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Relevant bibliographies by topics / Young children's critical thinking / Dissertations / Theses

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Dissertations / Theses on the topic 'Young children's critical thinking'

Author: Grafiati

Published: 4 June 2021

Last updated: 1 February 2022

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1

id, julia suleeman@ui ac, and Julia Suleeman Chandra. "A Vygotskian perspective on promoting critical thinking in young children through mother-child interactions." Murdoch University, 2008. http://wwwlib.murdoch.edu.au/adt/browse/view/adt-MU20090209.101855.

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This thesis examines how mothers, as primary caretakers, might promote the development of critical thinking of their 4- and 5-year-olds. Interest in critical thinking in very young children can be traced back to the early years of the 20th century with views expressed by philosophers such as John Dewey and John Stuart Mill that were in favour of giving young children opportunities that might encourage their free expression and inquiring, critical nature in the school context. Educators like Frobel and Montessori who developed programs for kindergartens worked on similar assumptions. However,

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2

Chandra, Julia Suleeman. "A Vygotskian perspective on promoting critical thinking in young children through mother-child interactions." Chandra, Julia Suleeman (2008) A Vygotskian perspective on promoting critical thinking in young children through mother-child interactions. PhD thesis, Murdoch University, 2008. http://researchrepository.murdoch.edu.au/713/.

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This thesis examines how mothers, as primary caretakers, might promote the development of critical thinking of their 4- and 5-year-olds. Interest in critical thinking in very young children can be traced back to the early years of the 20th century with views expressed by philosophers such as John Dewey and John Stuart Mill that were in favour of giving young children opportunities that might encourage their free expression and inquiring, critical nature in the school context. Educators like Frobel and Montessori who developed programs for kindergartens worked on similar assumptions. However,

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3

Vance, Emily Diane. "Class Meetings: Teachers and Young Children Co-Constructing Problem Solving." Diss., The University of Arizona, 2009. http://hdl.handle.net/10150/195029.

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Class Meetings with a teacher and group of young children (ages 3-5) provide a forum for creative group problem solving, both establishing a community of learners and developing oral language skills. The construction of a child's oral language and problem-solving skills is far reaching and is an underlying theme in many areas of social and emotional growth including moral development, character development, conflict resolution, identification of values, self esteem, and academic improvement. The theoretical framework for this study is based on various scholarly sources including those concerne

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4

Pletz, Janet, and University of Lethbridge Faculty of Education. "Literature-as-lived in practice : young children's sense of voice." Thesis, Lethbridge, Alta. : University of Lethbridge, Faculty of Education, 2008, 2008. http://hdl.handle.net/10133/730.

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This study, situated in classroom practice and grounded in pedagogic wakefulness (Clandinin and Connelly, 2000), explores the nature of young children’s sense of voice as indicated through sustained interactions and representations of experiences with picturebook literature. The naturalistic research site was a grade one classroom setting in a large urban school. Student engagement and interactions with read-aloud events and responses to literature through multi-modal representations perpetuated meaning making and personal relevance. Coding procedures exemplified the nature of young children’s

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5

Cooper, Hilary Jacquelyn. "Young children's thinking in history." Thesis, University College London (University of London), 1991. http://discovery.ucl.ac.uk/10019081/.

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Theories of cognitive development relevant to children's thinking in history are examined and previous research relating these to history is discussed. No agreed patterns of development in historical thinking which are based on cognitive psychology have so far been found, and the early stages of children's historical thinking have not been adequately examined. An experiment was set up to investigate young children's ability to develop arguments about a variety of historical evidence. Two groups of twenty eight-year-old children were taught four periods of history over two terms, as part of an

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6

Florek, Kristin A. Newhard. "An exploration of children's solution-thinking abilities." Thesis, This resource online, 1996. http://scholar.lib.vt.edu/theses/available/etd-11182008-063151/.

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7

Pendergrass, Lynne M. "Shifting Their Thinking: Using Visual Images to Encourage Critical Thinking in Young Learners." Thesis, University of North Texas, 2020. https://digital.library.unt.edu/ark:/67531/metadc1707300/.

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The purpose of this qualitative inquiry is to explore critical visual literacy in a first grade classroom at a private school. This case study design focuses on students learning how to take a critical stance by focusing on the visual images, children's picture books, and visual arts masterpieces. The research question guiding this study is: How does a visual literacy approach using inferential and critical questioning support first graders' development of critical literacy? Four social issue topics were discussed which were exploring difference, bullying, poverty and global issues. The stud

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8

Fung, Tak-fong Agnes, and 馮德芳. "An investigation of young children's thinking processes on solving practical mathematics tasks." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1998. http://hub.hku.hk/bib/B31960091.

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9

Fung, Tak-fong Agnes. "An investigation of young children's thinking processes on solving practical mathematics tasks." Hong Kong : University of Hong Kong, 1998. http://sunzi.lib.hku.hk/hkuto/record.jsp?B20057854.

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10

Schmid, Silvia. "The role of critical thinking in the young adult developmental stage and implications for ministry to them." Theological Research Exchange Network (TREN), 1994. http://www.tren.com.

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11

Castrodad, Rodriguez Patricia M. "Young Puerto Rican Children's Exploration of Racial Discourses Within the Figured World of Literature Circles." Diss., The University of Arizona, 2010. http://hdl.handle.net/10150/195418.

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This study examines the racial discourses of six and seven year old Puerto Rican children participating in small group literature circles over one academic year. The main research question is "How do Puerto Rican young children in a multiage classroom construct race through dialogue within the figured worlds of literature circles?"This study is based on teacher research qualitative research design, using methods and techniques from ethnography and case study research. This study describes the dialogue of 20 Puerto Rican children, during 4 literature circles. These were chosen as case studie

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12

Puchyr, Donna Conklin. "The effectiveness of art criticism on pre-school children's art vocabulary." Instructions for remote access. Click here to access this electronic resource. Access available to Kutztown University faculty, staff, and students only, 1991. http://www.kutztown.edu/library/services/remote_access.asp.

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Thesis (M. Ed.)--Kutztown University of Pennsylvania, 1991.<br>Source: Masters Abstracts International, Volume: 45-06, page: 2751. Abstract precedes thesis as [3] preliminary leaves. Typescript. Includes bibliographical references (leaves 39-45).

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13

Mosborg, Susan. "Bridging past and present : how young people use history in reading the daily news /." Thesis, Connect to this title online; UW restricted, 2004. http://hdl.handle.net/1773/7748.

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14

Milburn-Curtis, Coral J. "Is this the right room for an argument? : the effects of an internet-based argumentation intervention on aspects of self-regulated learning and critical thinking in young adolescents." Thesis, University of Oxford, 2014. http://ora.ox.ac.uk/objects/uuid:37503ca0-69f3-4bfa-b38f-247856f62bcb.

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The importance of developing learners’ self-regulated learning and critical thinking has captured the attention of researchers in recent decades. But interventions that are effective in developing such skills are scarce in the English school context. This study reports on the creation, design, implementation, piloting and evaluation of such an intervention - a four-week internet-based extra-curricular critical thinking course, Is this the right room for an argument? Designed by the researcher as a University of Oxford outreach course, it was provided, for the purposes of this study, to a group

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15

Lee, Elsa. "How might participation in primary school eco clubs in England contribute to children's developing action-competence-associated attributes?" Thesis, University of Bath, 2014. https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.619152.

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The literature pertaining to action competence in the field of environmental education (EE), and active citizenship in the field of citizenship education (CE), were reviewed for this research. This review reveals an indeterminate collection of attributes that are associated with both action competence and active citizenship. This research introduces the term action-competence-associated attributes to refer to them. The purpose of this research is to explore how children’s participation in primary school eco clubs might afford opportunities for the development of these attributes. The justifica

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16

Huang, Jui-Yi. "An artist of Tai Chi : a critical study of the life, art and culutral philosophy of the children's literature artist Ed Young /." The Ohio State University, 1998. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487953204281593.

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17

Benjamin, Louis. "The development and evaluation of a metacognitive programme for young learners in the South African context." Thesis, University of the Western Cape, 2005. http://etd.uwc.ac.za/index.php?module=etd&amp.

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The Basic Concepts Mediated Learning Programme (BCMLP) was developed to enhance the cognitive and scholastic functioning of learners who experience barriers to learning in the early years of schooling in the South African context. The study aimed to initiate a process of evaluation of the efficacy of this metacognitive programme with Grade 2 learners from the &lsquo<br>Cape Flats&rsquo<br>, an historically disadvantaged community in Cape Town. The study was conducted simultaneously in two local education authorities by independent teams of fieldworkers in each of the education authorities. Thi

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18

Panlay, Suriyan. "I crying for me who no one never hold before : critical race theory and internalised racism in contemporary African American children's and young adult literature." Thesis, University of Warwick, 2014. http://wrap.warwick.ac.uk/67569/.

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This study focuses on the issue of internalised racism depicted in contemporary African American children’s and young adult literature, utilising Critical Race Theory (CRT) as its key theoretical framework. The study addresses three main thesis questions: (i) What effects does internalised racism have on the marginalised characters, and what are its manifestations? (ii) What narrative strategies have been utilised by the authors to help the characters regain and reclaim their sense of self? (iii) What is the contribution of CRT to children’s and young adult literature? Through critical analyse

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19

Duggins, Angela. "Thinking Before You Act: A Constructive Logic Approach to Crafting Performance-for- Development Narrative." Digital Commons @ East Tennessee State University, 2017. https://dc.etsu.edu/etd/3342.

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The intent of this thesis was to test the feasibility of constructing performance-for-development narrative using a constructive logic approach. I created an equation which expressed the sum of non-human-elements as the sum of a narrative with each element serving as a variable. I used a review of persuasion literature to provide insight into the selection and manipulation of each variable. I provided my family as a hypothetical example and used my knowledge of their preferences and communication styles in conjunction with the literature and the equation to craft a narrative which might increa

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20

Rosas, Blanch Faye, and faye blanch@flinders edu au. "Nunga rappin: talkin the talk, walkin the walk: Young Nunga males and Education." Flinders University. Yunggorendi First Nations Centre, 2009. http://catalogue.flinders.edu.au./local/adt/public/adt-SFU20090226.102604.

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Abstract This thesis acknowledges the social and cultural importance of education and the role the institution plays in the construction of knowledge in this case of young Nunga males. It also recognizes that education is a contested field. I have disrupted constructions of knowledge about young Nunga males in mainstream education by mapping and rapping - or mappin and rappin Aboriginal English - the theories of race, masculinity, performance, cultural capital, body and desire and space and place through the use of Nunga time-space pathways. Through disruption I have shown how the theories o

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21

Esterhuizen, Stefanie-Marié. "An intervention programme to optimise the cognitive development of grade R-learners :|ba bounded pilot study / Stefani-Marié Esterhuizen." Thesis, North-West University, 2012. http://hdl.handle.net/10394/10431.

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It is imperative to prepare South African learners to participate and function confidently within the context of a rapidly changing world. The curriculum of the South African Education System emphasises the significance of optimising learners‟ cognitive development as early as pre-school age to enable them to become creative and critical citizens who lead purposeful lives in a safe and prejudice-free environment. Despite continuous efforts by educators to optimise cognitive development, recently executed research studies indicate that cognitive development has not been adequately optimised in

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22

Borgström, Rebecca. ""Systerskap, Självkänsla och Självförtroende" : En studie av empowerment vid en tjejjour." Thesis, Uppsala universitet, Sociologiska institutionen, 2013. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-194283.

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23

Ahmed, Farah. "Pedagogy as dialogue between cultures : exploring halaqah : an Islamic dialogic pedagogy that acts as a vehicle for developing Muslim children's shakhsiyah (personhood, autonomy, identity) in a pluralist society." Thesis, University of Cambridge, 2018. https://www.repository.cam.ac.uk/handle/1810/278513.

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This thesis presents an argument for the use of dialogic halaqah to develop the personal autonomy of young Muslims in twenty-first century Britain. It begins by developing a theoretical grounding for Islamic conceptualisations of personal autonomy and dialogic pedagogy. In doing so, it aims to generate dialogue between Islamic and ‘western’ educational traditions, and to clarify the theoretical foundation of halaqah, a traditional Islamic oral pedagogy, that has been adapted to meet the educational needs of Muslim children in contemporary Britain. Dialogic halaqah is daily practice in two inde

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24

Talero, Álvarez Paula. "WHY KATNISS EVERDEEN IS OUR FAVORITE FEMINIST – AN ANALYSIS OF THE HEROINE OF THE HUNGER GAMES FILM SAGA AND HER RECEPTION BY YOUNG FEMALE SPECTATORS." VCU Scholars Compass, 2018. https://scholarscompass.vcu.edu/etd/5583.

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THROUGH THE FIGURE OF FICTIONAL CHARACTER KATNISS EVERDEEN, THIS DISSERTATION STUDIES HOW THE FILM INDUSTRY SIMULTANEOUSLY ENTRENCHES AND DISRUPTS GENDER, SEXUAL, AND RACIAL NORMATIVITIES. THE PROJECT USES TEXTUAL ANALYSIS AND PARTICIPANT RESEARCH TO ANALYZE HOW THE FILMS AND NOVELS OF THE HUNGER GAMES SAGA ENCAPSULATE BOTH DOMINANT AND ALTERNATIVE CONCEPTIONS RELATED TO FEMININITY, MASCULINITY, WOMANHOOD, AND MOTHERHOOD. IT ALSO EXPLORES IF AND HOW THE FEMALE HEROINE CAN BE READ AS FEMINIST AND PRODUCES A SENSE OF EMPOWERMENT. I CONCLUDE THAT ALTHOUGH THE INDUSTRY IS PRODUCING NEW MODELS OF W

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25

Artero, Paola. "The Chronicles of Narnia de C. S. Lewis : idéologie(s) et point(s) de vue dans les traductions françaises." Thesis, Montpellier 3, 2018. http://www.theses.fr/2018MON30063/document.

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The Chronicles of Narnia (1950-1956) est un célèbre recueil de sept romans, traditionnellement reconnus comme des œuvres de littérature de jeunesse et à l’origine du genre fantasy. L’un des intérêts majeurs de ces livres réside dans leur substrat symbolique, exprimé dans le texte par un double niveau de lecture qui évoque la tradition chrétienne. Notre thèse consiste en l’analyse d’un corpus incluant les originaux en anglais et les traductions françaises, publiées sous le titre de Le Monde de Narnia (2005)Sous l’égide de la traductologie de corpus (Corpus-based Translation Studies) et par une

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26

Greenstein, Steven Baron. "Developing a qualitative geometry from the conceptions of young children." Thesis, 2010. http://hdl.handle.net/2152/ETD-UT-2010-05-1021.

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More than half a century ago, Piaget concluded from an investigation of children’s representational thinking about the nature of space that the development of children’s representational thought is topological before it is Euclidean. This conclusion, commonly referred to as the “topological primacy thesis,” has essentially been rejected. By giving emphasis to the ideas that develop rather than the order in which they develop, this work set out to develop a new form of non-metric geometry from young children’s early and intuitive topological, or at least non-metric, ideas. I conducted an eighte

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27

Bonk, Curtis J. "The effects of convergent and divergent computer software on children's critical and creative thinking." 1987. http://catalog.hathitrust.org/api/volumes/oclc/17430048.html.

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Thesis (M.S.)--University of Wisconsin--Madison, 1987.<br>Typescript. eContent provider-neutral record in process. Description based on print version record. Includes bibliographical references (leaves 53-57).

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28

Roberts, Nicky. "Telling and illustrating additive relations stories: a classroom-based design experiment on young children's use of narrative in mathematics." Thesis, 2016. http://hdl.handle.net/10539/23036.

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Thesis submitted in fulfilment of the requirements for Doctor of Philosophy, University of the Witwatersrand.<br>In South Africa, difficulties with learners solving word problems has been a recurrent problem identified through national standardised assessments extending from Foundation Phase into the Senior Phase. As is evident globally, particular difficulties have been identified with young children solving ‘compare-type problems’ where the numbers of objects in two disjoined sets are compared. This design experiment provides empirical data of young South African learners trying to make sens

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29

Conrady, Lara Lee 1977. "A phenomenological case study of mentoring outcomes : benefiting the mentor in student development, self-esteem, and identity formation." 2007. http://hdl.handle.net/2152/15892.

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This qualitative study sought to provide a list of outcomes that mentors have as a result of being involved in a service-learning course over the course of one academic semester. The service learning course, Leadership in the Community, requires the enrollees to serve as a mentor to a local middle school student. Specifically, this study examined the mentoring outcomes of student development, self-esteem, and personal reflection. Data included semistructured interviews, researcher observations, Rosenberg Self-Esteem Scale (RSE), mentor journals, and personal reflection papers. Twenty-one parti

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