cognitive functioning by WISC-IV. Results showed that children born moderately preterm performed comparable to children born full term, both regarding physical activity ratings and cognitive performance. Children born very preterm were found to have significantly poorer full scale IQ, lower physical performance, fewer sport activities, and were less lateralized, in comparison to both children born full term and those born moderately preterm. Conclusion: a very preterm birth seems to generate long-term effects on physical activities, sport performance and cognitive functioning. Thus, more focus should be paid to children born at a very low GA to identify early deviations and to provide interventions to improve cognitive functioning and enhance physical performance; also in contexts other than sport activities.<br>Syftet med denna studie var att undersöka skillnader och samband mellan fysisk aktivitet och kognitivt fungerande inom gruppen för tidigt födda barn och i jämförelse med fullgångna barn. Urvalet bestod av 130 barn i tidig skolålder (medel = 7.8 år), födda i gestationsålder (GA) mellan 23 – 42 veckor kategoriserade i tre grupper; fullgångna barn (GA 39 – 42), moderat förtidigt födda (GA 34 – 36) och mycket förtidigt födda (GA 23 – 33). Fysisk aktivitet undersöktes utifrån föräldrars skattning genom användande av Child behaviour checklist (CBCL) och kognitivt fungerande utifrån WISC-IV. Resultaten visade att de moderat för tidigt födda barnen presterade jämförbart med de fullgångna barnen både vad beträffar fysisk aktivitet och kognitivt fungerande. De mycket för tidigt födda barnen visade sig ha signifikant sämre fullskale-IQ, lägre sportsliga prestationer, färre antal sporter och var mindre lateraliserade, jämfört med både de fullgångna barnen och de moderat förtidigt födda. Slutsats: en mycket förtidig födsel tycks generera långvariga effekter på fysiska aktiviteter, sportsliga prestationer och kognitivt fungerande. Således bör större fokus läggas på barn födda med en mycket låg GA för att identifiera tidiga avvikelser och tillhandahålla interventioner för att förbättra kognitivt fungerande och stimulera/förhöja fysiska prestationer; även i andra kontexter än sportsliga aktiviteter.
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Henry, Susan Hogue. "Hourly fluctuation of middle ear pressure as a function of age in school-age children." PDXScholar, 1989. https://pdxscholar.library.pdx.edu/open_access_etds/4093.
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Tympanometry is a useful means of evaluating the status of the middle ear. For the pediatric population, tympanometry is particularly valuable for determining the presence of middle ear effusion. The test has been incorporated in many school hearing conservation programs because of its ease of administration, objectivity, and diagnostic value.
In a study by deJonge and Cummings (1985), the hourly fluctuation of middle ear pressure was reported in a group of kindergarten-age children. The variability of middle ear pressure for that group of children averaged 150 daPa. In the present study, a maturational effect of this hourly fluctuation was observed between a group of first-grade age students and sixth-grade age students. Results indicated the younger group averaged a range of 145 daPa, correlating well with the deJonge and Cummings study, while the older group averaged a range of 92 daPa. Thus, as a child matures, the hourly fluctuation of middle ear pressure decreases significantly.
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Kimberley, A. E. "Sex education with pupils of junior school age." Thesis, University of Bradford, 1986. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.371476.
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Skybo, Theresa A. "The impast of violence on school-age children." The Ohio State University, 2003. http://rave.ohiolink.edu/etdc/view?acc_num=osu1061212655.
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Skybo, Theresa A. "The impact of violence on school-age children." Columbus, Ohio : Ohio State University, 2003. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1061212655.
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Thesis (Ph. D.)--Ohio State University, 2003.<br>Title from first page of PDF file. Document formatted into pages; contains viii, 97 p. Includes abstract and vita. Advisor: Nancy Ryan-Wenger, College of Nursing. Includes bibliographical references (p. 90-97).
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Zheng, Kaidi. "School-age population and educational planning in China." Thesis, Canberra, ACT : The Australian National University, 1989. http://hdl.handle.net/1885/132445.
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This study has projected, compared and analysed
the trends in size of the total population, school-going
population (aged 6-14) and level of school enrollment
under various fertility assumptions for China during the
period 1982-2012, as well as associated demands. The
focus of this study is on the future school enrollment
and its implications. Based on population projections by
residence (rural and urban), under different mortality
and fertility assumptions, this study has found that in
general the size of the projected school-age population
aged 6-14 and school enrollment for primary and junior
high school show a falling trend broken by a substantial
period of increase during the period 1982-2012, but the
dimension of changes is varied under different fertility
variants. With the passage of time, the differences
among the projected results under different fertility
variants become larger as a result of the intensified
influence of fertility assumptions.
Taking the projection results under the medium
variant as an example, it is found that the school-going
population decreases by 23 per cent during the period
1982-1992 for rural areas and by 32 per cent during the
period 1982-1999 for urban areas; and increases by 35
per cent during 1992-2005 for rural areas and increase by
less than 0.01 during the period 1999-2001 for urban
areas; then decreases again starting from 2006 and 2002
to the end of the projection period for rural and urban areas respectively. It is further assumed that the
enrollment rate will increase from 87.6 per cent in 1982
to about 99.8 per cent in 2002 for urban areas and from
73.1 per cent in 1982 to about 99.5 per cent in 2012 for
rural areas, indicating the realization of a universal
period of nine years of compulsory education.
Correspondingly, a similar fluctuation occurs to the
associated demands for teachers and funds.
This study has also examined and evaluated some
of the implications of the fluctuation of the projected
trends of school-going population. Although the policy
of population growth control will benefit the people's
well-being and the national development, including the
development of education, this kind of fluctuation in the
population trends that will result from the
implementation of the inconsistent population policy in
the past must be taken into serious consideration by the
policy-makers and education-planners. Flexible and
appropriate strategies should be implemented in advance,
for such aspects as the training of qualified teaching
staff and available funds, in order to accommodate the
future fluctuations in the demand for educational
services.
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Taylor, Gail. "The experience of school age mothers : a psychoanalytic perspective." Thesis, University of Essex, 2006. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.428894.
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Mah, Terry. "Narcissistic personality and academic underachievement in school age children." Thesis, University of British Columbia, 1988. http://hdl.handle.net/2429/28168.
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The achievement (as indexed by standardized test scores) of 56 (54 females and 2 males) private school children was studied in relation to demographic (social status and gender), behavioral (three indicators of persistence), dispositional (clinical and psychometric measures of narcissism), and ability (Otis-Lennon) factors. A clinical procedure and device were developed to augment the information yielded by those procedures whose purpose was primarily the generation of quantitative data. The qualitative and quantitative material was studied together to explore Freud's distinction between libidinal types, which might be implicated in differences in cultural (e.g., school) achievement. Results are discussed in relation to research, assessment, and educational issues.<br>Arts, Faculty of<br>Psychology, Department of<br>Graduate
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Romero-Cachinero, Maria del Carmen. "Bilingual narrative development among school-age Hispanic-Canadian children." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2000. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape3/PQDD_0026/NQ49901.pdf.
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Schwartz, Noa. "A psychological analysis of school age children's pencil drawings." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2000. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape3/PQDD_0019/NQ54679.pdf.
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McElhinney, Glenn R. "A nouthetic approach to counseling elementary school-age children." Theological Research Exchange Network (TREN), 1986. http://www.tren.com.
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Kos, Tomas. "Peer interactions in mixed-age EFL secondary school classrooms." Thesis, Lancaster University, 2017. http://eprints.lancs.ac.uk/84540/.
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Drawing from a sociocultural framework, this study investigated peer interactions in mixed-age (M-A) English as a foreign language (EFL) secondary school classrooms in Germany which are simultaneously mixed-ability classrooms. M-A is increasingly used (Thurn, 2011), but is under-researched in language classrooms. Research in mainstream M-A classrooms suggests benefits for both younger and elder learners (Kuhl et al. 2013; Little, 2001; Thurn, 2011; Veenman, 1995). Although some research has been conducted in L2 mixed-proficiency settings, there has been no study conducted on peer-interactions within M-A groups/pairs in L2 contexts. Twelve mixed-age pairs of young adolescent learners were audio-recorded when interacting on regular classroom tasks, which were a part of one unit of work, lasting a period of two and half months. After the unit of work, individual interviews were conducted in order to elicit learners’ perceptions of their interactions. Results show that M-A pairs formed predominantly patterns of interaction, which are conducive to learning, namely expert/novice and collaborative pattern (Storch, 2001a). One pair was identified as dominant/dominant and one pair could not be identified according to Storch’s framework and was identified as expert/passive (Watanabe & Swain, 2007). With regards to the extent and ways of assistance provided, some pairs assisted one oanother in ways similar to teacher scaffolding, while some in ways which resemble to what Donato (1988, 1994) called collective scaffolding. Results also show eight out of ten younger learners, which were the focus of the analysis, showed some level of increased independence of target-like use. However, the extent of target-like use use varied greatly across learners. In relation to perceptions of their interactions, the majority of peers expressed a positive attitude towards their interactions, and perceived an equal contribution of both partners to their joint work. However, while younger peers perceived learning outcomes, some of their elder partners did not.
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Kovtyuk, N. I. "Quality of life of school age children with cephalgia." Thesis, БДМУ, 2021. http://dspace.bsmu.edu.ua:8080/xmlui/handle/123456789/19147.
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Amer, Mohamed Elherma. "Use of operating dental auxiliaries for school age children." Thesis, Faculty of Dentistry, 1986. http://hdl.handle.net/2123/4301.
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Morrison, Diane. "Promoting positive well-being in primary school age children." Thesis, University of Sheffield, 2015. http://etheses.whiterose.ac.uk/10076/.
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Zivanovic, Sanja. "Cardiopulmonary outcomes in school age children born extremely prematurely." Thesis, King's College London (University of London), 2017. https://kclpure.kcl.ac.uk/portal/en/theses/cardiopulmonary-outcomes-in-school-age-children-born-extremely-prematurely(2c391136-0e05-4d5e-9815-825e150f2f29).html.
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Background: The incidence of bronchopulmonary dysplasia, the main respiratory complication of preterm birth, has remained unchanged, despite improved survival. Small airway function appears to decline in infancy, in infants conventionally ventilated at birth. Pulmonary hypertension has been described in babies born extremely preterm. Methods: In a randomized controlled multi-center study, high frequency oscillation (HFO) was compared to conventional ventilation (CV) in 797 extremely preterm babies immediately after birth (UKOS). There were no significant differences in mortality or the incidence of BPD. Comprehensive lung function assessments and an echocardiogram were undertaken and respiratory, health related quality of life and functional assessment questionnaires were completed when the UKOS children were 11-14 years old. The results were compared to those of children born at term. Results: 318 children from the UKOS cohort completed the study. The HFO group had superior small airway function (z score FEF75, mean difference 0.23 SD (95%CI 0.02,0.45), p = 0.04), superior large airway function (FEV1 z score mean difference 0.35 SD (95% CI 0.02, 0.45), p=0.008) and diffusion capacity of the alveo-capillary membrane (DLCO z score mean difference 0.31 SD (95% CI 0.04, 0.58), p=0.02), without poorer functional outcomes. Prematurely born children had significantly worse lung function than term born children: z FEV1 mean difference 0.62 SD (95%CI -0.85, -0.38), p<0.001, z FEF75 mean difference 0.55 SD (95%CI -0.77, -0.33), p<0.001 , z DLCO mean difference 0.78 SD (95%CI 0.53, 1.02), p<0.001, and higher pulmonary pressures (mean MAP 24.6 vs 20.5 mmHg, p<0.001). Conclusions: HFOV used immediately after birth in extremely premature babies was associated with better lung function outcomes without evidence of poorer functional outcomes. Airway obstruction is significantly worse in preterm children at school age than in term born children. Children born very prematurely have significantly higher pulmonary pressures at school age, with potential cardiovascular implications in later life.
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Mikles, AnnMarie. "Contributing factors of aggression in elementary school age boys." CSUSB ScholarWorks, 1995. https://scholarworks.lib.csusb.edu/etd-project/477.
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Nagy, Liana C. "Ethnic differences in sedentary behaviour and physical activity among primary school age children. Towards a movement behaviour intervention for primary school age children." Thesis, University of Bradford, 2019. http://hdl.handle.net/10454/18334.
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High levels of sedentary behaviour (SB) and low levels of physical activity
(PA) in primary school children are a health concern especially for the South
Asians (SA) because of increased cardiovascular risk.
The study investigated ethnic differences in movement behaviours among
primary school children in three studies: 1) inclinometer and accelerometer
measured movement behaviours in White British (WB) vs. SA 6-8-year-old
children; 2) qualitative studies with children, parents and teachers explored
barriers and facilitators to reducing SB; and, 3) accelerometer measured
movement behaviours in children aged 8-11-years.
The inclinometer outcomes were: total SB, SB from bouts >30 minutes and
breaks in SB, while accelerometry considered: SB, light PA and moderate to-vigorous PA and counts per minute.
525 children, eight parents and six teachers participated. No ethnic
differences were identified in inclinometer outcomes except for SB breaks.
SA children had 25 fewer breaks compared to WB. Accelerometry identified
higher SB for SA children vs. WB in study one but no ethnic differences in
study three; a pattern for higher SB/lower PA for SA children vs. WB was
consistent in studies. Reasons for engagement in SB included: knowledge
and beliefs about SB, child characteristics, cultural norms, parenting, educational system and the built environment. A large proportion of
movement behaviour interventions components were related to education
and policy. Children’s levels of SB were similar to office workers regardless of ethnicity. Interventions to reduce SB need to consider SB breaks and PA, especially for SA children who were less active and more sedentary than WB.
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DICKERSON, RHONDA LEE. "LITERACY IN THE HOME: BEYOND THE PRESCHOOL YEARS." University of Cincinnati / OhioLINK, 2002. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1026834481.
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Wood, Nicole R. Lyman Linda L. "Principals under age 30 factors affecting the first year experience /." Normal, Ill. : Illinois State University, 2006. http://proquest.umi.com/pqdweb?index=0&did=1251859851&SrchMode=1&sid=4&Fmt=2&VInst=PROD&VType=PQD&RQT=309&VName=PQD&TS=1179157608&clientId=43838.
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Thesis (Ph. D.)--Illinois State University, 2006.<br>Title from title page screen, viewed on May 14, 2007. Dissertation Committee: Linda Lyman (chair), Beth Hatt-Echeverria, Joe Pacha, Nancy Sherman. Includes bibliographical references (leaves 148-154) and abstract. Also available in print.
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Rippon, Wendy Leigh. "Age as a Predictor of Factors Involved in Targeted School Violence." ScholarWorks, 2017. https://scholarworks.waldenu.edu/dissertations/3467.
Full textAbstract:
Targeted school violence (TSV) in the United States is increasing, causing a loss of innocent lives and challenges for teachers and students in building rapport. In addition, TSV increases levels of anxiety and makes it difficult for parents and community members to believe students are safe while at school. Several studies have highlighted the fact that age may be a factor in school shootings, calling for future research to determine if age is indeed influential. The problem is to date age has not been established as a predictive factor, even though the extant research is beginning to identify possible variances. Guided by general strain theory and ceremonial violence, this study determined statistical significance between age and select variables in the personal, event, and ecological categories. This information could be illuminating to educators, mental health professionals, and law enforcement for threat assessment purposes. The information was gathered on all TSV members within the United States from 1966 to 2015 through archival data, and the data were analyzed using logistic regression, Pearson's correlation, and Spearman's correlation. Results indicated that, as age increases, the offenders are more likely to have a higher social status, have a mental health and criminal history, carry out their act in the afternoon, and choose a knife as a weapon. In addition, older offenders are less likely to be students and less likely to have been bullied. Implications for social change include modifications to current threat assessment protocol regarding weapon choice and previous mental health or criminal history, which could be utilized to change public policy for mandatory reporting of students identified as at risk. Also, younger offenders are being bullied more often than older offenders and this could add more awareness to antibullying program procedure and earlier mental health intervention.
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Hill, Robert M. Martin Barbara N. "Leadership capacity in a complex connected age." Diss., Columbia, Mo. : University of Missouri--Columbia, 2009. http://hdl.handle.net/10355/7033.
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Title from PDF of title page (University of Missouri--Columbia, viewed on Feb 26, 2010). The entire thesis text is included in the research.pdf file; the official abstract appears in the short.pdf file; a non-technical public abstract appears in the public.pdf file. Dissertation advisor: Dr. Barbara N. Martin. Vita. Includes bibliographical references.
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Caverly, Sarah. "Friendship Patterns and School Adjustment in the Mixed-Age Context." TopSCHOLAR®, 1997. http://digitalcommons.wku.edu/theses/770.
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While friendship patterns and the relationship between friendship status and school adjustment have been studied in same-age classrooms, little is known about friendship patterns and the contribution of friendship status to school adjustment in mixed-age classrooms. The purposes of the present study were to investigate friendship patterns in a large sample of mixed-age (ungraded) primary classrooms and to examine the contribution of friendship status to school adjustment in a smaller subsample of ungraded primary children. Peer acceptance level and age relative to classmates both had a significant impact on the number of reciprocated friends children had, and on the relative age of their friends. High-accepted and relatively old children had more reciprocated friends than did less accepted and relatively young children. Also, high-accepted children had more relatively old, and intermediate age friends than did than average- and low-accepted children, and average-accepted children had more friends at all relative ages than did low-accepted children. Children who were older in relative age had more friends who were also older in relative age than did children who were intermediate and young in relative age. Intermediate age children had more relatively old friends than did relatively young children. Chi square tests of independence revealed that low-accepted children had more friends who were young in relative age, and high-accepted children had more relatively old friends than expected by random pairing, and that relatively young children had more relatively young friends and relatively old children had more relatively old friends than expected by random pairing. There were some similarities in friendship patterns between the larger data sample and the school adjustment subsample. Peer acceptance influenced friendship patterns in a similar manner, however, there was no significant effect of relative age. Also, high- and average-accepted children had more friends who were young and intermediate in relative age than did relatively young children. High-accepted children also had more relatively old friends than did average and low-accepted children, and average-accepted children had more relatively old friends than did low-accepted children. Chi-square analysis revealed patterns similar to those in the larger sample; high-accepted children had more relatively old friends and low-accepted children had more relatively young friends than expected. There was no significant of relative age on the relative age of children's friends. In the school adjustment subsample, children's attitudes toward math, reading, and science were positively related to math, reading, and science achievement scores. Friendship status was significantly related to children's attitudes toward math and achievement scores. Specifically, if children had at least one friend, they had more positive attitudes toward math and higher average achievement scores. Also, females had more positive attitudes toward math, but not other subjects.
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Erlewine, Janice Marie. "How Culture Impacts Relational Aggression in Elementary School-Age Children." TopSCHOLAR®, 2011. http://digitalcommons.wku.edu/theses/1114.
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The purpose of this study was to analyze whether cultural differences existed in forms of aggression and prosocial behaviors among 8 to 10 year old students in Ireland (N=145) and Puerto Rico (N=56) and if the prevalence of these forms of aggression differed between genders. Classroom teachers using the Children’s Social Behavior Scale – Teacher Form (Crick, 1996) rated all students in their classes on relational aggression, physical aggression, and prosocial behaviors. Three 2 (culture) by 2 (gender) analyses of variance were performed on each of the following dependent variables: relational aggression, physical aggression, and prosocial behavior.
Teachers reported greater prevalence of relational aggression in Puerto Ricanstudents and greater prevalence of prosocial behavior among Irish students. Nosignificant differences were reported between cultures in physical aggression. Teachersreported higher prevalence of physical aggression among males compared to females andhigher prevalence of prosocial behavior among females when compared to males. Nosignificant gender differences were found in relational aggression. An interaction effectwas found in prosocial behavior with Irish females being higher in prosocial behaviorthan Puerto Rican females and Irish males. This research supports that culturaldifferences exist in relational aggression and prosocial behaviors among 8 to 10 yearviiolds. Gender differences in physical aggression and prosocial behaviors in this agesample were also supported. Future research, and the study's limitations were discussed.
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Coish, Pamela Lindsay. "A career exploration project for the elementary school age child /." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1998. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape11/PQDD_0030/MQ47420.pdf.
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Hewson, R. M. "Neurocognitive function in adults depressed during the school age years." Thesis, University of Cambridge, 2007. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.603984.
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This study was designed to investigate the theory of glucocorticoids mediated neurotoxicity as an explanation for anatomical changes and the likelihood of depressive recurrence in a group of recovered young adults. The study examines the changes in levels of the hormones cortisol and dehydroepiandrosterone (DHEA) between the first episode of depression and present day. It also investigates cognitive ability in tasks of memory ability and affect bias, and explores the functional processes associated with these tasks using functional Magnetic Resonance Imaging (fMRI). Anatomical correlates of these cognitive processes were examined using MRI, specifically the hippocampus and the amygdala. fMRI, MRI and cognitive task results were correlated with cortisol and DHEA levels and the length of previous illness. Results suggest that cortisol and DHEA return to similar levels as controls in recovery, and that DHEA levels at the first episode of depression may predict the length and severity of the illness. Although there is no significant difference in cognitive ability between the recovered participants and controls, those with a history of depression do show altered patterns of activation when performing tasks of memory encoding and retrieval and implicit affect recognition. In addition, there are significant positive correlations between hippocampal activation whilst encoding memories and cortisol levels at the first episode, and negative correlations of hippocampal grey matter density and the length of illness. Results also suggest that high levels of cortisol during episodes of depression result in damage to the hippocampus. Subsequently, in recovery, the “damaged” hippocampus requires greater activation to successfully encode memories in order to compensate for the loss of grey matter.
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Coe, Andrew S. "The transfer and retention of secondary school age traveller children." Thesis, University of Lincoln, 2005. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.427516.
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Meldrum-Carter, Laura. "Experiences and resilience of school-age mothers : their own perspectives." Thesis, University of East London, 2009. http://roar.uel.ac.uk/3741/.
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The psychological phenomenon of resilience encapsulates how people cope successfully in challenging situations. School-age motherhood is a clear example of a challenging situation but much of the research literature has focused on identifying the reasons why young women become pregnant during their school years rather than seeking ways to support them when it happens. Five school-age mothers between the ages of 15 and 18 from semi-rural areas in England were interviewed in detail about their own perspectives on their experiences and resilience. Their accounts were analysed using Interpretative Phenomenological Analysis and the meanings attached to their accounts were interpreted as showing clear commonalities of experience, although these were illustrated in individual ways. Three main themes emerged: 'Coping with conflicting identities', 'Adjusting to parenthood' and 'Ways of developing and maintaining resilience'. The first theme encapsulates the difficulties experienced with managing the contrast between ascribed identities (such the negative 'teen mums' stereotype), and how participants see themselves as responsible, hard-working parents with a range of goals and ambitions. The second theme refers to how participants prioritise their children above all other concerns, adjust rapidly and effectively to parenthood and experience a sense of differentiation from their school-age peers. The third theme describes how participants develop and maintain resilience through accessing unique combinations of external supportive factors including social networks and professional input, employing personal coping strategies such as self talk and having characteristics such as the ability to build relationships. Participants identified themselves as resilient and in some cases explicitly related this to their motherhood. Implications of these findings for educational psychology and practice were discussed.
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Marusyk, Uliana Ivanovna. "Features atopic reactivity in school-age children with severe asthma." Thesis, ВДНЗ України «Буковинський державний медичний університет», 2016. http://dspace.bsmu.edu.ua:8080/xmlui/handle/123456789/11352.
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Afanas'ev, S. M. "Vegetative state of early-school age children with posture violence." Thesis, Sumy State Yniversity, 2016. http://essuir.sumdu.edu.ua/handle/123456789/48239.
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Sustainable growth of number of children with violence of system (MSS) functions, which leaves with out своєчасної correction, as a result becomes the factor of
development of spine structure alteration and the cause of workability decrease. Physical rehabilitation of children with functional disorder of MSS is an arduous, multidimensional task, due to the fact, that such kind of children has own distinctive features of physical, functional and psychological development. Especially, this relates to children of early-school age. The key basic destination in development of rehabilitation technology
remains formation of adaptation reaction in children with posture disorder.