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Dissertations / Theses on the topic 'Toddlers Child development'

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Published: 4 June 2021
Last updated: 1 February 2022

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1

Idol, Marianne T. "Maternal sensitivity and strategies to regulate toddlers' distress relations to toddlers' emotion regulation /." View electronic thesis (PDF), 2009. http://dl.uncw.edu/etd/2009-1/idolm/marianneidol.pdf.

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2

Kim, So-Yeon Morrison George S. "Development of a proposed toddler caregiver training program for South Korea." [Denton, Tex.] : University of North Texas, 2009. http://digital.library.unt.edu/permalink/meta-dc-9843.

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3

Hendricks, Whitney G. "Maternal regulation strategies and toddlers' frustration relations to child gender /." View electronic thesis (PDF), 2009. http://dl.uncw.edu/etd/2009-1/hendricksw/whitneyhendricks.pdf.

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4

Turner, Joan C. "Maternal sensitivity and mother-child mutual orientation as mediators of the effects of minor illness on toddler social emotional development /." free to MU campus, to others for purchase, 2002. http://wwwlib.umi.com/cr/mo/fullcit?p3060149.

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5

Tang, May-ling. "Environmental tobacco smoke and child development a case-control study on Hong Kong Chinese toddlers /." Click to view the E-thesis via HKUTO, 2004. http://sunzi.lib.hku.hk/hkuto/record/B31972196.

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6

Hodges, Jennifer T. "Quantitative and qualitative aspect of language input to late talking toddlers during play /." abstract and full text PDF (UNR users only), 2001. http://0-gateway.proquest.com.innopac.library.unr.edu/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqdiss&rft_dat=xri:pqdiss:1404997.

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7

Marais, Juanita. "'N Maatskaplikewerkondersoek na die opleidingsbehoeftes van die kinderversorger van die kleuter in die kinderhuis." Diss., Pretoria : [s.n.], 2004. http://upetd.up.ac.za/thesis/available/etd-02082005-120334.

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8

Coleman, Priscilla K. "Maternal self-efficacy beliefs as predictors of parenting competence and toddlers' emotional, social, and cognitive development." Morgantown, W. Va. : [West Virginia University Libraries], 1998. http://etd.wvu.edu/templates/showETD.cfm?recnum=219.

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Thesis (Ph. D.)--West Virginia University, 1998.
Title from document title page. Document formatted into pages; contains x, 93 p. Vita. Includes abstract. Includes bibliographical references (p. 62-72).
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9

Tasker, Susan L. Schmidt Louis A. "Joint attention in mother-child dyads involving deaf and hearing toddlers: Implications for socioemotional development /." *McMaster only, 2005.

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10

Tang, May-ling, and 鄧美寧. "Environmental tobacco smoke and child development: a case-control study on Hong Kong Chinese toddlers." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2004. http://hub.hku.hk/bib/B31972196.

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11

Barker, Robert Micheal. "Predicting Oral Language Development in Toddlers with Significant Developmental Disabilities: The Role of Child and Parent Communication Characteristics." unrestricted, 2007. http://etd.gsu.edu/theses/available/etd-04202007-120942/.

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Thesis (M.A.)--Georgia State University, 2007.
Title from title screen. Rose A. Sevcik, committee chair; MaryAnn Romski, Lauren B. Adamson, Roger A. Bakeman, committee members. Electronic text (59 p.) : digital, PDF file. Description based on contents viewed October 5, 2007. Includes bibliographical references (p. 43-49).
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12

Wood, Lauren E. "Behaviors of Adolescent Latina Mothers and their Toddlers During a Self-Regulation Task." Kent State University / OhioLINK, 2015. http://rave.ohiolink.edu/etdc/view?acc_num=kent1414066404.

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13

Kim, So-Yeon. "Development of a proposed toddler caregiver training program for South Korea." Thesis, University of North Texas, 2009. https://digital.library.unt.edu/ark:/67531/metadc9843/.

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Based on the survey results of 150 South Korea toddler caregivers about training needs, I developed a relationship-based approach for a toddler caregiver training program. The training program was modified using suggestions provided by 6 South Korean professors, who were asked to review the program. Survey findings revealed that: (a) All participants (toddler caregivers) perceived that it is necessary for caregivers to attend training. However, most (72.2%) found that it was difficult to attend training programs more than 1 time per year because it was hard to find a substitute teacher (64%). Participants desired to attend training programs on toddler care because of the lack of in-service education (26%), curriculum (24%), and training programs (15.3%); (b) Caregivers who had the third-degree caregiver certification preferred to learn parent education more than child development. However, caregivers who had a higher degree of caregiver certification preferred to learn child development more than parent education; and (c) Caregivers who had more than 5 years of teaching experience preferred to learn about the teacher's role more than caregivers who had fewer than 4 years of teaching experience. Future studies need to evaluate the effect of this relationship-based training program for toddler caregivers in relation to improvement in the quality of child care and interaction between caregivers and toddlers. A large-scale study would increase the generalizability of research findings. A larger sample size from different cities in South Korea and random sampling would generate more reliable findings.
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Premo, Julie Elizabeth. "The Effect of Toddler Emotion Regulation on Maternal Emotion Socialization: Moderation by Toddler Gender and Maternal Depressive and Anxious Symptomatology." Miami University / OhioLINK, 2013. http://rave.ohiolink.edu/etdc/view?acc_num=miami1366819990.

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15

Venter, Barbara Helena. "'N Ondersoek na die behoefte aan ouerbegeleiding by moeders van kleuters in die Frankfort-landdrosdistrik (Afrikaans)." Diss., Pretoria : [s.n.], 2003. http://upetd.up.ac.za/thesis/available/etd-03122004-103942/.

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16

Jahn-Samilo, Jennifer. "Parental report of gestures, comprehension and production /." Diss., Connect to a 24 p. preview or request complete full text in PDF format. Access restricted to UC IP addresses, 2003. http://wwwlib.umi.com/cr/ucsd/fullcit?p3089472.

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17

Hammer, Aimee Tovah. "Factors That Contribute to Dyadic Synchrony Among Young Latina Mothers and Their Toddlers: The Role of Maternal Behavior and Child Characteristics." Kent State University / OhioLINK, 2018. http://rave.ohiolink.edu/etdc/view?acc_num=kent1511188567427857.

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18

Cunningham, Isabel L. "The Development of a Three Minute Realtime Sampling Method to Measure Social Harmony during Interactions between Parents and their Toddlers with Autism." Thesis, University of North Texas, 2018. https://digital.library.unt.edu/ark:/67531/metadc1248433/.

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Training parents of a child with autism to increase the frequency of their child's social behavior may improve the quality of parent-child interactions. The purpose of this methodological study was to develop a direct observation method for rapidly sampling social harmony between parents and their toddlers with autism during parent training interactions. The current study used a pre and post probe design, with benchmark comparisons to test the discriminability of the measurement protocol across two sets of data. The first set of data came from pre and post training videos from a parent training program for children with a diagnosis of autism or at risk for a diagnosis. The second set of data came from videos of typically developing toddlers and their parents. The results of the study show that the measurement system differentiated in the level of harmonious engagement between the benchmark sample and the sample including children diagnosed with autism. The results are discussed in the context of future directions and the utility of the measurement system for behavior analytic practices in parent training and other settings where rapport and complex interactional behaviors are an intervention priority.
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19

Ivey-Soto, Mona C. 1979. "Examining the utility of a new caregiver-completed social emotional assessment, the Social Emotional Assessment Measure, with diverse low-income parent-toddler dyads." Thesis, University of Oregon, 2008. http://hdl.handle.net/1794/9218.

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xvi, 200 p. A print copy of this thesis is available through the UO Libraries. Search the library catalog for the location and call number.
Early social emotional competence has been linked to school readiness, decreased challenging behaviors, and positive relationships with family and peers. Despite this compelling research, more young children are displaying increasingly challenging behaviors and poor social emotional outcomes, often linked to factors associated with poverty. An important component in addressing this issue is programmatic implementation of high quality, practitioner- and family-friendly assessment measures. It is critical that young children who may be at risk for early mental health concerns be identified early and the necessary interventions and goals be established to ensure that healthy relationships and positive behaviors result. The Social Emotional Assessment IV Measure (SEAM) is a new parent/caregiver-completed assessment measure that identifies key components necessary in assessing social emotional competence. This descriptive study closely examines the utility of the Toddler SEAM within a low income, diverse sample. The Toddler SEAM was tested with 50 diverse low-income parents/caregivers in order to establish baseline data and provide researchers with important feedback regarding the psychometric properties of SEAM. One hundred percent of study participants indicated that the SEAM is a beneficial measure and would be an important tool for themselves and other parents who want to learn more about children's social emotional development. Forty-eight participants (96%) felt that SEAM items were useful in teaching them more about their child's social emotional development. Forty-four participants (88%) felt that SEAM items were clear and easy to understand. Qualitative feedback was gathered regarding methods by which to improve SEAM items (i.e., wording, content) in order to make it more parent-friendly and comprehensive. The Toddler SEAM was also compared with the ASQ:SE, a social emotional screening tool with established reliability and validity within risk and non-risk populations. Correlations between the ASQ:SE 18-, 24-, 30- and 36-month intervals and the Toddler SEAM were all significant (p < .05). Internal consistency was high with a Cronbach's alpha level of .92, indicating that the SEAM is likely measuring the unitary construct of social emotional development.
Adviser: Jane Squires
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20

Brand, Rebecca J., S. Hardesty, and Wallace E. Jr Dixon. "Toddlers’ Difficulty Temperament Predicts Television Use." Digital Commons @ East Tennessee State University, 2010. https://dc.etsu.edu/etsu-works/4930.

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21

Edlund, Karin. "Föräldrars frågor till barn : En analys av dialoger med 2-åringar med olika utvecklat ordförråd." Thesis, Stockholms universitet, Specialpedagogiska institutionen, 2016. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-131123.

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Det huvudsakliga syftet med denna uppsats är att undersöka hur föräldrar ställer frågor till barn i en ålder av 2;3- 2;5 år med olika utvecklat ordförråd. Ett annat syfte med uppsatsen är att undersöka om barnen ger respons på föräldrarnas frågor samt om barnen själva ställer frågor. De frågeställningar som står i fokus är: Hur många ord och yttranden säger barn och föräldrar? Vilka typer av frågor ställer föräldrarna? Ställer barnen frågor och i så fall i vilken omfattning? Ger barnen respons på föräldrarnas frågor och i så fall i vilken omfattning? Är frågor överlag effektivt för att få barn i åldersgruppen att tala? Frågeställningarna besvaras genom språkanalyser av transkriberade dialoger mellan föräldrar och barn. Transkriptionerna omfattar tre timmar dialoger totalt och materialet har analyserats med hjälp av CLAN. Deltagarna är nio familjer från SPRINT-projektet vid Stockholms universitet. Deltagarna är utvalda för att representera barn med låg- respektive hög ordförrådsnivå baserat på SECDI data, ett svenskt normerat instrument i syfte att mäta barns ordförråd. Resultatet visar totalt cirka 2 500 yttranden från föräldrarna och drygt 900 från barnen. I ord räknat omfattar materialet totalt cirka 11 000 ord från föräldrarna och drygt 2 000 ord från barnen. Det råder stora procentuella skillnader mellan den högpresterande gruppen (höggruppen) och den lågpresterande gruppen (låggruppen) vad angår barnens antal yttranden och ordförråd till fördel för höggruppens barn. Föräldrarna visar inte på lika tydliga skillnader som barnen, men föräldrarna till barnen i höggruppen gör fler yttranden och använder ett mer varierat ordförråd än i låggruppen. Frågor är vanligt förekommande i föräldrars kommunikation med barn. Det framkommer att totalt för båda grupperna utgör frågor cirka en tredjedel av föräldrarnas yttranden. Vanligt förekommande frågor är ja/nej- frågor, produktiva frågor och frågor med hjälpverb. Barnen i höggruppen ger oftare respons på föräldrarnas frågor än barnen i låggruppen. Likaså ställer barnen i höggruppen oftare egna frågor än barnen i låggruppen. Den tydliga diskrepansen mellan grupperna indikerar att det finns samband mellan kvantitetsfaktorer i föräldrarnas och barnens tal samt att frågor är en metod som kan generera tal från barnen. Det kan finnas anledning att fundera över frågors olika komplexitet i förhållande till barnets ålder och övriga utveckling eftersom det framkommer att föräldrar generellt ställer komplicerade frågor.
The primary purpose of this paper is to explore how parents ask questions to toddlers (in this paper 2;3-2;5 year old children) with different vocabulary development. Another purpose of this paper is to explore if the children respond to questions given by their parents, and if the children ask questions themselves. Questions in focus for this paper are: How many words and utterances are said by the children and the parents? What kind of questions do the parents ask? Do the children ask questions, and if so, to what extent? Do the children respond to the parents’ questions, and if so, to what extent? Are questions generally effective in getting children to talk? The questions are answered through language analysis by transcribed dialogues between parents and children, where the transcriptions cover three hours of dialogues in total. The material has been analyzed in CLAN. The participants are nine families from the SPRINT-project at Stockholm University. The participants are selected to represent children with low- or high vocabulary based on SECDI data, a Swedish standardized instrument for measuring children’s vocabulary. The result shows about 2 500 utterances by the parents, and more than 900 by the children, while the number of words is approximately 11 000 words by the parents and more than 2 000 by the children. Concerning the children’s utterances and vocabulary there are large differences in percentage between the groups, with an advantage for the children in the high performing group (HP group). The parents don’t show such distinct differences, but the parents in the HP group make more utterances and use more variation in their vocabulary than the parents in the low performing group (LP group). Questions are frequently used in parents’ communication with children. In total, for both groups, questions constitute one third of the parents’ utterances. Commonly occurring are yes- no questions, productive questions and questions with auxiliary verbs. The children in the HP group more frequently respond to their parents’ questions than the children in the LP group. Similarly, children in the HP group more frequently ask questions than the children in the LP group. The distinct discrepancy between the two groups indicates causality between quantity factors in parents’ and children’s speech. It also indicates that the use of questions may in general be an effective method for triggering children’s speech. In general parents ask complicated questions, and therefore it may be appropriate to consider variations in question complexity in relation to the child’s age and overall development.
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McCalla, M. Katherine. "The role of maternal behavior and toddler compliance in the development of problem behaviors." View electronic thesis (PDF), 2009. http://dl.uncw.edu/etd/2009-2/rp/mccallam/mmccalla.pdf.

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23

Dixon, Wallace E. Jr, and Hannah G. Lawman. "Effects of Exogenous and Endogenous Distraction on Long-Term Recall in Toddlers." Digital Commons @ East Tennessee State University, 2011. https://dc.etsu.edu/etsu-works/4929.

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24

Lane, Helen Morris. "The Influences of Caregiver-Child Interactions and Temperament on Cortisol Concentrations of Toddlers in Full-Day Childcare." Digital Commons @ East Tennessee State University, 2012. https://dc.etsu.edu/etd/1501.

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The purpose of this study was to explore the influences of caregiver-child interaction and temperament on cortisol concentrations of toddlers in full-day childcare. Sensitive and responsive caregiving is critical to the quality of children's early experiences. Caregivers who are attuned to unique needs of young children can support and guide child growth and development. In the context of relationships the child grows, develops, and learns to biologically respond to events in his or her world that he or she may perceive as threatening, with the production of cortisol. Studies show that regulation of cortisol release later in life may be shaped by social experiences during early development. This exploratory study investigated the influences of caregiver-child interaction and temperament as measured by the Early Childhood Behavior Questionnaire (ECBQ) on cortisol concentrations in toddlers in full-day childcare. Seventy-three (31female, 42 male) toddlers, in 11 full-day childcare classrooms in communities in southern Appalachia participated. Classrooms were evaluated using the toddler Classroom Assessment Scoring System (CLASS) and an adapted version of the Engagement Check II. Morning and afternoon cortisol concentration was measured in enzymeimmunoassays of saliva. Findings indicated that as years of teacher experience increased, cortisol concentrations decreased. Likewise, as the percentage of time toddlers were engaged in developmentally appropriate activities increased, cortisol concentration decreased. Mean cortisol concentrations decreased from mid-morning to mid-afternoon. Findings of individual cortisol concentrations were mixed. Temperament data showed a relationship between management of arousal or impulse control (surgency) and cortisol concentration. No statistically significant correlation was found between cortisol concentration and the dimensions of the toddler CLASS. Regression analysis of the 3 dimensions of temperament (negative affect, effortful control, surgency) showed surgency to be related to cortisol concentration. The study adds to the body of research on very young children in full-day childcare and elevated cortisol concentrations by including children in communities in southern Appalachia as well as measuring teacher-child interaction in childcare using the newly released toddler CLASS. Future research is needed to delineate the developmental outcomes and long-term impact of excess stress in this population.
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Henderson, Sandra H. "Pathways to Externalizing Behavior: The Effects of Mother's Harsh Parenting and Toddler's Emotional Reactivity." VCU Scholars Compass, 2007. http://hdl.handle.net/10156/1326.

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26

Smith, Erin N. "Maternal depressive symptoms and child behavior among Latina adolescent mothers and their toddlers| Transactional relations and moderating processes." Thesis, Kent State University, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=3618925.

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Literature and research with adult mothers indicate a transactional relation between maternal depressive symptoms and child behavior. Evidence also indicates that gender may moderate this relation, such that males may be more vulnerable to their mothers' depression early in life and may display higher levels of externalizing behavior than females. However, little research to date has investigated these relations in samples of adolescent mothers, specifically Latina adolescent mothers, and none, to the author's knowledge, have investigated the transactional nature of the relation. Latina adolescent mothers are important to study as they have the highest birthrate in the U. S. compared to other ethnic groups. Adolescent mothers also face negative risk factors that influence their own psychological adjustment; and their children already face high risk for negative outcomes. One potential protective factor for children of adolescent mothers is mothers' romantic partners whose involvement in child care has been shown to buffer children against the negative effects of maternal depressive symptoms and other maternal risk factors. Investigating these relations is imperative to inform intervention and prevention efforts for Latina adolescent mothers and their children. Using a sample of primarily Puerto Rican adolescent mothers and their toddlers for which data were collected at two time points, 6 months apart; the current study used a path analysis framework to test hypothesized models. First, the longitudinal, transactional relations between maternal depressive symptoms and two child behavior variables — internalizing and externalizing problems — were examined. Second, the current study examined the direct and moderating effects of gender in order to better understand the nature of the relation between maternal depressive symptoms and child behavior in our sample. Lastly, the potential protective effect of partner child care involvement was investigated to test whether it positively impacts children in the face of maternal depressive symptoms. Results were consistent with theory and research in that maternal depressive symptoms uniquely predicted changes in both child internalizing and externalizing behavior scores over 6 months when controlling for concurrent relations between the variables. Additionally, maternal depressive symptoms, child internalizing, and child externalizing each showed temporal stability in the current sample. However, transactional models were not significant as neither child internalizing nor child externalizing significantly predicted changes in maternal depressive symptoms over time. Neither child gender nor partner child care involvement moderated the relation between maternal depressive symptoms and child internalizing or externalizing behavior problems. In contrast to previous research and normative data, gender differences were found for child externalizing behavior problems such that males had significantly higher mean scores than females at Time 2. Results are discussed considering limitations, implications for prevention and treatment programs, and future research directions.

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Stanley, Lisa Marie. "The relationship between the amount of time children spend in child care and their healthy development during the toddler years." Diss., Restricted to subscribing institutions, 2008. http://proquest.umi.com/pqdweb?did=1579295531&sid=4&Fmt=2&clientId=48051&RQT=309&VName=PQD.

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28

Weller, Erin N. "MATERNAL DEPRESSIVE SYMPTOMS, CHILD BEHAVIORAL OUTCOMES, AND EFFECTS OF PARTNER INVOLVEMENT AND SOCIAL SUPPORT IN A SAMPLE OF LATINA ADOLESCENT MOTHERS AND THEIR TODDLERS." Kent State University / OhioLINK, 2009. http://rave.ohiolink.edu/etdc/view?acc_num=kent1257360647.

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Verstraete, Janine. "The development of an English Health-Related Quality of Life (HRQoL) measure for very young children, to be completed by proxy." Doctoral thesis, University of Cape Town, 2018. http://hdl.handle.net/11427/28366.

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Background and Aims: There is an increasing awareness that, in order to monitor health outcomes both mortality and morbidity need to be assessed. A common metric used to measure morbidity and functional limitation is the quality adjusted life year or QALY, which incorporates time spent in a health condition and Health-Related Quality of Life (HRQoL) into the measure. This is of increasing importance in Low Income Countries (LIC) where programmes have been adopted and implemented to address the high burden of child mortality. The ‘first 1000 days’ is one such initiative which has been adopted by the WHO to improve nutritional support, health care and social support for both the mother and child. One of the aims is to improve quality of life during this vulnerable period. As there is currently no appropriate measure of HRQoL in this age group, we set out to develop a valid and reliable, HRQoL instrument for children from 1 month to 3 years old, amenable to the elicitation of preference weights. Methods: The new HRQoL instrument, HRQoL-6D-IT, was based firstly on a mapping review of HRQoL measures for children. The next stage involved eliciting options through cognitive review from caregivers of very young children regarding HRQoL dimensions included in the EQ-5D-Y an existing validated HRQoL measure for older children. The care-givers were requested to identify items to be considered for inclusion, the wording and layout of the new measure. The item pool generated from the literature reviews and cognitive interviews were then assessed through a Delphi study with experts in the field. These items were further reduced through subsequent testing of items and retesting of a preliminary measure. The final items on the HRQoL-6D-IT included: movement, play, pain, relationships, communication and eating and, apart from pain, the descriptors referenced the behaviour of the child to age appropriate behaviour. The HRQoL-6D-IT was then tested for validity and reliability in a group of acutely-ill (AI), chronically-ill (CI) and typically developing (TD) children in two provinces in South Africa: Western and Eastern Cape. Results: The methodology used to identify candidate items was rigorous and yielded items which were developed to be observable with dimension descriptors referring to ‘age appropriate behaviour’. Caregivers were able to reliably report on HRQoL of their very young children from age 1-36 months. The content validity had been established during the development of the instrument. Concurrent validity of the different items (dimensions) was tested between the HRQoL-6D-IT and relevant items from the ASQ, FLACC and NIPS pain scale and Diet History.
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Bates, Randi Ann. "The influence of early life contexts on child self-regulation: A key to life course wellness." The Ohio State University, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=osu1546553067578868.

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Van, Schalkwyk Ilana. "Faktore wat die dissiplinering van kleuters tydens die egskeidingsproses (Afrikaans)." Diss., Pretoria : [s. n.], 2006. http://upetd.up.ac.za/thesis/available/etd-11052007-105127/.

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32

Gumbley, Jillian. "Determining What Constitutes Nutritional Risk in Toddlers (18-35 months): First Steps in the Development of Toddler NutriSTEP (Registered Trademark)." Thesis, 2011. http://hdl.handle.net/10214/3015.

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This research is part of an ongoing program, Nutrition Screening Tool for Every Preschooler (NutriSTEP®). NutriSTEP® is a valid and reliable 17-item, parent-administered, questionnaire for nutritional risk in preschoolers (3-5 years of age). Due to an expressed need across Canada, the specific objective of this research was to create a draft toddler (18-35 month) NutriSTEP®. Based on results from a comprehensive literature review, focus groups (n=6) with 48 parents of toddlers, and input from 13 pediatric nutrition experts, many questions from the original preschooler NutriSTEP® questionnaire were refined or removed, and novel questions were added. Basic changes included combining separate fruit and vegetable intake questions, and adding breast milk and formula as examples of dairy products. In conclusion, a 19 item Toddler NutriSTEP® was created to reflect the differences in nutritional risk between preschoolers and toddlers. Next steps in the development process include refinement, test-retest reliability and criterion validation.
Canadian Institutes of Health Research
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Bryan, Amy E. "Mothers' emotions as predictors of toddlers' autonomous behaviors." Thesis, 2010. http://hdl.handle.net/2152/ETD-UT-2010-12-2049.

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Autonomy is a critical component of early childhood with important implications for children’s competence and well-being (e.g., Erikson, 1963; Mahler, Pine & Bergman, 1975; Sroufe & Rutter, 1984). Although parental autonomy support is associated with the development of early autonomy (e.g., Endsley, Hutcherson, Garner & Martin, 1979; Frodi, Bridges & Grolnick, 1985; Landry, Smith, Swank & Miller-Loncar, 2000), the mechanisms underlying these associations are largely unexplored. Mothers’ emotions and the affective climate of parent-child interactions may be critical factors by which parenting influences early autonomy. This study (a) examined the degree to which discrete, naturally occurring maternal emotions regulate four indicators of autonomy during toddlerhood: co-regulated goal-directed behavior, low aimlessness, self-assertion, and positive initiative, (b) explored mechanisms through which maternal emotion exerts an influence on children’s autonomous behaviors, and (c) isolated the contribution of mothers’ emotions to children’s autonomous behaviors over that of mothers’ autonomy-supportive behavior. Several important findings emerged. First, maternal emotions, both felt and expressed, were related to children’s autonomous behaviors--mostly in ways predicted by emotion and relationship theories. In general, mothers’ frequent joy and infrequent anger, sadness, and fear predicted high autonomy. Second, the affective climate of mothers’ interactions with their toddlers predicted children’s autonomous behaviors over and above mothers’ autonomy-supportive behavior, suggesting that parental emotion is a unique aspect of autonomy support. Finally, different forms of early autonomy were predicted by different emotions in mothers, emphasizing the complexity of autonomy and the need to better define and measure this construct.
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Frankel, Leslie Ann 1984. "Parental reactions to infants' and toddlers' negative emotions : parenting antecedents and child outcomes." Thesis, 2011. http://hdl.handle.net/2152/ETD-UT-2011-05-2761.

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The present study provides information about the relationships between parental reactions to their children‘s expression of negative emotions at 8 months, parent-infant attachment at 12 and 15 months and parental reactions to children‘s negative emotional expressions at 24 months, and as well as the extent to which all of these variables predict children‘s emotional expressivity as toddlers at 24 months, after controlling for infant emotional reactivity. Analyses showed that parental responses to infant negative emotions, insecure attachment and parental responses to toddlers‘ negative emotions as well as infant emotional reactivity all made independent contributions to predicting toddler negative (vs. positive) affect. Only insecure infant-parent attachment, not parental socialization or infant emotional reactivity, predicted toddler flat (vs. expressive) affect. The inclusion of fathers in this study is important not only to clarify how mothers and fathers differ in socializing their children‘s negative emotions, but also to have a more complete study of how emotional expressivity develops. Analyses conducted separately by parent gender revealed differences in the relationship between parental socialization, attachment and emotional expressivity across mothers and fathers, indicating that researchers should continue to include fathers in studies of socialization of emotional expressivity.
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35

Roets, Amanda. "'n Gestaltbegeleidingsprogram vir ouers om optimale ontwikkeling by kleuters te bevorder." Diss., 2003. http://hdl.handle.net/10500/1260.

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The aim of this study was to develop a Gestalt programme for parents of toddlers to empower them to contribute to the optimal development of their toddlers. Intervention research (Thomas & Rothman) as phase model was used as method for this study. During the first phase the managers or heads of three day-care centres were used to gain access to parents of toddlers. Parents were asked to complete a questionnaire with the objective to explore their attitude towards aspects such as communication with their toddlers, emotions of their toddlers and their disciplinary style. The questionnaire was also used to determine their needs with regard to the education of their toddlers. During the second phase a literature study was undertaken to explore the development of the toddler and the dynamics of the Gestalt approach. The Gestalt approach was used as cornerstone for the programme because of its holistic approach to the interaction between persons and the environment on all levels. This study concludes at Phase 4 by designing a prototype Gestalt programme for parents of toddlers.
Social Work
M. Diac (Play Therapy)
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36

Abrams, Danielle N., Diana L. Robins, Lauren B. Adamson, and Christopher Henrich. "Identifying Predictors of Diagnostic Instability of Autism Spectrum Disorder and Global Developmental Delay In Toddlers." 2015. http://scholarworks.gsu.edu/psych_theses/135.

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Although Autism Spectrum Disorder (ASD) is considered to be a lifelong condition, some toddlers experience diagnostic instability over time. In particular, some toddlers’ diagnosis changes between ASD and Global Developmental Delay (GDD). However, little is known about the subset of children who change diagnosis. In a total of 424 toddlers who either maintained or changed diagnosis, the current study identified predictors of change in diagnosis and severity in those who change from ASD to non-ASD (ASD-NON), ASD to GDD (ASD-GDD), non-ASD to ASD (NON-ASD), and GDD to ASD (GDD-ASD) between two years old and four years old. Initial ASD symptom severity and participation in intervention services were predictive of all transitions. Additionally, receptive language predicted ASD-NON transition and socioeconomic status predicted ASD-GDD transition. Implications for informing prognosis of children, identifying targets of intervention, refining of screening and diagnostic measures, and measuring change in severity regardless of categorical change are discussed.
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37

Steinberner, Angela J. "An interpretive study exploring the responses of infants and toddlers in long day childcare centre outdoor environments." 1998. http://arrow.unisa.edu.au:8081/1959.8/65292.

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38

Philp, Amanda Charlene. "A Comparison of Typically Developing and Developmentally Delayed Three- and Four- Year Olds on Imitation and Emulation in Two Testing Conditions: Immediate and Delayed." Thesis, 2016. https://doi.org/10.7916/D8BC3ZHC.

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Two testing conditions (immediate and delayed) were used to test for the presence of imitation and emulation in typically developing and developmentally delayed children, including children with autism spectrum disorder, ranging in age from 2.8-years old and 4.0-years old, in two experiments, Experiment I (n=20), Experiment II (n=30). Using a mixed within-between design, I compared the performance of the two groups across various tasks in two testing conditions and analyzed their performance. The participants were selected because they fit the criteria of 1) being between the age of 2.5 and 4 years of age at the onset of the study, 2) had gross motor and generalized imitation in repertoire, and 3) observational learning was present. The independent variable was the test interval in both experiments across both testing conditions, immediate and delayed. The dependent variables were the unconsequated responses during the test interval (Experiment I and II). The embedded dependent variable in Experiment II was the number of 5s intervals participants interacted with a puzzle box in the free play setting. Responses were defined as imitation (copy the specific actions with point-to-point correspondence), or emulation (bring about the model’s goal by the observer’s own methods and means, no point-to-point correspondence but same end result). In the first experiment I found that although typically developing preschoolers often imitate in the short term, they were more likely to emulate in the long term when not shown again how to use the items. In contrast the participants with autism spectrum disorder were more likely to imitate across both testing conditions. My findings support evidence that typically developing children naturally shift from imitation to emulation and that children are in fact emulators in contrast to research that suggests otherwise. For those children with autism, Experiment I, supports evidence that they are potentially missing a developmental cusp (emulation). Experiment II sought to replicate the findings in Experiment I and differed in that 1) more tasks were added, 2) more participants were used, and 2) a free play observation session was added. The results from Experiment II supported the results from Experiment I, in that, all participants (typically developing and those with autism) were more likely to imitate in the short-term immediate testing condition; however, typically developing children naturally shifted to an emulative response given a delay, whereas, those children with autism continued to emit imitative behaviors given a delay, signifying that children with autism are missing the developmental cusp of emulation. The findings support the notion that emulation is a developmental cusp and that children with autism often are missing this developmental cusp.
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Patterson, Stephanie Yoshiko. "An examination of parent-child dyadic interaction and the impact of a parent-training program designed to support the language development of toddlers diagnosed with autism spectrum disorder (ASD)." Master's thesis, 2010. http://hdl.handle.net/10048/1274.

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Parents can effectively facilitate positive child behaviour change (Kaiser & Hancock, 2003). Their inclusion as interventionists is an essential component of autism intervention (NRC, 2001) and represents a natural step toward consistent early intervention. However, what constitutes effective delivery of parent programs and their effect outside research settings is limited. The present study explored patterns of change in parent-child communication in the childs natural language learning environment after participation in Hanens More Than Words program. Four patterns of change in the quality and quantity of parent-child talk and language were observed. Overall, parents increased talk immediately after intervention but failed to maintain the increase. Children demonstrated significant changes in gestures, receptive language and frequency of coordinated joint attention.
Special Education
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40

Joubert, Hester Mensina. "Moeder se belewenis van die aanpassingsprobleme van die kleuter na die geboorte van 'n baba." Diss., 2008. http://hdl.handle.net/10500/2659.

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In die konteks van hierdie studie word daar deurlopend van die manlike vorm gebruik gemaak om na die kleuter te verwys, ten einde 'n lomp stelwyse te voorkom. Die vroulike vorm sou ook daarmee veronderstel en ingesluit kon word. Die vroulike vorm word gebruik wanneer daar na die moeder verwys word.
Merkbare verandering word soms in die kleuter se gedrag, emosies en verhoudings na die geboorte van `n baba waargeneem. Die doel van die kwalitatiewe studie was om die moeder se persepsie, belewenis en hantering van hierdie aanpassingsprobleme van die kleuter te verken. Semi-gestruktureerde onderhoude is met nege moeders gevoer. Uit die studie het dit duidelik geword dat onkunde ten opsigte van die ontwikkelingsfase van die kleuter, asook die aanpassingsprobleme aanleiding tot foutiewe persepsies by die moeder gegee het. Hierdie foutiewe persepsies het `n negatiewe invloed op die moeder se belewenis en hantering van die aanpassingsprobleme gehad. Die navorser het tot die gevolgtrekking gekom dat moeders betrek moet word vir ouerleiding wanneer aanpassingsprobleme by die kleuter aangemeld word. Verskeie aanbevelings wat van waarde kan wees tydens ouerleiding aan moeders van kleuters is deur die navorser gemaak.
The birth of a sibling often results in a toddler displaying changes in behaviour, emotions and relationships. The aim of this qualitative study was to explore the mother's perception, experiences, as well as coping strategies of the toddler's adaptation problems, following the birth of a sibling. Semi-structured interviews were conducted with nine mothers. The study revealed that the mother's lack of knowledge and understanding of the developmental phase of the toddler, as well as the adaptation problems, manifested in misconceptions. These misconceptions affected her experiences of the adaptation problems, as well as how she managed it. The researcher concluded that mothers should be referred for parental guidance when adaptation problems are reported. Various recommendations to be used within parental guidance have been made.
Social Work
M.Diac. (Spelterapie-Rigting)
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41

Joubert, Hester Mensina. "Moeder se belewenis van die aapassingsprobleme van die kleuter na die geboorte van 'n baba." Diss., 2008. http://hdl.handle.net/10500/2659.

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In die konteks van hierdie studie word daar deurlopend van die manlike vorm gebruik gemaak om na die kleuter te verwys, ten einde 'n lomp stelwyse te voorkom. Die vroulike vorm sou ook daarmee veronderstel en ingesluit kon word. Die vroulike vorm word gebruik wanneer daar na die moeder verwys word.
Merkbare verandering word soms in die kleuter se gedrag, emosies en verhoudings na die geboorte van `n baba waargeneem. Die doel van die kwalitatiewe studie was om die moeder se persepsie, belewenis en hantering van hierdie aanpassingsprobleme van die kleuter te verken. Semi-gestruktureerde onderhoude is met nege moeders gevoer. Uit die studie het dit duidelik geword dat onkunde ten opsigte van die ontwikkelingsfase van die kleuter, asook die aanpassingsprobleme aanleiding tot foutiewe persepsies by die moeder gegee het. Hierdie foutiewe persepsies het `n negatiewe invloed op die moeder se belewenis en hantering van die aanpassingsprobleme gehad. Die navorser het tot die gevolgtrekking gekom dat moeders betrek moet word vir ouerleiding wanneer aanpassingsprobleme by die kleuter aangemeld word. Verskeie aanbevelings wat van waarde kan wees tydens ouerleiding aan moeders van kleuters is deur die navorser gemaak.
The birth of a sibling often results in a toddler displaying changes in behaviour, emotions and relationships. The aim of this qualitative study was to explore the mother's perception, experiences, as well as coping strategies of the toddler's adaptation problems, following the birth of a sibling. Semi-structured interviews were conducted with nine mothers. The study revealed that the mother's lack of knowledge and understanding of the developmental phase of the toddler, as well as the adaptation problems, manifested in misconceptions. These misconceptions affected her experiences of the adaptation problems, as well as how she managed it. The researcher concluded that mothers should be referred for parental guidance when adaptation problems are reported. Various recommendations to be used within parental guidance have been made.
Social Work
M.Diac. (Spelterapie-Rigting)
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42

YANG, MENG-TZU, and 楊孟慈. "A Study on Child Care Providers’ Professional Knowledge of Infants and Toddlers with Developmental Delay." Thesis, 2018. http://ndltd.ncl.edu.tw/handle/n9w8wu.

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碩士
國立臺北教育大學
幼兒與家庭教育學系碩士班
106
The purpose of this study was to investigate the professional knowledge of child care providers for infants and toddlers with developmental delay. The self-report questionnaire was used as research instrument in this study. The participants were sampled from the child care providers in the New Taipei City of Public Care Cente. The total valid questionares were 381, and the valid rate was 93%. The data was analyzed by descriptive-statistics, T-test, and one-way ANOVA. The conclusions were described as the following. 1.The demand of professional knowledge to the infants and toddlers with developmental delay of child care providers: (1)In the three domains of development and learning, environment and life care, and teacher-parent interaction, the child care providers had the highest demand for parent-teacher interaction. (2)In the development and learning orientation of the child care providers, the most demanding was to understand the Preschooler Developmental Checklist, and how to use it. In the environment and life care orientation, the most demanding was to establish a safe, clean and hygienic environment. In the teacher-parent interaction orientation, the most demanding was to provide parents with information on the development and learning situations of infants and toddlers with developmental delays. 2.The demand of professional knowledge to the infants and toddlers with developmental delay by child care providers with different demographic variables: (1)For child care providers in different ages, education levels, qualifications, years of child caring experiences, and experiences of caring infants and toddlers with developmental delay: There were no significant differences among the demand of development and learning, environment and life care. (2)For child care providers in different ages, education levels, qualifications and years of child caring experiences: There were no significant differences among the demand of teacher-parent interaction. (3)For child care providers in different experiences of caring infants and toddlers with developmental delay: There were significant differences among the demand of teacher-parent interaction.
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kuo-I-Ling and 郭逸玲. "An Exploratory Study of Developmental Screening Implementation for Infant and Toddler in the Well-Child Clinic." Thesis, 2004. http://ndltd.ncl.edu.tw/handle/74540943940700953056.

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碩士
國防醫學院
護理研究所
92
According to the statistics of WHO, the incidence rate of children with developmental delay is 6% to 8%. The purposes of this study were: (1) to utilize simple and easy use developmental screening tool to detect infant and toddler with abnormal or possible developmental problems early; (2) to observe the well-child visit implementation of developmental screening of medical center in Taipei. Using investigation and participant-as-observer, the data collection methods of this study were questionnaires, observation and interview. The samples included 247 infants and toddlers aged 0-3 years totally. The study results indicated that 12 infants and toddlers had one or more developmental areas were abnormal; follow-up results showed 10 infants and toddlers were on the normal developmental path, one subject immigrated to China without contact and one subject had accepted full-day early intervention service already. The influencing factors of developmental screening in the well-child visit were: (1) environment factor: the doctor’s waiting room is limited due to great number cases; (2) time and staff: nurses and pediatricians were too busy to help families to complete developmental milestone checklist; (3) hospital’s policy: some infants and toddlers cannot use developmental screening due to the health examination service course were 2-3 interval for one time, and no medical reimbursed card. In conclusion, this study suggests that nurses need to understand the importance of developmental screening, and to actively educate and offer information of children development to parents, such as take a routine developmental screening and complete developmental milestone checklist in children health books before children’ next well visit.
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Lesmeister, Chandra. "From re-use to multisensory outdoor play : increasing developmental opportunities for toddlers and infants in the child care context." Thesis, 2005. http://hdl.handle.net/2429/16615.

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This thesis explores the ways in which an outdoor play space can provide developmental opportunities for children aged twelve to thirty-six months. This exploration begins by observing one group of toddlers at play in two contrasting types of child care spaces and analyzing the children's play. The observations, together with a description of influential studies, a literature review, field observations, and an interview with caregivers, all support the premise that the outdoor space does have a significant impact on child development. The final outcome of the study is the design of an outdoor play space that reflects the research and promotes the child's social, cognitive, physical, and emotional growth.
Applied Science, Faculty of
Architecture and Landscape Architecture (SALA), School of
Graduate
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45

Johnson, Kristin Michelle. "A Longitudinal Investigation of Infant Gesture Use and Parent Speech: Unique and Dynamic Influences on Infant Vocabulary Acquisition." Diss., 2016. http://hdl.handle.net/10161/12833.

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How do infants learn word meanings? Research has established the impact of both parent and child behaviors on vocabulary development, however the processes and mechanisms underlying these relationships are still not fully understood. Much existing literature focuses on direct paths to word learning, demonstrating that parent speech and child gesture use are powerful predictors of later vocabulary. However, an additional body of research indicates that these relationships don’t always replicate, particularly when assessed in different populations, contexts, or developmental periods.

The current study examines the relationships between infant gesture, parent speech, and infant vocabulary over the course of the second year (10-22 months of age). Through the use of detailed coding of dyadic mother-child play interactions and a combination of quantitative and qualitative data analytic methods, the process of communicative development was explored. Findings reveal non-linear patterns of growth in both parent speech content and child gesture use. Analyses of contingency in dyadic interactions reveal that children are active contributors to communicative engagement through their use of gestures, shaping the type of input they receive from parents, which in turn influences child vocabulary acquisition. Recommendations for future studies and the use of nuanced methodologies to assess changes in the dynamic system of dyadic communication are discussed.


Dissertation
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46

Du, Plooy Jacolene Mathilda. "Persepsies van ouers aangaande regressiewe gedrag by die kleuter." Diss., 2007. http://hdl.handle.net/10500/1593.

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Text in Afrikaans
The focus of this qualitative study was the perceptions of parents regarding their toddlers' regressive behaviour. For the purposes of this study the term perceptions relates to both the impressions in a persons' consciousness as well as the result thereof. The researcher compiled a conceptual framework from the existing literature and then carried out the empirical study. A focus group of four parents' whose toddler or toddlers showed regressive behavior at the time of the study was compiled. A focusgroup discussion was held where the parents described their perceptions of their toddlers' regressive behaviour. The focus group discussion was recorded both by video camera as well as a digital recorder with the consent of all focus group participants, after which it was transcribed. Recurring themes were identified from the transcribed data and verified with literature. Qualitative data were obtained that answered the research question.
Social work
M.Diac.
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47

Petráňová, Tereza. "Analýza herní interakce dítěte batolecího věku v jeselském zařízení." Master's thesis, 2012. http://www.nusl.cz/ntk/nusl-315714.

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This diploma thesis The analysis of palying interactions of a child at toddler age in a nursery is divided into two parts - the theoretical part and the empirical part. The theoretical part is divided into four main chapters. The first chapter deals with the characteristics of a child at toddler age. The individual stages of child development are described here. The second chapter focuses on the child's play activities and the third characterises nursery care in the Czech Republic and abroad. The fourth chapter contains summary of the theoretical part. The survey presented in the empirical part of the thesis consists of an analysis of play interaction between two and three-year old children and their teacher in a nursery facility. The following actions of children were monitored: vocalisation, eye contact with other people and expression of emotions, motor activity, toy preference and mutual physical contact between the teacher and a child. Video records were analysed using applications V.I.P. (Video Interactive Procesor) and MS Excel. I compared not only the data of all children, but I also focused on a comparison between the boys and girls in terms of different gender. Key words: toddler, play interaction, nursery facility, nursery teacher, child development, parental care.
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