Dissertations / Theses: 'Thai children'

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Channarong, Pornrungroj Rennels Max R. "A comparison of creativity test scores between Thai children in a Thai culture and Thai-American children who were born and reared in an American culture." Normal, Ill. Illinois State University, 1992. http://wwwlib.umi.com/cr/ilstu/fullcit?p9227171.

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Thesis (Ed. D.)--Illinois State University, 1992.
Title from title page screen, viewed January 18, 2006. Dissertation Committee: Max R. Rennels (chair), Marilyn P. Newby, Thomas E. Malone, Larry D. Kennedy. Includes bibliographical references (leaves 116-119) and abstract. Also available in print.

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Jirojanakul, Pragai. "The quality of life of construction workers' children in Bangkok metropolis, Thailand." Thesis, University of Bath, 2000. https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.323579.

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Ngamluck, Jaruluck. "The acquisition of Thai classifiers in bilingual children : a longitudinal study." Thesis, University of Leeds, 2004. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.414505.

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Suprotik, Ghagra Chukiat Sirivichayakul. "Clinical manifestation and treatment of non-severe falciparum malaria in Thai children /." Abstract, 2004. http://mulinet3.li.mahidol.ac.th/thesis/2547/cd363/4638515.pdf.

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Huot, Chantheany Pornthep Chanthavanich. "Clinical manifestation of uncomplicated falciparum malaria and vivax malaria in Thai children /." Abstract, 2004. http://mulinet3.li.mahidol.ac.th/thesis/2547/cd363/4638516.pdf.

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Sumdangdej, Suthee. "Input and the acquisition of suprasegmental phonology in English by Thai school children." Thesis, Durham University, 2007. http://etheses.dur.ac.uk/2479/.

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This thesis discusses an experimental study whose aim was to find out whether English pronunciation teaching can be improved in Thai schools, where English has recently been introduced at the primary level. The main study was first underpinned by a baseline study conducted to confirm the low level of achievement in English phonology in Thailand. Data were collected from a relatively small cross-section of Thai English learners (34 in total) from three levels: beginning (primary school), intermediate (secondary school), and advanced (university, both English majors and non-English majors). The results from the baseline study helped guide the direction of the experimental study. Results revealed that all across-levels, Thai learners share similar problems in English pronunciation including 1) mispronouncing the clusters in English either in initial or final position; 2) not pronouncing the final sound of English words; and 3) misstressing disyllabic and multi-syllabic English words. These non- target pronunciations lead to undesirable unintelligibity (Kenworthy, 1978). The thesis next considers the reasons for such problems and the conclusion is that this is due to the variety of English Thai learners are exposed to, that is from Thai teachers whose accents deviate from native English speakers (see Young-Scholten, 1995).How pronunciation is dealt with in Thailand inspired the main study. The experiment exposed two groups of learners to two types of English language lessons presented on tape, with voices of English native speakers the same age as the Thai learners. One type of lesson involved only primary linguistic input, similar to how a language is naturally learned (through interaction with English native speakers) and the other added awareness raising to this. Both lessons minimized the use of Thai. The content of the lessons was based on English syllable structure and primary stress and included 60 English words from the Thai national curriculum. These lessons were implemented with two different groups of 23 and 27 Thai first year primary school learners not yet exposed to English. The idea of investigating young learners was based on the grounds that the introduction of English to Thai learners has recently shifted to primary school. As a control group, a class of 30 learners who were the same age and at the same class level was selected to represent those who were learning English in Thai school fashion. Each experimental group had a 20-25 minute lesson every day for four weeks with the experimenter after a pre-test was administered. A control group who were learning English from Thai teachers received five to ten minutes of additional general tuition a day. Production test results from an immediate post-test and a one-month delayed post-test indicated the experimental groups performed significantly better on English syllable structure and stress than the control group. The errors produced showed the experimental group learners were similar in development to how first language learners of English acquire their native language and also closer to approximating the target language when compared with the control group. The study showed that both types of lessons using recorded native speakers input for the development of English phonology seemed to work equally well with young Thai learners. This indicates that pronunciation teaching for Thai learners can straightforwardly be improved. The large-scale development of lessons is recommended where the primary source of language input is from recordings from native speakers similar to those implemented with the two experimental groups.

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Jansaithong, Jarassri. "Northern Thai school-aged children pain experience : pain descriptions and pain management strategies /." Thesis, Connect to this title online; UW restricted, 2002. http://hdl.handle.net/1773/7184.

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8

Yangklang, Peerapat. "L2 acquisition of epistemic modality in English by L1 Thai-speaking children and adults." Thesis, University of Leeds, 2012. http://etheses.whiterose.ac.uk/12748/.

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The current study investigates the L2 acquisition of epistemic modals e.g. MUST, WILL, and MAY/MIGHT by Thai-speaking children and adults. The most crucial differences between Thai and English regarding epistemic modality are the syntactic mechanisms which indicate the reference time of the modal complements. The reference time of the modal complements in English is indicated by certain syntactic patterns, while the reference time of the modal complements in Thai is indicated by temporal adverbials or the context. These differences were therefore assumed to be the most difficult aspects of the epistemic modals in English which the Thai L2 learners of English have to acquire. The fundamental research questions were addressed on the grounds of the Full Transfer, Full Access Hypothesis (Schwartz and Sprouse 1996) which acknowledges the role of Ll properties and the involvement of UG-constrained SLA. Child L2 acquisition was compared with both adult L2 acquisition, and child Ll acquisition. The motivation of the comparison comes from Schwartz (1992, 2003a, b) who argues that comparison of child L2 acquisition with adult L2 acquisition, and with child Ll acquisition potentially provides evidence in support or against theories of Ll and L2 acquisition. A truth value judgment task was conducted, whereby the subjects were asked to decide whether the statements given were temporally felicitous to the test stories. The results show that, in terms of Ll transfer, the Ll properties were observed in both child L2 acquisition and adult L2 acquisition. The L2 children and the L2 adults allowed the interpretations which are not possible for the modal statements in English, but whose counterparts are possible in Thai. In terms of the acquisition of the syntactic patterns which constrain reference time, the L2 children have not acquired the syntactic patterns which constrain the reference time of the modal complements. These results suggest no clear evidence to support that the L2 children have overcome the poverty of the stimulus. Some of the L2 adults, on the other hand, appear to have acquired some syntactic patterns. This finding leads to speculation about the role of cognitive development in the acquisition of epistemic modality.

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9

Saihong, Prasong 1974. "Evaluating reliability and use of the Ages and Stages Questionnaires: Thai in northeast Thai early child care settings." Thesis, University of Oregon, 2009. http://hdl.handle.net/1794/10589.

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xix, 198 p. : ill. A print copy of this thesis is available through the UO Libraries. Search the library catalog for the location and call number.
Due to the lack of a screening and early identification system, preschool children who live in rural areas in Northeast Thailand have no opportunity to receive specialized educational services. Most children are identified as having disabilities at school age or older. In this study, the 24-, 30-, and 36-month intervals of the Ages and Stages Questionnaires (ASQ), a parent-completed screening system, were translated and evaluated for reliability and use in Northeast Thai early childcare settings. The study purpose was to investigate the reliability and utility of the Ages and Stages Questionnaires: Thai (ASQ: Thai). Reliability studies included an investigation of internal consistency, test-retest reliability, interobserver reliability, and comparison of differences between U.S. and Thai scores. Utility studies included surveys of satisfaction of parents/caregivers and early childcare staff as well as brief interviews with parents/caregivers and early childcare staff. Subjects included 267 children who were 2-3 years old; 267 parents/caregivers; 49 early childcare staff; and 5 early childcare professor experts. The subjects were recruited through the Department of Curriculum and Instruction, the Faculty of Education, Mahasarakham University. Results addressing the reliability and use of ASQ: Thai were promising. Internal consistency (ρ = .58 -.89) results were adequate as well as test-retest agreement (ρ > .90). A comparison between the ASQ: Thai sample data and the U.S. normative sample found that there were some differences in range, mean, median, interquartile range, and cutoff scores. The back translation of the ASQ: Thai appeared to be adequate in comparison to the original version, as well as culturally appropriate. Early childcare staff and parents/caregivers felt that the ASQ: Thai was easy to use and understand and was culturally appropriate, and they gained knowledge about child development. Early childcare staff and parents/caregivers suggested that the ASQ: Thai should be used in early childcare settings with children when they enter the program. Future research on the ASQ: Thai is needed. Increased study of cultural, language, and disability issues are areas for further study.
Committee in charge: Jane Squires, Chairperson, Special Education and Clinical Sciences; Deanne Umuh, Member, Special Education and Clinical Sciences; Erin Barton, Member, Special Education and Clinical Sciences; Kathie Carpenter, Outside Member, International Studies

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Sridawruang, C. "The involvement of Thai parents in the sex education of their teenage children : a mixed methods study." Thesis, University of East Anglia, 2011. https://ueaeprints.uea.ac.uk/33362/.

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Shipp, Francesca. "Construct validity of teacher ratings of ADHD-IN, ADHD-HI, ODD-toward adults, academic competence, and social competence factors with Thai middle and high school students." Pullman, Wash. : Washington State University, 2009. http://www.dissertations.wsu.edu/Thesis/Summer2009/F_Shipp_1061209.pdf.

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Thesis (M.S. in psychology)--Washington State University, August 2009.
Title from PDF title page (viewed on July 15, 2009). "Department of Psychology." Includes bibliographical references (p. 27-31).

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12

Mathayomchan, Somsuda. "Do Re Mi? Yes! Using Music and Visual Arts to Promote Thai Children's English Vocabulary Development." Thesis, University of North Texas, 2016. https://digital.library.unt.edu/ark:/67531/metadc849681/.

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This research examines the efficacy, if any, of the Music and Visual Arts (MVA) program in improving the English vocabulary development of first grade Thai students. The researcher developed the Vocabulary Recognition Assessment (VRA) as a measure of English vocabulary development. It employs the accuracy and rapidity method of word recognition as a measurement of English language development in Thai children. Forty first grade Thai students in a Bangkok elementary school participated in the study. Participants were divided equally between an experimental group and a control group. During a nine-week period, students in the experimental group were instructed with the MVA strategy, while students in the control group were taught with the Visual Arts (VA) strategy. Paired sample t-test, ANOVA, and ANCOVA were used to analyze data from the VRA, to compare the pre-test and the post-test in terms of accuracy scores and rapidity scores of the control group and the experimental group. Data revealed that students instructed with the MVA strategy improved their English vocabulary development in terms of accuracy of word recognition significantly more than students taught English using the VA strategy. No significant difference was found between the MVA strategy and the VA strategy in terms of rapidity of word recognition. The MVA strategy could be a useful strategy for Thai early childhood teachers to use in helping Thai children learn English vocabulary.

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Apichatabutra, Chanisa. "The effects of function-based academic and behavior intervention on problem behaviors and reading performance for English language learners in a Thai elementary school /." Connect to title online (Scholars' Bank) Connect to title online (ProQuest), 2009. http://hdl.handle.net/1794/10066.

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14

Bangpan, Mukdarut. "Role of family in HIV prevention : systematic reviews and qualitative investigation of young Thai women in Bangkok." Thesis, University of Oxford, 2014. http://ora.ox.ac.uk/objects/uuid:94caef38-b183-4d81-baa3-f5f04ba79c47.

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Young women are particularly vulnerable to HIV. Despite the successful HIV prevention efforts in Thailand in the past, young Thai women are at increased HIV risk and in urgent need of effective HIV interventions. Numerous studies have emphasised the importance of family in determining young people’s sexual behaviour. This thesis explores the roles of family in shaping young people’s sexual decisions and examines the potential of family-involved HIV interventions (FIHIs) for young Thai women. The thesis systematically examines studies across settings to determine whether involving family in HIV interventions could influence young people’s sexual behaviour. The findings suggest that FIHIs have a potential in shaping young people’s condom use practices. It identifies several key characteristics of effective FIHIs that can potentially be valuable for future HIV development in other contexts. Qualitative data collected from focus groups of young Thai women in Bangkok are analysed using the framework developed from the systematic review of qualitative studies. The findings highlight several challenges for future FIHIs for young Thai women. These are barriers to parent-child communication, a tension of coexistence of two divergent sexual norms - traditional/Thai versus modern/globalised, alternative sources of sexual health and HIV knowledge, the importance of family relationships, and the different circumstances and needs of young Thai women from different backgrounds. Future FIHIs for young Thai women should consider a comprehensive, structural and eco-developmental approach, simultaneously targeting both individuals and the wider environment. This thesis offers a new contribution to the HIV prevention and sexual health education literature and identifies the potential effectiveness of FIHIs tailored to young Thai women,constituting an important step in addressing the public health problems of HIV/AIDS infections in Thailand.

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Wannasuntad, Supaporn. "Factors predicting Thai children's physical activity." Diss., Search in ProQuest Dissertations & Theses. UC Only, 2007. http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqdiss&rft_dat=xri:pqdiss:3261262.

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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.

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Griffin, Shari L. "It's the thought that counts the portrayal of problem solving in children's literature /." Laramie, Wyo. : University of Wyoming, 2005. http://proquest.umi.com/pqdweb?did=994236061&sid=2&Fmt=2&clientId=18949&RQT=309&VName=PQD.

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18

Robeson, Paula Marie. "A profile of children living in shelters: Parents' perspectives on their children's health and factors that influence it." Thesis, University of Ottawa (Canada), 2002. http://hdl.handle.net/10393/6283.

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Objective. To describe a profile of school-aged children (5--14 years) living in shelters in Ottawa including risk and protective factors commonly associated with health related outcomes in children. Design. A descriptive research study using a pre-tested survey questionnaire designed by the researcher, based on the literature, and guided by a resilience framework. Setting. Three emergency family shelters in Ottawa. Participants. 34 parents with 61 children (aged 5 to 14 years) living at the shelters. Conclusions. Risk and protective factors at the individual, family, and community levels are presented. Protective factors of children living in shelters should be recognised, strengthened, and maintained. Efforts to minimise the risk factors should be undertaken. Implications for nursing practice and research are discussed. (Abstract shortened by UMI.)

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19

Pyer, Michelle. "The difference that difference makes : leisure, space and teenage wheelchair users." Thesis, University of Northampton, 2009. http://nectar.northampton.ac.uk/3576/.

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Despite the burgeoning social scientific research regarding children and young people, there has been a paucity of research regarding the everyday issues and experiences of 'disabled' teenagers. This thesis presents an understanding of the encounters and experiences of teenage wheelchair users in a range of public and private leisure spaces. The thesis contributes to expanding debates surrounding the significance of difference in developing understandings of the lives of particular 'groups' of (young) people. It challenges the notion of 'wheelchair user' as a universal grouping, exploring the difference and diversity of their leisure experiences in relation to the home, transport, indoor and outdoor public leisure spaces. The study utilises a multi-method approach, tailored wherever possible to the needs of individual participants. The methods used include survey-based interviews, a photography exercise and participant-led tours. Significant emphasis is placed on the contributions of the young people themselves, as experts in their lives. The thesis presents the diversity of experiences that teenage wheelchair users encounter in those spaces used for, and designated as, leisure. Discussions centre on their enjoyment(s), disappointment(s) and the insights that they can give to the development of the everyday spaces that they frequent. A number of theoretical contributions are put forward in relation to the teenagers' use of spaces in accessing leisure, and which have wider ramifications for debates relating to geography, childhood and 'disability'. Throughout, the notion of disadvantage in the lives of the teenagers is discussed, alongside the significance of the (socially-constructed) labels 'childhood', 'disability' and 'wheelchair user'. These 'layers of disadvantage' are explained as they manifest in and through the spaces that the teenagers frequent in relation to leisure. The notion of 'deceptive access' is drawn out to explore spaces which are seemingly adapted and accessible for the generic wheelchair user, however where access is not afforded in relation to the diverse needs of the young wheelchair user. Throughout, the theme of emotion in relation to leisure is developed, situating the experiences of this group of young people in their 'present time worlds' (Sanders and Munford, 2008, p. 331), and highlighting the importance of the everyday in understanding the leisure of young people. Ultimately the significance of leisure in the here and now, rather than merely for the future good is maintained.

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WANG, XIANGJING. "Variables that Influence Observational Learning in Young Children." OpenSIUC, 2018. https://opensiuc.lib.siu.edu/theses/2339.

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Modeling is an effective procedure for teaching a variety of skills (Shipley-Benamou, Lutzker, & Taubman, 2002) and may be conducted live or via video presentation. The present study compared the effectiveness of two types of models used via video presentation to teach various helping behaviors to typically developing preschool children: one model was unoccupied, and the other model was distracted. Results indicated that the models were equally effective for teaching helping behavior to one participant, and for the other participant, use of a distracted model resulted in higher levels of helping behavior.

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Reyes, Deanna Nicole, and Phillip Parra. "Factors that contribute to resiliency in former foster youth." CSUSB ScholarWorks, 2007. https://scholarworks.lib.csusb.edu/etd-project/3199.

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This research study focused on resilient, former foster youth. Given the vulnerabilities of children in foster care, what factors lead to participant resilience? Data was obtained from ten participants who were receiving independent living services in San Bernardino County.

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NOGUEIRA, JÉSSICA CASTRO. "OBAID SITES: THINGS THAT BOTHER CHILDREN ON THE INTERNET." PONTIFÍCIA UNIVERSIDADE CATÓLICA DO RIO DE JANEIRO, 2016. http://www.maxwell.vrac.puc-rio.br/Busca_etds.php?strSecao=resultado&nrSeq=27600@1.

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PONTIFÍCIA UNIVERSIDADE CATÓLICA DO RIO DE JANEIRO
COORDENAÇÃO DE APERFEIÇOAMENTO DO PESSOAL DE ENSINO SUPERIOR
CONSELHO NACIONAL DE DESENVOLVIMENTO CIENTÍFICO E TECNOLÓGICO
PROGRAMA DE EXCELENCIA ACADEMICA
Esta pesquisa teve como intuito verificar quais os principais incômodos e medos de crianças na internet. Foi realizada uma análise de conteúdo da pergunta O que incomodaria ou chatearia crianças de sua idade na internet, parte da pesquisa TIC Kids Online Brasil, realizada pelo Cetic.Br. Os dados analisados contemplaram uma amostra de 1.580 crianças com idades entre 9 e 16 anos em todo o território nacional, no ano de 2012. As respostas foram analisadas com o software ATLAS.ti. Entre os principais resultados, foi observado que o maior incômodo dos respondentes é a conduta das pessoas na internet, através de xingamentos, agressões verbais, invasão de privacidade, entre outros. Esse tipo de comportamento sugere uma possível falta de ética perante o ambiente virtual. Já o conteúdo mais citado foi a pornografia, sendo o mais frequente entre adolescentes e crianças mais velhos – possivelmente demonstrando que esse tipo de conteúdo está disponível e de fácil acesso mesmo sem o interesse nele. Já entre os mais novos, há uma concentração das respostas em torno de conteúdos assustadores – algo já esperado, considerando pesquisas anteriores. Em relação aos medos, coisas assustadoras foram mais citadas, seguido de pessoas desconhecidas. A dissertação indica ser necessária a reflexão sobre a importância da mediação tanto parental quanto institucional no uso e acesso à internet das crianças, por meio de um trabalho coletivo que os conscientize e ajude a lidar com os riscos e as situações citadas por eles.
This research was intended to understand the most common annoyances and fears children face on the internet. To answer that, we analyzed their responses to the question What would bother or upset children your age on the internet?, which is part of the survey TIC Kids Online Brazil, conducted by Cetic.Br. The data were analyzed from a sample of 1,580 Brazilian children with ages between 9 and 16 years, in 2012. The answers were analyzed using ATLAS.ti software. Among the main results, it was observed that the biggest annoyance respondents found was coded as people who conduct acts that are considered inappropriate, such as name calling, verbal aggression, invasion of privacy, and so on. This kind of behavior indicates a possible lack of ethics to the virtual environment. The content that was cited the most was pornography, being the most frequent among kids - possibly an indication that this type of content is affordable and easily available, even if you have no interest in it. Among the younger children, there is a concentration of responses around scary content - which corroborates previous research. The scary thing that was most often cited was being contacted by strangers. This work brings out the importance of parental and institutional mediation in children s use of the internet, through a collective work that can bring awareness and help them cope with the risks and situations pointed out by them.

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Mestaz, Timothy S. "Identifying factors that affect children's health." Thesis, California State University, Long Beach, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=1526932.

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The overall purpose of this study was to determine causal associations and factors between the health of children and the neighborhoods, environments, and level of social economic status from which they live and mature. This study looked at the environment of the children inside and outside of the home and the place that social capital has within a child's health. It also looked at how family and social economic status are vital to the wellbeing of children. Findings in this study prove that an environment of poverty is correlated significantly with ill health in children. The loss of social capital and the physical environment of the home showed a significant correlation to the health of the child. The main limitation to the study is the bias of publications. Also, additional research and study of the topic are recommended.

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Rajan, Singhi. "Factors that guide toward the emancipation of foster care youth." CSUSB ScholarWorks, 2007. https://scholarworks.lib.csusb.edu/etd-project/3200.

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The purpose of the study was to examine the guiding factors that help foster youth emancipate successfully. The goal was to examine five areas: housing, education, identifying role models, social skills and effectiveness of Independent Living Program (ILP) services.

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Bester, E. J. "Multidrug sedation for dental procedures in children younger than eight." Thesis, University of the Western Cape, 2005. http://etd.uwc.ac.za/index.php?module=etd&action=viewtitle&id=gen8Srv25Nme4_1512_1181913752.

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In this case study research project I have determined that multidrug sedation in children younger than eight years are possible.
Conscious sedation [or sedation where verbal contact with the patient is possible] can be used successfully to decrease anxiety and fear for unpleasant experiences, like dental procedures.

Behaviour therapy in conjunction with one or more drugs can be used to depress the central nervous system in order to decrease the patient&rsquo
s awareness of unpleasant stimuli. This enables treatment to be carried out without patient interference. Extensive literature surveys were done to determine the ideal drugs as well as the ideal route for conscious sedation in dental treatment for children. In this study project drugs like midazolam, propofol, alfentanyl and ketamine were titrated intravenously to achieve conscious sedation.

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Dávila, Blázquez Juan Francisco. "A study of the factors that influence materialism in children." Doctoral thesis, Universitat Ramon Llull, 2016. http://hdl.handle.net/10803/365561.

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Aquesta tesi explora els once factors principals que influeixen en el materialisme dels nens entre 8 i 12 anys a Espanya. Intenta respondre a la pregunta: quins són els components que tenen més impacte en el materialisme infantil? Primer de tot s’identifiquen els factors a la literatura acadèmica i són classificats dins un marc conceptual en tres grups: els Individuals, els Familiars i els Externs. A continuació, s’examina la relació dels factors amb el materialisme infantil usant correlacions i equacions estructurals. Els resultats suggereixen que pels nens espanyols les influències externes són més importants que les familiars. Quatre factors (susceptibilitat a la influència de companys, actitud cap als anuncis, imitació de celebritats mediàtiques i tipus d'escola [religiosa o laica]) són els predictors més forts del materialisme en nens. També es presenta una anàlisi dels efectes d'interacció i una classificació dels nens en clústers segons el seu materialisme. Finalment, la tesi proveeix un full de ruta pels pares, educadors i agències governamentals, així com suggeriments per futures investigacions.
Esta tesis explora once importantes factores que influyen en el materialismo de niños entre 8 y 12 años en España. Intenta responder a la pregunta: ¿qué factores tienen el mayor impacto en el materialismo infantil? Primero, los factores identificados en la literatura académica son clasificados en un marco conceptual con tres grupos: Factores Individuales, Familiares y Externos. A continuación, la relación de los factores con el materialismo infantil se examina usando correlaciones y ecuaciones estructurales. Los resultados sugieren que las influencias externas son más importantes para los niños españoles que las influencias familiares. Cuatro factores (susceptibilidad a la influencia de compañeros, actitud hacia los anuncios, imitación de celebridades mediáticas y tipo de colegio [religioso o laico]) son los más fuertes predictores del materialismo en niños. También se presenta un análisis de los efectos de interacción y una clasificación de los niños en clusters según su materialismo. Finalmente, la tesis provee una hoja de ruta para padres, educadores y agencias gubernamentales, así como sugerencias para futuras investigaciones.
This thesis explores and puts together eleven important factors influencing materialism in children aged 8-12 years using a large sample from Spain. It seeks to answer the question: which factors have the highest impact on children’s materialism? First, the factors identified in the literature are classified in a conceptual framework in three types: Individual, Family and External Factors. Then, the relationship of this set of factors with children’s materialism is examined using correlational analysis and structural equation modeling. Results suggest that external influences are more important for Spanish children than family influences. Four factors (susceptibility to peer influence, attitudes to ads, imitation of celebrities and school type [religious or secular]) are the most powerful predictors of children’s materialism. An analysis of interaction effects and a classification of children in clusters according to their materialism are also provided. Finally, the thesis provides a road map for parents, educators as well as government agencies, and suggestions for further research.

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Eisenchlas, Susana. "What do Argentinian children know about clitics that linguists don't? /." [St. Lucia, Qld.], 2001. http://www.library.uq.edu.au/pdfserve.php?image=thesisabs/absthe16273.pdf.

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Bland, C. M., and Cathy Galyon Keramidas. "Let’s Include ALL Children! How UDL Can Make That Happen!" Digital Commons @ East Tennessee State University, 2016. https://dc.etsu.edu/etsu-works/4153.

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Keramidas, Cathy Galyon, and C. M. Bland. "Let’s Include ALL Children! How UDL Can Make That Happen!" Digital Commons @ East Tennessee State University, 2015. https://dc.etsu.edu/etsu-works/4154.

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30

Barry, Jennifer. "When Children Perform Adult Roles : Examining the Construct of the Child within Children's Services and the Role of the Educational Psychologist in Meeting the Needs of Children Beyond that Construct." Thesis, University of Newcastle Upon Tyne, 2009. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.506409.

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31

Stowers, Louisa Lockhart Lau Tin-Man. "An approach to improve children's hospital facilities by incorporating a play system with stimuli that allows for imaginative play to aid in children's development." Auburn, Ala, 2009. http://hdl.handle.net/10415/1744.

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32

Castelletto, Simona. "Processes that influence the experiences of children living with mothers that have HIV: two case studies." Thesis, Rhodes University, 2004. http://hdl.handle.net/10962/d1007728.

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Maternal HIV-infection is considered to be a threat to the psychosocial development of AIDS-affected children. In South Africa, AIDS-affected children may be particularly vulnerable due to the unprecedented effects of the HIV/AIDS epidemic on the breakdown of family and community resources in already disadvantaged communities. The aim of this study was to explore the contextualised experiences of two children living with mothers who have HIV by conducting two case studies. Mother-child dyads were recruited from local HIV/AIDS centres and informed consent was obtained. The mothers were in the minor symptomatic phase of HIV-infection and the children were uninfected and aged between 10 and 12 years. Through semi-structured interviewing, the mothers provided background and contextual information about the children. Play techniques were used in the child interviews to encourage the introduction and exploration of issues salient to the children. Play facilitated engagement around sensitive and potentially anxiety-provoking material. A key issue for the children was their concerns about the anticipated deaths of their mothers. The children held misconceptions about the transmission of HIV/ AIDS. They feared HIV/AIDS and expected that others would have negative perceptions of them. Family processes such as secrecy and avoidance around HIV/AIDS-related issues were understood to perpetuate the children's fears and false beliefs in a broader community context that stigmatised HIV/AIDS. It was argued that the mothers' shame over HIV-infection and their need to protect their relationship with their children compromised their ability to communicate openly with their children and to offer them meaningful emotional support. Limited parental involvement was identified as the key contextual process that engendered vulnerability in the children, as they were isolated within and beyond the family. Recommendations to address the processes that engendered vulnerability in the children are discussed.

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Ralston, Margaret B. "Comparison of the psychosocial typology of children with below average IQ to that of children with LD." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2000. http://www.collectionscanada.ca/obj/s4/f2/dsk2/ftp03/MQ62270.pdf.

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Spencer, Debra Ann. "Factors that influence the sex difference in young children's physical aggression." Thesis, University of Cambridge, 2013. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.648255.

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Torres, Maria Beatriz. "Communication challenges and conflicts that sojourner children experience with parents, peers and teachers due to acculuration with the American culture." Ohio : Ohio University, 2001. http://www.ohiolink.edu/etd/view.cgi?ohiou997192316.

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Mulder, Sarah. "The domains that influence the development of social competence in children a literature review /." Online version, 2008. http://www.uwstout.edu/lib/thesis/2008/2008mulders.pdf.

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Ramkalawan, Tina Winnie. "Factors that influence the language and communication of hearing-impaired children." Thesis, University of Nottingham, 1996. http://eprints.nottingham.ac.uk/13096/.

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Studies have shown that permanent childhood hearing impairment can have detrimental consequences for spoken-language development. It is widely accepted that early detection and intervention may improve outcomes for profoundly hearing-impaired children. However, few studies evaluate the influence on the families or give particular attention to children with mild-to-severe hearing impairments. This research used spoken language and communication to focus on a range of factors that may influence outcomes for children with permanent sensorineural hearing impairments. In two studies, children with a range of hearing impairments, aged 32 to 85 months (mean = 63, s = 14) were audio- and video-recorded at home interacting with a major care-giver. Measures of spoken language for the children and their interlocutors were derived from transcripts. Controlling for the age of the child, spoken-language outcomes were evaluated in relation to factors such as the severity of the child's hearing impairment, age of intervention and the language addressed to the child during the interaction. The first study indicated that hearing severity, excluding profound hearing impairments, may not be the most important influence on spoken language. However, earlier intervention corresponded to better language performance. The second study failed to replicate these findings but suggested that a complex interaction of factors - including earlier referral for hearing assessment - may influence spoken language production for hearing-impaired children. Questionnaires revealed the families' attitudes and feelings towards the diagnosis of their child's hearing-impairment, showing that parents often experienced negative emotions at the time and that intervention provisions often fail to take parental attitude into consideration at this time. Results also suggested that earlier and prompt intervention for childhood hearing-impairment is viewed as beneficial and essential. This may have important implications for habilitation and intervention programmes for hearing-impaired children and their families. The conclusions suggest that further studies - which evaluate and detail the potential long-term benefits of very early intervention for hearing-impaired children - need to be conducted.

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Francis, Lisa Marie. "Instructional Strategies That Homeschooling Parents Use to Teach Their Children Mathematics." ScholarWorks, 2018. https://scholarworks.waldenu.edu/dissertations/5464.

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Homeschooling has become a viable educational choice for families; however, limited research has been conducted on the instructional strategies homeschooling parents use to instruct their children and whether these reflect a learner-centered teaching approach. The purpose of this qualitative case study was to explore the learner-centered instructional strategies homeschooling parents use to teach their children mathematics. The conceptual framework for this single-case study was based on Weimer's learner-centered teaching model. Participants included 4 parents who homeschooled students in Grades 6-12 in a Western state and who received instructional support from a private school. Data were collected from interviews with homeschooling parents, online reflective journals maintained by homeschooling parents, and documents related to the homeschooling mathematics program. Data analysis included coding and examining emerging themes and patterns and discrepant data. The results indicated that the homeschooling parents aligned only a small amount of their instructional strategies with Weimer's learner-centered teaching model by trying to make mathematics fun, interesting, and relevant to their children's lives. They also differentiated instruction and chose curriculum that included some critical-thinking problems. The homeschooling parents taught using more traditional methods in which they were the primary instructors and made most of the decisions about the instructional content. The results of this study can contribute to positive social change by aiding curriculum designers and educators in their exploration of learner-centered and other instructional strategies they can use to design curriculum and instruct their students.

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Chassee, Emily Nicole. "Children Speak Out On Classroom Factors that Negatively Impact Reading Motivation." Bowling Green State University / OhioLINK, 2008. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1206059419.

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Boggs, Teresa. "More Than Words." Digital Commons @ East Tennessee State University, 2007. https://dc.etsu.edu/etsu-works/1531.

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Anderson, Nancy. "Students who experience emotional crises how to ensure that learning takes place in the classroom /." [Denver, Colo.] : Regis University, 2007. http://165.236.235.140/lib/NAnderson2007.pdf.

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Simón, Burgos Claudia. "Building Meaningful Relationships for Refugee Children : Exploring the different practices that professionals in Swedish preschools perform to facilitate refugee children’s development and well-being." Thesis, Jönköping University, Högskolan för lärande och kommunikation, 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:hj:diva-54121.

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In recent years, a large number of refugees have migrated to many different countries. The migrations are due to conflicts, war and poverty: Migrants are leaving their homes in search of more peaceful havens. Sweden has been one of the countries receiving the largest number of refugees in Europe. As a consequence, the arrival of refugees has an impact on the country’s ability to adapt to serve the refugees’ needs. This study focuses on refugee children, who can be highly affected by their past traumatic experiences and different resettlement processes. The research studies the importance of building meaningful relationships for refugee children in the preschool, in order to encourage and facilitate their development. In this research, the term “meaningful relationship” is understood as a healthy relationship with someone that shows care, support and encourages individual growth. The study is based in attachment theory, which describes the children’s natural need to seek adult’s support, security and trust. This theory explains how strong relationships and support, encourages children’s development and well-being. In this research study, the different relationships studied are: the ones between the educators and the refugee children; between educators and refugee children’s parents; between refugee children with the rest of the children in the preschool. This was accomplished through semi-structured interviews with four educators in different Swedish preschools, exploring their practices and experiences with newly arrived refugee children. Findings show educators’ perspectives considering the different aspects of pedagogy to address in order to promote the creation of more meaningful relationships in all three of these diads. These aspects of pedagogy that affect in the creation of more meaningful relationships are: introduction weeks, the preschool environment, the language barriers and addressing refugees’ past experiences. The study provides different methods and strategies shared by the educators that are applicable to preschools’ daily practices, as a means of facilitating refugee children’s childhood and development.

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Eagle, Rose. "Examining factors that affect social behavior among children with autism spectrum disorders." Diss., Online access via UMI:, 2006.

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Alharbi, Sara Abdullah. "Immigrant Children's Perspectives of Books that Share Stories of Early School Experiences." Thesis, University of North Texas, 2020. https://digital.library.unt.edu/ark:/67531/metadc1752399/.

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Guided by the importance of children's voices and perspectives, this study aims at finding the immigrant children's perspectives of books that share stories of early school experiences of immigrant children. Before working with children, there was a careful selection process and analyzing of the three picture books chosen for the study using critical content analysis and childism lenses. The participants are three Arab immigrant children at the age of 6 who are bilingual and attended school in the U.S for one year, at least. With acknowledgement to reader-response theory, the data collection process started with an introductory home visit, followed by three individual interactive read-aloud sessions using interviews, audio records, and observations. The data collection involved field notes of non-verbal responses of the participants and these notes supported analysis of the eight transcripts. Thematic analysis is used in analyzing the data of each story, followed by identifying finding themes across all three stories. The seven themes found across all three stories are discussed in the final chapter and include: Children can have empathy for characters, understand social injustices in the stories, be agents to change injustice in the stories, and are curious about different cultures. The children's personal stories shared during this research are the most valuable outcome because they reflect the real experiences of those most affected by the research topic. The study also explains how listening to immigrant children's personal stories is an act that supports justice and helps to fight against any kind of prejudice those children might face. The study emphasizes that children have the ability to engage in sophisticated conversations about themselves and their life experiences through the use of appropriate tools combined with believing in the children's rights.

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Takagi, Anna. "More than flattery: exploring imitative ability in children with autism spectrum disorder." Thesis, McGill University, 2012. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=106576.

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Previous research indicates that children with autism spectrum disorder (ASD) have difficulty imitating the behaviour of others. Within the area of object-directed imitation, the presence or absence of a clear goal or outcome may facilitate or hinder imitative ability. The current study investigated imitation in five children ages 5 to 10 years with ASD. Imitation tasks were adapted from Rogers et al. (2010). Imitation actions were incidental to the goal and classified as functional or nonfunctional: functional actions and objects had a tangible outcome with sensory feedback while nonfunctional actions had no tangible outcome. Information about participants' developmental level, motor ability, language skills, adaptive behaviour, and social functioning were also collected through parent questionnaires. Contrary to previous findings, children in this sample did not imitate functional actions more successfully than non-functional actions. Scatterplots of variables suggested positive relationships between imitation and social functioning, motor skills, developmental level, and language skills. With the exception of one participant, individual case analyses revealed that participants were able to at least partially imitate the majority of the tasks despite generally low developmental and social functioning. Observations are discussed within the context of the existing literature and implications for school and clinical interventions for ASD are also addressed.
Des recherches antérieures indiquent que les enfants atteints du syndrome d'autisme ont des difficultés à imiter le comportement d'autres personnes. Dans le secteur d'imitation avec un objet-dirigé, la présence ou l'absence d'un objectif peut faciliter ou peut freiner la capacité imitatrice. L'étude actuelle a examiné l'imitation au près de cinq enfants atteint d'autisme âgés de 5 à 10 ans. Les tâches d'imitation ont été adaptées de Rogers et d'al. (2010). Les actions d'imitation étaient originales et classifiées comme fonctionnel ou non fonctionnel : les actions et les objets fonctionnels ont eu une issue tangible avec des réactions sensorielles pendant que les actions non fonctionnelles n'ont pas eu d'issues tangibles. Les informations provenant des participants au niveau de leur développement mental, capacité motrice, compétences langagière, comportement adaptif, et leur fonctionnement social a aussi été recueilli par les questionnaires complétés par les parents. Contrairement aux conclusions précédentes, les enfants dans cet échantillon n'ont pas imité des actions fonctionnelles avec plus de succès que les actions non fonctionnelles. L'analyse visuelle des tendances a suggéré des relations positives entre l'imitation et les variables du fonctionnement social, les compétences motrices, les niveaux de développements, et les compétences de langue. Les analyses de cas individuel ont révélé que les participants pouvaient au moins partiellement imiter la majorité des tâches malgré leur bas niveau de fonctionnement développemental et social. Les observations sont discutées dans le contexte de la littérature et dans les implications actuelles pour l'école; les interventions cliniques pour ASD sont aussi adressées.

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Edwards, Everett L. Angell Maureen E. "Factors that influence parent participation in the educational programs of their children." Normal, Ill. Illinois State University, 2002. http://wwwlib.umi.com/cr/ilstu/fullcit?p3064531.

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Thesis (Ed. D.)--Illinois State University, 2002.
Title from title page screen, viewed February 7, 2006. Dissertation Committee: Maureen E. Angell (chair), Jeffrey P. Bakken, Barbara M. Fulk, James R. Thompson, W. Paul Vogt. Includes bibliographical references (leaves 94-103) and abstract. Also available in print.

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Deacon, S. Helene. "Morphemes and spelling : what children understand about the words that the write." Thesis, University of Oxford, 2002. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.270009.

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Martinez, Laura Josefina Valadez. "Differences that count : effects of household poverty on children in rural Mexico." Thesis, University of Oxford, 2012. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.568083.

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Early childhood has been identified as a crucial period in human life. It is during the first five years when vital physiological, cognitive, motor, and emotional developmental processes take place. Consequently, when resources are limited, it could seem more difficult to ensure the adequate development of children. Research has indicated that poverty suffered during childhood has been found to be associated with negative and long-lasting consequences for people. Nevertheless, there is inconclusive evidence on whether depth, timing, and changes in household poverty are associated with indicators of well-being at pre-school age. This thesis aims to contribute in these topics. This thesis explores the effects of poverty on children in Mexico. In that country, more than 50% of children aged 0-5 years live in poverty. Childhood poverty is especially evident in rural areas and amongst indigenous groups. Using a quantitative methodology, this thesis explores whether (a) deeper levels of poverty, (b) poverty suffered at various moments in the child's life, and (c) changes in household poverty, are associated with developmental indicators. The study includes around 2,000 children born and raised in poor rural communities in Mexico. The examination is conducted with Structural Equation Modelling. Child well-being is measured by indicators of physical health, cognitive ability, motor co-ordination, and emotional competence at age 4-6 years. Poverty is measured by household income, durables, quality of housing, and agricultural and non-agricultural means throughout the child's life. Results indicate that deeper levels of household poverty are associated with worse indicators of physical, cognitive, and motor co-ordination. Also, poverty suffered at around birth and around 18 months of age is associated with cognitive outcomes at age 4-6 years. Furthermore, improvements over time in household income are generally associated with better child outcomes. Conversely, declines in household income are associated with worse developmental indicators. Finally, household composition, maternal education, and ethnicity proved to be significant explanatory factors of child well-being at pre-school age.

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Evard, Michele Joelle Pezet. "Twenty heads are better than one : communities of children as virtual experts." Thesis, Massachusetts Institute of Technology, 1998. http://hdl.handle.net/1721.1/61096.

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Kamceva, Claudia. "So that our children can dream : A study that follows five people’s emigration journey from North Macedonia to Sweden." Thesis, Högskolan för lärande och kommunikation, Jönköping University, HLK, Globala studier, 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:hj:diva-49257.

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I denna studie följer man fem olika personers erfarenheter av att ha flyttat från Nordmakedonien till Sverige för att arbeta. Studiens mål är att ta reda på vilka utmaningar individerna upplevde på den Nordmakedonska arbetsmarknaden samt orsakerna som lett till att individerna valt att lämna sitt hemland i hopp om en bättre framtid i Sverige. Fortsättningsvis så är även målet med studien att ta reda på hur flytten till Sverige har gått, vilka utmaningar de har stött på i det nya landet både socialt och i arbetslivet. Insamlingen av det empiriska materialet gjordes genom semistrukturerade intervjuer med mina fem intervjupersoner. Den metoden ansågs mest anpassad för att få fram ett individperspektiv och för att ge utrymme för individerna att berätta sina erfarenheter ur sitt egna perspektiv. Det empiriska materialet analyserades sedan med hjälp av Framing Theory som syftar på att få fram en definition av problemet ur individens perspektiv, även att se till orsakerna ur individens perspektiv, få fram deras moraliska bedömningar av problemet och orsakerna och till sist se vilka hjälpmedel som föreslås av individerna. Resultatet av studien visade vissa samband och vissa olikheter bland individerna. Alla individerna beskrev en skillnad på om man arbetade inom den privata eller statliga sektorn på den Nordmakedonska arbetsmarknaden. Den privata sektorn beskrivs som mer rättvis där kompetens är det som avgör dina möjligheter för ett arbete. Medan den statliga sektorn beskrivs som orättvis och präglad av politisk korruption som begränsade möjligheterna framför allt för en av mina respondenter. Däremot är detta något som alla respondenter direkt eller indirekt har erfarenhet av. Andra utmaningar på den Nordmakedonska arbetsmarknaden som nämndes var dåliga arbetsvillkor och rädsla för arbetslöshet. En annan orsak som nämndes av två av respondenterna var helt enkelt att de hade tröttnat på sina yrken och kände att de behövde en förändring. Den absolut främsta orsaken som nämndes av alla respondenterna var viljan att ge sina barn en bättre framtid med friheten att kunna utforska sina intressen och kunna bli vad de vill utan att begränsas av arbetsmarknaden. Väl i Sverige beskrevs språket som en stor utmaning av flera av respondenterna. Andra utmaningar som lyfts fram är kulturella skillnader. Att lära sig språket beskrivs som en stor hjälp både för att det gett fler möjligheter inom arbetslivet och för att komma in bättre i samhället och kulturen. Stöd från familj och vänner är även något som nämns vara till hjälp för att handskas med utmaningarna.
In this study you will follow five different people's experiences of moving from North Macedonia to Sweden for work. The aim of the study is to find out what challenges the individuals experienced in the North Macedonian labor market as well as the reasons that led the individuals to leave their home country in the hope of a better future in Sweden. Furthermore, the aim of the study is to find out how the move to Sweden went, what challenges they have encountered in the new country both socially and in the working life. The collection of the empirical material was done through semi-structured interviews with my five interviewees. This method was considered most suited as the goal of the study is to highlight the individual’s perspective and to allow the individuals to tell their experiences. The empirical material was then analyzed with the help of the Framing Theory, which aims to obtain a definition of the problem from the individual's perspective, as well as explaining the causes from the individual's perspective, to obtain their moral judgements of the problem and the causes. Lastly the framing theory wants to find out what remedies are suggested by the individuals. The results of the study showed certain connections and differences among the individuals. All individuals described a difference in if you work in the private or the governmental sector in the North Macedonian labor market. The private sector is described as more fair where competence is what determines your opportunities for a job. While the governmental sector is described as unfair and characterized by political corruption, which limits opportunities especially for one of my respondents. However, this is something that all respondents directly or indirectly have experienced. Other challenges in the North Macedonian labor market mentioned were poor working conditions and fear of unemployment. Another reason mentioned by two of the respondents was simply that they are tired of their jobs and felt that they needed a change. The most common reason mentioned by all the respondents was the desire to give their children a better future with the freedom to explore their interests and become what they want without being limited by the labor market. When arriving to Sweden, the language was described as a major challenge by several of the respondents. Other challenges highlighted are cultural differences. Learning the language is described as a great help. Both when it comes to being given more opportunities in the work life and to feel more a part of the society and culture. Support from family and friends is also something that is mentioned to be helpful when dealing with the challenges.

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Dissertations / Theses on the topic 'Thai children'

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