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Tesis sobre el tema "Toddlers"

Autor: Grafiati

Publicado: 4 de junio de 2021

Última modificación: 9 de junio de 2025

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1

Adoh, Tonnie O. "Visual acuity in toddlers." Thesis, Cardiff University, 1994. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.368586.

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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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3

Hoffman, Janet Andron. "Competition in mothers of toddlers /." Access Digital Full Text version, 1993. http://pocketknowledge.tc.columbia.edu/home.php/bybib/11537814.

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Thesis (Ed.D.)--Teachers College, Columbia University, 1993.<br>Includes tables. Typescript; issued also on microfilm. Sponsor: Annette Axtmann. Dissertation Committee: John Broughton. Includes bibliographical references (leaves 260-266).

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4

Kairis, Victoria. "Fathers' contribution towards toddlers' aggressiveness." Thesis, Cardiff University, 2013. http://orca.cf.ac.uk/60771/.

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In this thesis I investigated the relationship between fathers’ antisocial and physically aggressive behaviour and toddlers’ behaviour. Previous work has largely ignored fathers or seen fathers only as an influence on mothers and little is known about fathers’ aggressiveness. Families were recruited for the Cardiff Child Development Study (CCDS), which is a prospective longitudinal study of parents and their children. Parents were interviewed about their own behaviours during pregnancy and the children were assessed at intervals until 33 months of age (Chapter 2 describes the study design). Chapter 3 examined associations between the antisocial behaviour of the couple. Although men committed more antisocial behaviours than women, there were associations between partners’ rates of both violent and non-violent antisocial behaviours. The relationship between fathers’ antisocial behaviours and young children’s behaviour was explored in Chapter 4. Fathers’ non-violnt antisocial symptoms were associated with mothers’ reports of toddlers’ aggressiveness. Fathers’ physical aggressiveness was associated with infants’ contentious behaviours, toddlers’ aggressiveness and observations of toddlers’ use of force against a peer. When physical aggressiveness was considered more closely a component relating specifically to toddlers’ physical aggressiveness was identified. Fathers’ physical aggressiveness was associated with toddlers’ physical aggressiveness, which suggests a homotypic continuity in physical aggressiveness between fathers and toddlers. All of the associations between fathers’ and toddlers’ behaviours remained significant after controlling for the mothers’ behaviours. Thus, fathers’ behaviours provide unique contributions towards toddlers’ behaviours independently of the mothers’ behaviours. Since antisocial fathers are more likely to be absent fathers Chapter 5 examined the relationship between fathers’ physical aggressiveness and father absence. Although father absence was associated with fathers’ physical aggressiveness, it did not explain the association between fathers’ and toddlers’ physical aggressiveness. Together these findings show that fathers are important to study in their own right, rather than as an influence on mothers.

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5

Kodaka, Mitsuru. "Assessing Play Interests in Toddlers." Thesis, University of North Texas, 2009. https://digital.library.unt.edu/ark:/67531/metadc12142/.

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Play is a significant part of childhood. Typically developing children exhibit a wide range of interests within their play behavior, but children with autism do not. The purpose of this study was to design and implement an assessment tool that will capture the constellation of behaviors indicating play interests in young children. The Early Play Interests Assessment (EPIA) includes categories of play behavior and their components behaviors. Additionally, measures of child affect were built into the EPIA. All behaviors were observed under various environmental conditions. The results show that the EPIA was useful in observing toddlers' play behavior within behavioral categories and components and in assessing the interactions among these measures of play interests. The results are discussed in relation to the importance of creating observational systems to quantify play interests in typical and atypical children and for establishing a link between the information gathered in assessment and the planning and implementation of autism interventions.

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6

Kodaka, Mitsuru Ala'i-Rosales Shahla S. "Assessing play interests in toddlers." [Denton, Tex.] : University of North Texas, 2009. http://digital.library.unt.edu/ark:/67531/metadc12142.

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7

Donnellan, Edmund A. "Intentional communication in infants and toddlers." Thesis, University of Sheffield, 2017. http://etheses.whiterose.ac.uk/18243/.

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8

Hanna, Elizabeth C. "Preferential same-sex imitation by toddlers /." Thesis, Connect to this title online; UW restricted, 1995. http://hdl.handle.net/1773/9135.

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9

Kiel, Elizabeth J. "Maternal characteristics and toddlers' behavioral inhibition /." free to MU campus, to others for purchase, 2004. http://wwwlib.umi.com/cr/mo/fullcit?p1421151.

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10

Chow, Janette Zhanluo. "Language-mediated visual attention in toddlers." Thesis, University of Oxford, 2015. https://ora.ox.ac.uk/objects/uuid:2a99a12c-81ef-4899-a28c-e1d73fb5678c.

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Language plays an important role in driving visual attention. The aim of this thesis is to gain a better understanding of how language may mediate visual attention in toddlers, who begin to learn about the world through language communication. In Part I of the thesis, I examine the time course and order in which different types of stored linguistic representations are activated during spoken-word recognition. In Experiments 1-4, I demonstrate that the four-picture adult visual world paradigm (VWP) in combination with growth curve analysis and mixed effects modelling (Mirman, 2014), is a suitable tool for measuring language-mediated cognitive processes in toddlers. The results indicate that, like adults, toddlers extract phonological information faster than semantic information during spoken-word recognition, and that these differences hold irrespective of whether the semantic information is taxonomic or thematic in character. Moreover, phonological effects are related to the toddler's overall vocabulary size, suggesting a role for emerging phonological organisation and/or word familiarity in the phonological decoding of words. The results of the study are compatible with an interactive view of language-mediated visual attention in toddlers whereby implicitly generated phonological codes and speech-driven phonological encoding work together to support referent identification. In Part II of the thesis, I investigate how language as an attentional set may guide toddlers' visual attention. Specifically, I examine the role of dis- tractor inhibition during language-mediated visual attention using a negative priming (NP) procedure. NP refers to the impaired response observed when a participant has to respond to a stimulus identity or location that they previously ignored (i.e., identity or location NP). Any observed NP effect would suggest that language-mediated selective attention involves inhibition of response towards the distractor. In Experiment 5 (six conditions), participants were shown trials each containing a prime phase, followed by a probe phase. In both phases, participants heard the target picture being named and were allowed to look freely at the pictures. In all conditions, participants were 'on-task' and showed greater than chance target preference after target label onset. No location NP effect was observed when the prime stimuli were repeated in the same locations in the probe phase, or when the probe stimuli were novel. However, location NP was observed when the prime stimuli were repeated in swapped locations in the probe phase. That is, there was significantly less target preference in the ignored location-attended identity condition. Rather than by distractor inhibition, these results could be better explained by the mismatching of feature-location-response bindings in the prime and probe phases. These findings indicate that language drives the encoding of temporary episodic representations of events, which are stored, retrieved and compared with later events, and may mediate visual attention. In sum, this thesis demonstrates that language-mediated visual attention involves the activation and retrieval of 'higher level' representations, which are then matched and integrated with the 'lower level' visual and auditory inputs. While Part I demonstrates how relatively long-term lexical-semantic knowledge mediates visual attention, Part II demonstrates how recently encountered events are encoded into episodic representations, retrieved and in turn, influence mediated visual attention.

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11

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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12

Fish, Betty. "Meaning and attachment between mothers and toddlers." Click here for text online. The Institute of Clinical Social Work Dissertations website, 1991. http://www.icsw.edu/_dissertations/fish_1991.pdf.

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Dissertation (Ph.D.) -- The Institute for Clinical Social Work, 1991.<br>A dissertation submitted to the faculty of the Institute of Clinical Social Work in partial fulfillment for the degree of Doctor of Philosophy.

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13

FICKLING, LOGAN JAMES. "FAST MAPPING IN TODDLERS: A COMPUTATIONAL APPROACH." Thesis, The University of Arizona, 2016. http://hdl.handle.net/10150/612899.

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Word learning occurs primarily through hippocampal activity or cortical activity. While hippocampal learning is characterized as capable of supporting rapid one-trial learning, a special form of cortical learning, fast-mapping, allows for rapid one-trial learning through inference by exclusion. The use of these hippocampal-independent forms of learning and their development are poorly understood. 19 2.5 year olds and 24 3 year olds participated in both a hippocampal learning, explicit encoding, word learning task and a cortical learning, fast mapping, word learning task. A computational model performed similarly to child participants’ fast-mapping learning performance and memory retention. There were no noticeable differences of age, though 2.5 year olds showed task-ordering effects suggestive of proactive interference, whereas 3 year olds did not.

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14

Bacon, C., E. Barding, E. Lowe, D. Williams, and Kerry Proctor-Williams. "Parents’ Responsiveness and Toddlers’ Early Vocabulary Acquisition." Digital Commons @ East Tennessee State University, 2010. https://dc.etsu.edu/etsu-works/1843.

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15

Williams, A. Lynn, and Carol Stoel-Gammon. "Identification of Speech-language Disorders in Toddlers." Digital Commons @ East Tennessee State University, 2016. https://dc.etsu.edu/etsu-works/2038.

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This session is developed by, and presenters invited by, Speech Sound Disorders in Children and Language in Infants Toddlers and Preschoolers. This invited session provides an overview of early speech/language development with a focus on identifying delay/disorders in toddlers. Types of speech/language behaviors in prelinguistic/ early linguistic development that serve as “red flags” for possible disorders will be discussed. The need for developmentally appropriate assessments will be highlighted.

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16

Bacon, C., E. Barding, E. Lowe, D. Williams, and Kerry Proctor-Williams. "Parents’ Responsiveness and Toddlers’ Early Vocabulary Acquisition." Digital Commons @ East Tennessee State University, 2011. https://dc.etsu.edu/etsu-works/1841.

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17

Wilshire, Tayla C. "An Evaluation of Matrix Training Approaches for Teaching Compound Labels to Toddlers." Thesis, University of North Texas, 2015. https://digital.library.unt.edu/ark:/67531/metadc801954/.

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Matrix training techniques arrange instruction for stimulus relations that facilitate emergent responding to novel stimulus arrangements, which is a phenomenon known as recombinative generalization. The current study compared two common matrix training approaches, an overlapping (OV) design and a non-overlapping (NOV) design, with respect to arranging relations targeted for training. Two, typically-developing toddlers were taught compound action-object labels in either an OV or NOV matrix training design. Results suggest that an OV matrix design facilitates recombinative generalization more effectively than a NOV design.

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18

Engström, Pauline. "Toddlare och demokratiarbete : om inflytande och delaktighet hos förskolans yngsta." Thesis, Södertörns högskola, Lärarutbildningen, 2015. http://urn.kb.se/resolve?urn=urn:nbn:se:sh:diva-27526.

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The purpose of this study was to find out how young children are allowed to influence and affect their daily lives in preschools, as well as teachers’ views on the latter. My interest in this topic is born out of my experience of working with both younger and older preschool children. My view is that democratic work with older children is largely based on direct verbal communication while with toddlers it is based on an adult’s interpretation of a child’s often non-verbal expressions. Thus, I believe that young children’s opportunities to influence to a greater extent than older children are dependent on having teachers with a conscious child’s perspective. Based on the above-stated purpose I have found it particularly interesting to explore a specific teachers’ approach, that takes advantage of the youngest children’s competencies, but also to identify dilemmas related to this. For that reason, the research questions have partially been formulated in order to discover whether conflicts exist between a young child’s right to influence and their need for care. The study begins with a general historical survey followed by presentations of curriculum history with a focus on children's influence, selected developmental theories and definitions of concepts essential for this study. Developmental theories have been selected for their relevance to the study and focus on Daniel Stern's intersubjectivity theory, its conceptual determination and usefulness in studies such as this. Furthermore, the results of the survey’s qualitative empirical observational studies and interviews based on phenomenological grounds are presented. Its main results argue that young children have the opportunity to influence when teachers allow the child´s perspective to dominate over the adult perspective. In doing this, teachers often show an intuitive awareness of young children's competencies and therefore take a flexible and playful approach in their work. Conflicts between younger children's right to influence and their need for care can be largely avoided using this outlook on democratic work in preschool. Moreover, cultural differences between a teacher´s and toddler’s expressions can be overcome by an intercultural approach where both parties are seen as equal.

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19

Engdahl, Ingrid. "Toddlers as social actors in the Swedish preschool." Doctoral thesis, Stockholms universitet, Barn- och ungdomsvetenskapliga institutionen, 2011. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-52643.

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This thesis focuses on interaction among young toddlers during their second year of life in a Swedish preschool. The overall aim of this thesis was to explore interaction, communication and the creation of friendship between the young children during self initiated play activities. In addition, this thesis presents the background of Early Childhood Education in Sweden, which may serve as an extended context for the study. An ethnographic study was carried out in a toddler unit with 15 children. Six one year old girls and boys were in focus during the observations for nine months. Participatory methods, photos, fieldnotes and videorecordings, were used for the data collection. The theoretical framework for the study is built on phenomenology, the view of the child as a social person and a child oriented perspective. The overall findings support a theoretical perspective where the young toddlers are seen as social actors, with social competencies. Their play invitation strategies, as well as their play enactment and play-closing moves, were mostly found to be based on nonverbal communication such as movements, gestures, voice quality and facial expressions. The competencies of attunement, taking others’ perspectives and turn-taking were found in play among the young toddlers, and they also showed negotiating skills while playing. The findings also show how young toddlers make friends. During their second year of life, they monitor and pay attention to individual peers, displaying intentionality and agency by spontaneously greeting their peers, by offering play invitations, and by helping peers. Mutual awareness, joint attention, shared smiles, coordinated movements, as well as other types of synchronized actions are seen as parts of nonverbal elements in emerging friendship. The findings in this thesis support an understanding of young toddlers as social persons in the preschool, engaged in consistent interest and attention towards each other while playing.<br>Avhandlingens fokus är hur små barn interagerar med varandra under sitt andra levnadsår i en svensk förskola. Det övergripande syftet var att undersöka interaktion, kommunikation och skapandet av vänskap mellan yngre toddlare under lekstunder då barnen hade möjligheter att ta egna initiativ. Lek betraktas som en rik arena för studier av toddlares samspel. Avhandlingen presenterar även svensk förskolas utveckling som en bakgrund som placerar in den enskilda förskolan i ett större sammanhang. En etnografisk studie genomfördes på en småbarnsavdelning med 15 barn i åldrarna ett till tre år. Sex ettåriga flickor och pojkar fokuserades särskilt genom observationer under nio månader. Deltagande observationer, fotografier, fältanteckningar och videoobservationer, användes för datainsamlingen. Teoretiskt vilar studien på fenomenologi, synen på barn som sociala personer och ett barnperspektiv. Resultaten stöder ett teoretiskt perspektiv där mycket små barn betraktas som sociala aktörer med social kompetens. Deras initiativ till lek, under lek och avslut av lek byggde framför allt på icke-verbal kommunikation, som exempelvis rörelse, gester, röstkvalitet och ansiktsuttryck. Barnen visade i sin lek förmåga till intoning, att ta andras perspektiv och turtagning samt att de förhandlade med varandra under lekens gång. Resultaten visar också hur yngre toddlare bygger vänskap. Ettåringarna uppmärksammar sina kamrater även som individer, exempelvis genom att spontant hälsa på dem, bjuda in till en särskild lek och genom att hjälpa varandra. I skapandet av vänskap använde barnen sig av icke-verbala handlingar i form av ömsesidig och gemensamt riktad uppmärksamhet, smittande leenden och koordinerade rörelser, vilka kan tolkas som intentionellt agerande. Sammanfattningsvis visar resultaten att små barn under sitt andra levnadsår kan betraktas som sociala personer som i leken i förskolan intresserar sig för och uppmärksammar varandra.<br>At the time of the doctoral defense, the following paper was unpublished and had a status as follows: Paper 2: Accepted.

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20

Onyango, Adelheid Werimo. "Breast-feeding and growth in western Kenyan toddlers." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1998. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape11/PQDD_0019/NQ44542.pdf.

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21

Rytter, Kristin Michelle. "Improving pre-literacy experiences of toddlers with disabilities /." Thesis, Connect to this title online; UW restricted, 2006. http://hdl.handle.net/1773/9045.

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22

Lynch, Jamie M. "Creating enriching, comforting, and healthy environments for toddlers." Menomonie, WI : University of Wisconsin--Stout, 2006. http://www.uwstout.edu/lib/thesis/2006/2006lynchj.pdf.

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23

Angeli, Nicolle. "Temperament, Joint Engagement, and Language Skills in Toddlers." Digital Archive @ GSU, 2006. http://digitalarchive.gsu.edu/psych_theses/9.

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This study investigated how emotion-regulation would moderate the relationship between shyness and joint engagement and how joint engagement would mediate the relationship between shyness and language skills. Fifty-three mother-child dyads were observed in the laboratory according to the Communication Play Protocol (Adamson & Bakeman, 1999) when the toddlers were 24 and 30 months of age. Mothers completed the Temperament Behavior Assessment Questionnaire-Revised (Rothbart & Goldsmith, unpublished). Toddlers also completed the Peabody Picture Vocabulary Test-III (PPVT-III; Dunn & Dunn, 1997) and Expressive Vocabulary Test (EVT; Williams, 1997). The relationship between shyness and the percentage of time spent in non-symbol-infused coordinated joint engagement was moderated by a toddler’s ability to self-soothe. Shyer toddlers had significantly lower receptive language scores than less shy toddlers, and this relationship was partially mediated by the percentage of time toddlers spent in symbol-infused supported and coordinated joint engagement states. INDEX WORDS: Temperament, Shyness, Emotion-regulation, Language Skills, Joint Engagement

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24

Anton, Segarra Rebeca. "Concept for motivating toddlers to accept inhalation therapy." Thesis, Norges teknisk-naturvitenskapelige universitet, Institutt for produktdesign, 2013. http://urn.kb.se/resolve?urn=urn:nbn:no:ntnu:diva-20988.

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This master thesis is conducted at the Institute of Product Design at NTNU. The subject of the assignment is “Concept for motivating toddlers to accept inhalation therapy”. The project aims at developing a concept for motivating hospitalized toddlers (2-3 years old) to accept inhalation therapy. The first part of the project was an investigation process to understand the situation: the disease, the children’s behaviour at 2-3 years age, the hospital environment, the treatment, etc. Secondly I started to develop some ideas that led me to the final concept. After that, having the general concept, the next step was to develop it: the concept, materials, shapes, name for the toy... In addition I had to keep in mind all the details of the interaction process between the treatment, the target and the project. Once I had the concept developed was time to go further in all the key aspects such as production, dimensions, pieces’ design, electronic components, maintenance and final results. In conclusion, BRUCE is a toy developed after investigation, detailing and interaction design work. It consists on a toy to improve children’s experience of the treatment. Concretely the goal is to engage children between 2 and 3 years with respiratory diseases, while they are taking the medication and entertain them in an active level. Making the kids part of the treatment and making the treatment meaningful for them.

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25

Wahlström, Edvin. "Toddlers and interactive media : Interactimals, Smartphone powerd toys." Thesis, Umeå universitet, Designhögskolan vid Umeå universitet, 2017. http://urn.kb.se/resolve?urn=urn:nbn:se:umu:diva-135796.

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The single biggest change in every day life for toddlers over the last couple of years has been the introduction of interactive media in the form of phones and tablets. How this affects those children is yet mostly unknown. Many parents utter concerns that their children use it too much, yet they feel they have no other options when it comes to distracting their children. Using the design process this problem is tackled from a holistic point of view, looking at both the child, parent and context. The solutions presented in this project is a commercial product called “Interactimals”. It uses the parents phone as the brain and sensory organ of an interactive toy. This toy comes in different forms and feature-sets to cater to the needs of children ranging from ages of 1-3. The result shows the final design for two of these toys and a suggestion to what the app might look like.

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26

Clements, Andrea D., Wallace E. Jr Dixon, and B. J. Salley. "Obtaining Saliva From Toddlers for Cortisol Concentration Determination." Digital Commons @ East Tennessee State University, 2006. https://dc.etsu.edu/etsu-works/7292.

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27

Gresham, Lori J. "Toddlers' Problem Solving: The Importance of Dynamic Integration." University of Cincinnati / OhioLINK, 2010. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1281459838.

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28

Vlach, Jennifer L. "Meta-Parenting in Parents of Infants and Toddlers." Thesis, University of North Texas, 2005. https://digital.library.unt.edu/ark:/67531/metadc5566/.

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Meta-parenting, defined as parents thinking about their parenting, has been identified and is a new field of research. The purposes of this study were to add to the existing knowledge of meta-parenting and to compare the influences of gender, work status, and parenting experience on meta-parenting occurring in parents of infants and toddlers. Sixty parents participated either electronically or by completing a written survey and reported engaging from "sometimes" to "usually" in four domains of meta-parenting: anticipating, assessing, reflecting, and problem-solving. Gender, work status, and parenting experience did not significantly influence participants' meta-parenting scores. Parents were found to have a higher sense of satisfaction and overall sense of competence when they engaged in higher levels of meta-parenting.

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29

Imirova, Ekaterina, and Isabelle Grangien. ""... Eh-eh ... EEH-EEH!" : En fenomenologisk studie om toddlarnas kommunikativa strategier till inflytande i förskolan." Thesis, Södertörns högskola, Lärarutbildningen, 2016. http://urn.kb.se/resolve?urn=urn:nbn:se:sh:diva-31406.

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The purpose of the study is to investigate the toddlers’ communicative strategies to the teachers in their way to reach influence in the preschool. The purpose is to make further investigations how teachers’ common experiences and interpretations of toddlers’ communicative signals to reach influence. The questions are: How the toddlers communicate to the teachers, their wish to take part of influence in the preschool? How do the toddlers reveal their intersubjective ability, in the communication with the teachers? How can teachers’ experiences help us to interpret the toddlers’ communicative strategies to their influence? We’ve used a qualitative research, with a phenomenological base, to carry out our study. The 1st step was to observe 1-2 years old toddlers, in two different units in a preschool. The 2nd step was to implement focus group discussionswith the teachers in the two different units. This two-combined steps gave us a lot of empiric material. Our theoretical approach is based on the theory of phenomenology of perception (Maurice Merleau-Ponty) and the theory of intersubjectivity (Daniel Stern). With the concepts: life-world, the sense of a subjective self and the sense of a verbal self, we seek the essence of how the toddlers use the body language to think, perceive and experience themselves in their communication to the teachers to reach influence. Investigations show that when the toddlers capture the teachers’ confirmation to influence, the body language changes to a proud straight posture, with belly up, and shoulders backwards. Their eyes get bigger. Their body language also changes when they want to show their dissatisfaction, in these situations where the confirmation from the teachers did not work. They turn their body and face away, from the teachers. The research also shows that the toddlers’ noise gets more intense when they want to clarify their communication to the teachers. Even the body movement’s strengths by making the body longer, and they also repeat the movement again. The toddlers also imitate a body movement between the child and the teacher, in a shared common experience, that they had done together in the past. The research also shows that even if the toddlers don’t have a well-developed verbal language yet, they are qualified to share their intentions to the teachers, through their body language. When these communications work out well, the toddlers’ sense of the intersubjective self grows and develops. This way opens up for the way when the toddlers’ sense of verbal self, starts. When the teachers are present and empathetic, and the toddlers are confirmed, they continue to develop as self-sensing individuals, which strengthens their belief in their own skills. This allows the children to learn that they have rights to influence over their daily lives and themselves, even in the age of the toddler and further.

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Liu, Sau-fong. "The phonological characteristics in the speech of Cantonese toddlers." Click to view the E-thesis via HKUTO, 1999. http://sunzi.lib.hku.hk/hkuto/record/B36209946.

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Thesis (B.Sc)--University of Hong Kong, 1999.<br>"A dissertation submitted in partial fulfilment of the requirements for the Bachelor of Science (Speech and Hearing Sciences), The University of Hong Kong, May 14, 1999" Also available in print.

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31

Zhang, Li. "Locomotor adjustments made by toddlers while stepping over obstacles." Thesis, University of Ottawa (Canada), 2008. http://hdl.handle.net/10393/28042.

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Temporal, kinematic and kinetic patterns of independent walking (IW) in toddlers have been characterized in various studies with postural control identified as a critical component influencing the coordination between gait mechanisms to maintain a dynamic equilibrium. Variations in parameters across development indicate that toddlers possess more adult-like integration capabilities in locomotor control after 4 to 5 months of independent walking (Bril & Breniere, 1989, 1990, 1991, 1992). However, whether this integration would be influenced in a subtle complex locomotor task, obstacle crossing remains unknown. This study examined locomotor modulation during obstacle crossing in eight healthy toddlers (six males and two females; mean height = 80.6 cm) with 1 to 8 months IW experience. At least five trials of unobstructed walking (UW) and obstacle crossing (OC) were recorded using a Vicon motion analysis system (Oxford Metric Ltd, Oxford, UK). Lower extremity trajectories during unobstructed walking and while crossing a visible fixed obstacle were analyzed (Visual3D Motion Analysis System, C-motion Inc., Rockville, Maryland. US). As months of walking increased, segmental trajectories over the obstacle appeared to be more consistent. With 4- to 5-month IW toddlers displaying more adult-like OC patterns. This tendency was reflected by less variability of leading and trailing toe-to-obstacle distance (TD) and crossing stride length (SL). As IW experience increased, safety and stability were improved as the leading and trailing toe clearance distance over the obstacle (TC), knee flexion, crossing step length (SL), and heel distance (HD) increased accordingly. The most dramatic changes of these variables occurred after 4 to 5 months IW. In addition, success rate increased as months of walking suggested that better integrated postural control was achieved.

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32

Teske, Kristin Marie. "Accuracy of Parental Report on Phonological Inventories of Toddlers." Master's thesis, University of Central Florida, 2005. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/2445.

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Considering the diminishing availability of professional resources, increasing costs, and time requirements involved in early childhood mass screenings, parents are an essential source of information. In this study, the Survey of Speech Development (SSD) (Perry-Carson & Steel, 2001; Steel, 2000) was used to determine the accuracy of parents in reporting the speech sound inventories of their toddlers. Parents of 30 children, who were between the ages of 27 to 33 months old, completed the SSD prior to a speech and language assessment session. Based on assessment results, the children were classified as normal developing or language delayed. A 20-minute play interaction between the parent and child was recorded during the assessment and was transcribed later for analysis. Speech sounds (consonants) were coded as present or absent and comparisons were made between the parents results on the SSD and data from the 20-minute speech sample. A point-by-point reliability analysis of the speech sounds on the SSD compared to those produced in the speech sample revealed an overall parental accuracy of 75%. Further, no differences were found between parent reports and transcribed accounts for total number of different consonants. This was true for parents of both language delayed and language normal toddlers. Results suggest that if given a systematic means of providing information, parents are a reliable source of information regarding sounds their toddlers produce.<br>M.A.<br>Department of Communicative Disorders<br>Health and Public Affairs<br>Communicative Disorders

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Han, Hyeju. "Temporal Characteristics of Oropharyngeal Swallowing in Toddlers with Dysphagia." Ohio University / OhioLINK, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1584994990563623.

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Bazalgette, Cary. "Some secret language : how toddlers learn to understand movies." Thesis, University College London (University of London), 2018. http://discovery.ucl.ac.uk/10041767/.

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The starting-point of this thesis is the hypothesis that, from at least 22 months old, children who watch movies (i.e. any moving-image media) may be learning how to make sense of them. Rather than looking for evidence of precursors to further learning (such as language, literacy or technological skills) or for the risks or benefits that movie-watching may entail, the thesis argues that viewing behaviour provides enough evidence about the practices and processes through which children of this age learn how understand movies, to indicate that this is a significant achievement, and has implications for later development. Data were gathered during an ethnographic study of two of my grandchildren (dizygotic girl and boy twins), covering a 20-month period (from ages 22 to 42 months) but focusing particularly on their third year of life. Analysis of the resulting 12.7 hours of video, together with observational field notes and parental interviews, draws on a combination of sociocultural and embodied cognition approaches in addressing the challenges of interpreting two-year-olds’ movie-viewing behaviour. Following the literature review in Chapter 1 and a description of the research design and method in Chapter 2, Chapter 3 provides a chronological account of three sequences of viewing events. The themes that emerged from the analysis of these sequences are discussed in Chapter 4, on emotion, and Chapter 5, on social and cultural learning. The thesis recognizes the role of movie-watching in human ontogeny, arguing that it is driven by emotions, and enabled by embodied simulations, and that the early learning enabled by children’s intensive – and often self-directed – viewing and re-viewing of movies is complementary to all their other cultural and social learning.

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Vineyard, Cortney, Alexandra Coup, Chelsey Hazelett, Rachel Janes, and Brenda Louw. "Parental Perspective: Toddlers with Clefts Using Touch Screen Technology." Digital Commons @ East Tennessee State University, 2014. https://dc.etsu.edu/etsu-works/2131.

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This investigation assessed the parental perspectives of parents of toddlers with cleft lip and palate and their use of touchscreen technology. Findings will highlight parental perspectives on touchscreen technology in early intervention with their toddler.

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36

Facun-Granadozo, Ruth. "Fostering Language (and Literacy) Development Among Infants and Toddlers." Digital Commons @ East Tennessee State University, 2017. https://dc.etsu.edu/etsu-works/4339.

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37

Keeling, Heidi L., and Armstrong Traci L. Florian. "Ideas for Picky Eaters." College of Agriculture, University of Arizona (Tucson, AZ), 2017. http://hdl.handle.net/10150/625297.

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3 pp.<br>Parents of picky eaters often find it challenging to motivate their children to eat healthy, balanced meals. Two important goals of ensuring healthy lifestyles for our children include teaching them about the importance of a balanced, nutritious diet, and modeling healthy meals at home. For parents of picky eaters, this can seem like an impossible task!

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38

Wooldridge, Michaela Birgitta. "An ecology of technology : infants, toddlers, and mobile screen devices." Thesis, University of British Columbia, 2016. http://hdl.handle.net/2429/57770.

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Within a bio-ecological systems framework, this study explored the presence and use of mobile screen devices (MSDs) within family homes of infants born into a Digital Age. A mixed methods approach was used to gather and analyze data from an online questionnaire completed by 292 Canadian parents with a child birth to three years old, as well as from home-based observations and interviews with 28 families. There were three research questions: (1) How do the presence and use of MSDs relate to factors of the family environment? (2) Do parent knowledge and beliefs predict the reasons that parents provide MSDs to their children? and (3) Do parent knowledge and beliefs predict how much time a child spends using MSDs? Results for question 1 found MSDs to shape the physical, social, and psychological family context. On average, families owned 6 MSDs, the parent used MSDs for 7 hours per day, and 60% of children directly used an MSD. Themes of concerns about technology included impacts on the child, the parent and family, and society. Parents’ beliefs about MSDs for children were more negative than positive, and child MSD products were negatively evaluated. On measures of developmental knowledge and parenting sense of competence, scores were average and above average, respectively. Results for question 2 found that child age, maternal education, the number of MSDs, the interaction of positive MSD beliefs with the number of MSDs and the interaction of maternal education with parenting sense of competence predicted parents’ provision of their MSD to their child. Results for question 3 found that child age, number of family MSDs, and positive beliefs in MSDs for children were predictors for child use of MSDs, while child age, maternal education, parent time using MSDs, and knowledge of development predicted the amount of time children used MSDs. The complex interplay between sociodemographics, parent provision of MSDs to infants and toddlers, and parent knowledge and beliefs that form a climate of new demands for parents in their child-raising roles is discussed in terms of implications for developmental researchers and practitioners working with infants, toddlers, and/or their caregivers.<br>Education, Faculty of<br>Educational and Counselling Psychology, and Special Education (ECPS), Department of<br>Graduate

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39

Chan, Chi-lap Samuel. "Caries prevalence and feeding habits of toddlers in Hong Kong." Click to view the E-thesis via HKUTO, 1999. http://sunzi.lib.hku.hk/HKUTO/record/B38628375.

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George, Anjali. "Verbal short-term memory and fluid vocabulary skills in toddlers." Thesis, University of Canterbury. Department of Communication Disorders, 2012. http://hdl.handle.net/10092/6709.

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41

Chan, Chi-lap Samuel, and 陳自立. "Caries prevalence and feeding habits of toddlers in Hong Kong." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1999. http://hub.hku.hk/bib/B38628375.

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42

Forbes, Samuel Henry. "Colour word and colour category learning in infants and toddlers." Thesis, University of Oxford, 2017. http://ora.ox.ac.uk/objects/uuid:8ec923a1-fa95-4610-8c90-594033b2e706.

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This thesis examines how and when infants learn colour words, and how the knowledge of colour words affects their comprehension of colour categories. Over the course of seven experimental chapters, the ability of infants and toddlers to learn colour words, use colour words to process colours, and the role that colour words play in learning to perceive colour are all assessed. Chapters 2 and 3 assess claims that colour words are learned late using parental report and eye-tracking methods, finding that colour words are learned as early as 19 months. In contrast to this, Chapter 4 demonstrates that toddlers do not learn to modify colour words as dark or light until much later. Chapter 5 demonstrates that colour words are a crucial component for processing the colours of objects, showing that infants do not look to a colour-matched object unless they comprehend the colour word. Chapters 6 and 7 employ novel paradigms to explore categorical processing of colour, finding that infants have a preference for within-category colours, but that this has no effect on their attention to dynamic coloured stimuli. In Chapter 8, a prototype for an infant colour vision test is shown, demonstrating that the second year of life is crucial for development of visual closure. The generalisability of these results to infant perception and word learning is also discussed.

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43

Kamara, Dana. "Socioemotional Screening for Toddlers in Early Intervention: Agreement Among Measures." The Ohio State University, 2016. http://rave.ohiolink.edu/etdc/view?acc_num=osu1469578087.

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Benninger, Tara L. "Challenging Behavior in Infants and Toddlers with Autism Spectrum Disorder." The Ohio State University, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=osu155100989487257.

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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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46

Boyce, Sarah, G. Martin, C. Skinner, K. Wetherholt, and N. Scherer. "Communicative Acts and Word Acquisition in Toddlers with Cleft Palate." Digital Commons @ East Tennessee State University, 2010. https://dc.etsu.edu/etsu-works/1536.

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47

Gloeckler, Lissy R., Jennifer M. Cassell, and Amy J. Malkus. "An Analysis of Teacher Practices with Toddlers During Social Conflicts." Digital Commons @ East Tennessee State University, 2014. https://dc.etsu.edu/etsu-works/4585.

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Employing a quasi-experimental design, this pilot study on teacher practices with toddlers during social conflicts was conducted in the southeastern USA. Four child-care classrooms, teachers (n = 8) and children (n = 51) were assessed with the Classroom Assessment Scoring System – Toddler [CLASS-Toddler; La Paro, K., Hamre, B. K., & Pianta, R. C. (2011). Classroom Assessment Scoring System – Toddler (CLASS). Baltimore, MD: Brookes], an author-developed problem-solving measure, a measure of child temperament and teacher interviews. Teachers in intervention classrooms were provided professional development in three areas: (a) teacher self-regulation and stress management, (b) child self-regulation of emotions and behaviours, and (c) social problem solving. For intervention classrooms, results showed growth in several CLASS dimensions including positive climate, teacher sensitivity, and classroom guidance, while the problem-solving measure revealed an unanticipated increase in problems. Additional research is needed on toddler social problem-solving skills and supportive teacher practices. Further refinement of the problem-solving measure and delineation of specific professional development intervention components that indicate positive classroom change is needed.

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Elwood, Terril Joy. "Maternal linguistic input to normal and expressive language delayed toddlers." PDXScholar, 1989. https://pdxscholar.library.pdx.edu/open_access_etds/3864.

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Research suggests that the linguistic environment of the expressive language delayed child is different from that of his peers. Does this difference actually exist and if so, what are its characteristics? The purpose of this study was to describe the linguistic characteristics of mothers' input to children with normal language acquisition and those of mothers of expressively delayed toddlers; and to identify any differences between these groups. Though considerable research exists in this area, few studies have dealt specifically with large groups of expressively delayed toddlers.

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Spangle-Looney, Shawn. "Communication and socialization profiles in toddlers with expressive language delay." PDXScholar, 1988. https://pdxscholar.library.pdx.edu/open_access_etds/3843.

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The purpose of this study was to compare expressive communication, receptive communication, and socialization achievement in 18- to 34-month-old ELD toddlers to the same skills in normally-speaking children. The questions this study sought to answer were, how do the three skill areas in ELD toddlers compare with the same skills in normal toddlers?, will ELD subjects evidence specific profiles of deficits involving not only expressive but receptive and social skills as well? and, within the ELD subjects will two subgroups emerge, one group having poor expressive skills only, and a second group having deficits in addition to expression.

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Cesafsky, Mellisa J. "Baby sign language hindering or enhancing communication in infants and toddlers? /." Online version, 2009. http://www.uwstout.edu/lib/thesis/2009/2009cesafskym.pdf.

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