Dissertationen zum Thema „Primal play“
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1
Williams, Travis Andrew. „Ground-play yard-school play-school : a Ludic typology for primary education“. Thesis, Massachusetts Institute of Technology, 2013. http://hdl.handle.net/1721.1/79140.
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Thesis (M. Arch.)--Massachusetts Institute of Technology, Dept. of Architecture, 2013.This electronic version was submitted by the student author. The certified thesis is available in the Institute Archives and Special Collections.
Cataloged from student-submitted PDF version of thesis.
Includes bibliographical references (p. 218-221).
This thesis explores how free play can be promoted, incentivized, and enabled through architecture to reinterpret the elementary school typology within the urban context of the Los Angeles Unified School District. The project is not a playground, but it is not just a school either. It functions as a play of ground that uses manipulated terrain to serve the programmatic needs of a school while also allowing for playful reinterpretation during its use. It combines the school yard with the school through the wielding of a visual datum of 56 inches that allows the space to be inhabited differently by adult faculty compared to young students. The system of ground is designed to be dextrous enough to create scalar variations in space and complex relationships between interior and exterior. It also exists as a recognizable language of objects, pauses, slopes and cliffs. These construct schools within schools, and rooms inside of other rooms serving students individually and collectively within a continuous volume where walls do not exist. In the end, the school tries to re-present a programmatically recognizable example of a typical school for the LAUSD. However, it does this while also creating a combination of play and school that is greater than the sum of those two parts and allows for scales of socialization that promote endless iterations of play.
by Travis Andrew Williams.
M.Arch.
2
Chancellor, Barbara, und barbara chancellor@rmit edu au. „The Changing Face of Play in Australian Primary School Playgrounds“. RMIT University. Education, 2007. http://adt.lib.rmit.edu.au/adt/public/adt-VIT20080414.120725.
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This thesis examines the play of children in three Melbourne primary school playgrounds, in diverse socio-economic areas. Play categories were developed and data was collected using qualitative methods. The influence of school policy, teacher supervision styles, playspace design and provision of play equipment was explored and compared for each school. The voices of principals, teachers and children, in conjunction with playground observations and questionnaire response were compiled in order to develop a clear picture of each school playground. Findings showed that children in each school participated in a full range of play categories and were prepared to break school rules in order to do so.
3
Pykhtina, Olga. „Magic Land design and the use of interactive tabletops in non-directive play therapy with primary school children : to play or not to play?“ Thesis, University of Newcastle upon Tyne, 2015. http://hdl.handle.net/10443/2868.
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This research considers the role and design of digital technologies in play therapy settings with young children. Through an aggregation of academic and practitioner literature, and the results of focus group and individual interviews with therapists and counsellors, a set of design requirements for digital technologies that support non-directive play within a play therapy context is proposed. The study explores how these complex requirements could support non-directive play therapy principles through the development and evaluation of Magic Land, a set of four play therapy applications for an interactive tabletop. On the basis of the qualitative research evidence, it is suggested that the design guidelines should be deeply rooted in the theoretical foundations of non-directive play therapy and reflect a number of psychoanalytic and child social development theories. The concepts developed in two opposing schools of thought by Piaget and Vygotsky are used to guide the design and map the research findings. Taking into account the children’s interest in technology, the therapists’ skills, the affordances of the technology and the design guidelines aligned with the core theories of play therapy, it was found that the Magic Land application on an interactive tabletop could support such non-directive play therapy principles as the development of a trusting therapeutic relationship, a child’s creative expression and the gradual nature of the therapeutic process. It created opportunities for children to practise exercising a feeling of mastery and taking the initiative, as well as allowing for joyful and non-goal oriented free play.
4
Thomson, Sarah. „Play-grounded : the contested terrain of the primary school playground“. Thesis, Keele University, 2003. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.502935.
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5
Mackley, Honor. „Outdoor loose part materials mediating collaboration in primary play spaces“. Master's thesis, Australian Catholic University, 2019. https://acuresearchbank.acu.edu.au/download/07270b0f59fcf72a105a90629ab3a4f95552b8fa6c924ae5092e50706be73ac6/3961057/Mackley_2019_Outdoor_Materials_Mediating_Collaboration_Play_Spaces.pdf.
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This study is about outdoor unstructured play with recycled loose parts materials by primary school aged children. Specifically, it is an exploration of how loose parts play materials mediate the creation of intersubjectivity leading to collaborative behaviours between children. Using a micro-ethnographical approach, this study explored how groups of primary aged children (10-11 years old) from the same year group in a school located in Queensland, Australia used outdoor recycled loose parts as tools to create shared understandings and meanings leading to the construction of collaborative interactions and outcomes. Framed by sociocultural theory, verbal and non-verbal gestures, utterances and physical manipulations of the loose parts
6
Golledge, Huw D. R. „Does inter-columnar neuronal synchrony play a role in visual feature binding?“ Thesis, University of Newcastle Upon Tyne, 2000. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.323355.
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7
Dunn, Julie. „Who's pretending : a study of the dramatic play of primary school children“. Thesis, Queensland University of Technology, 1995. https://eprints.qut.edu.au/35848/1/35848_Dunn_1995.pdf.
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This study focuses on the exploration of the dramatic play of primary aged children and how this play is influenced by adult intervention. In order to research
this focus, a qualitative research project was conducted using ethnographic methodology. Observations of dramatic play were recorded, and interviews with children, their teachers and parents conducted. As well, play diaries were kept by small number of families and a survey of a larger group of parents was carried out. The children, parents and teachers were all members of the one school
community, with parents all being members of a Centre for Parents operating within the school. Out of this research a number of conclusions were drawn: i) children continue to demonstrate a desire to play dramatically well into their primary years, ii) the provision of opportunities and a supportive environment are the most important adult influences on play, iii) teachers are reluctant to intervene in play texts to develop or enhance them, iv) meaningful play texts can only be generated when the elements of drama are used effectively, and v) parents are generally not supportive of dramatic play within the curriculum.
8
Burger, Tammie L. „The Effects of Free Play As an Instructional Tool on the Quality of Improvisation of First, Second, and Third Grade Children“. Thesis, University of North Texas, 2000. https://digital.library.unt.edu/ark:/67531/metadc2730/.
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To look at the effect of free play on the musical improvisations of first, second and third grade children, 108 children were randomly assigned to either a control or treatment group. Subjects were tested using a researcher-designed instrument to elicit an improvisatory response. The control group then received regular music instruction (120 minutes every 2 weeks) and the treatment group received regular music instruction in conjunction with musical free play (100 minutes of instruction and 20 minutes of free play every 2 weeks). The treatment lasted 14 weeks. At the end of the treatment, all students were tested with the same testing instrument used for the pre test. Videotapes of the improvisations were submitted to three independent judges to rate for quality on a 5-point Likert scale. The change in ratings between pre and post tests were analyzed with an analysis of variance to determine if there were significant differences between the control and treatment groups. The analysis of the data revealed no significant difference in the change of ratings between control and treatment groups for the group as a whole, or for any particular grade level within the total group.
9
Greenland, Emma Elizabeth. „Acoustics of open plan classrooms in primary schools“. Thesis, London South Bank University, 2009. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.506704.
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10
Hassan, Laila Asaed. „Physical activity and play behaviour of primary school children in England and Libya“. Thesis, Liverpool John Moores University, 2011. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.546742.
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11
Bishop, Elizabeth May. „Using a cross-cultural conception of play to explore the play perspectives of children and parents of Somali heritage and primary school practitioners“. Thesis, University of Exeter, 2017. http://hdl.handle.net/10871/32100.
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This two phase study explored perspectives of play according to children and parents of Somali heritage and primary school practitioners, in a city in South West England. In an addition to the considerable research base concerning play, this study investigated the frequently overlooked cultural dimension of play and how this affects the education of Somali heritage children in England. The broader contentious concern of play’s role in Early Years and Primary education was also explored. A mixed methods pragmatic approach was employed in this study. In Phase One, a photograph sorting activity based on the Activity Apperception Story Procedure by Howard (2002), was used to enable the participation of young children and participants for whom English is not their first language. Established via this activity were definitions of play and work according to children and parents of Somali heritage and primary school practitioners. Exploratory Data Analysis was applied to examine this data. In Phase Two, a focus group design was used, with discussions drawing on cross-cultural conceptions of play (Gaskins, Haight & Lancy, 2007; Göncü, Tuermer, Jain & Johnson, 1999). This enabled the exploration of how parents of Somali heritage and primary school practitioners perceive play’s relationship to children’s development and learning, with consideration for their own experiences of childhood. Focus group data was analysed using thematic analysis, supported by the Cultural Historical Activity Theory framework. The findings of this study highlight shared and individual definitions of play, competing benefits of play and the cross-cultural importance of play being intrinsically motivated. Implications for practice centre on the need to recognise play as part of unique cultural milieus at a practitioner, school, educational psychology service and policy level.
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Botha, Cynthia Evelyn. „The implementation of developmental play therapy with pre-schoolers in a primary school : a case study“. Thesis, Stellenbosch : Stellenbosch University, 2004. http://hdl.handle.net/10019.1/50160.
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Thesis (MEdPsych)--University of Stellenbosch, 2004.ENGLISH ABSTRACT: My study aims to explore whether a Developmental Play Programme can be implemented in a primary school with learners, using trained volunteer therapists from an old age home in the area. I also looked at the experiences of the learners and that of the volunteer therapists using Developmental Play Therapy as a therapeutic technique. The technique facilitates the development of child-adult relationships that are necessary for the development of children. The research is in the form of a qualitative case study. It is approached from an ecosystemic perspective i.e. learners are viewed as a core system which in turn is part of several other systems, for example the family, school, church, community etc. The systems are interdependent, which means that change in the one system also results in change within other systems. In the data production video recordings, unstructured interviews, observations and field notes are used. Data analysis was done using principles of coding. The results of the study show that Developmental Play Therapy is indeed an effective psychotherapeutic technique to use in a primary school with a group of learners and to use senior citizens as volunteer therapists to do the therapy.
AFRIKAANSE OPSOMMING: Die doel met die studie is om na te vors of die Ontwikkelende speelprogram op leerders in 'n primêre skool toegepas kan word, deur inwoners van 'n ouetehuis in die area op te lei as vrywillige terapeute. Ek het die ervaringe van die leerders en die van die vrywillige terapeute observeer waar Ontwikkelende Speelterapie as terapeutiese tegniek toegepas is. Die tegniek bevorder onder andere die ontwikkeling van ouer - kindverhoudings, wat noodsaaklik is vir die ontwikkeling van kinders. Die navorsing neem die vorm van 'n kwalitatiewe gevallestudie aan. Dit word benader vanuit 'n ekosistemiese perspektief, dit wil sê die leerders word gesien as die kernsisteem wat deel is van verskeie ander sisteme soos byvoorbeeld die familie, skool, kerk en gemeenskap. Die sisteme is interafhanklik wat beteken dat verandering in een sisteem ook verandering in die ander sisteme tot gevolg het. In die data - produksie is tegnieke naamlik video - opnames, ongestruktureerde onderhoude, observasies en veldnotas gebruik. Data - analise is volgens die beginsels van kodering gedoen. Die resultate van die onderhewige studie toon dat Ontwikkelende speelterapie 'n effektiewe psigoterapeutiese tegniek is om in 'n primêre skool te gebruik met 'n groep leerders, en om gebruik te maak van senior burgers as vrywillige terapeute om die terapie te doen.
13
Williams, Helen J. „The relevance of role play to the learning of mathematics in the primary classroom“. Thesis, University of Roehampton, 2014. https://pure.roehampton.ac.uk/portal/en/studentthesis/the-relevance-of-role-play-to-the-learning-of-mathematics-in-the-primary-classroom(150d24c2-a0b2-4114-a5a0-19e678a0f77c).html.
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This thesis reports on an investigation into the relevance of role play to the learning of mathematics. It is a case study of one Reception and one Year Four class during the academic year 2011-2012, where role play was used for children to explore mathematics that ‘made human sense’ (Donaldson 1978). This study is grounded in social constructivist theories of learning, seen as the product of interaction amongst members of communities. It starts from the theoretical perspective of play being a key medium for children’s learning, drawing on a body of literature positively linking play to young children’s development. It takes the view from accumulating educational research, that discussion and social interaction are significant in learning mathematics and that learners’ mathematical identities affect their engagement. The following questions were posed in this study: • What mathematics can be learned through role play? • What does mathematics learning look like in different role play contexts? • To what extent might role play affect the development of mathematical resilience, involvement and a positive attitude to the subject? • What particular classroom conditions positively affect mathematics learning through role play? • What adult intervention helps or hinders? Ontologically, this study considers participants’ interactions and behaviours and their interpretations of these, as central to a situation. In order to address these questions and reflect my views on knowledge, a qualitative, interpretative methodology was adopted for this study. The findings suggest that role play is useful for mathematical learning and that it is possible to engage in complex mathematics through role play. I argue that the potency of role play is its ability to suspend disbelief and engage children as participants in a community of learners. This study also concludes there is potential for developing children’s mathematical awareness and metacognition through reflecting on role play. Whilst the importance of reflection on learning is well established, how a child learns about themselves as a mathematician is under-researched. This study begins to consider this issue.
14
Lane, Suzanne Elizabeth. „Do environmental factors play a significant role in the aetiology of primary systemic vasculitis?“ Thesis, University of East Anglia, 2001. https://ueaeprints.uea.ac.uk/38310/.
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15
Moulin, Elizabeth A. „Pre-primary children's progress and the school development plan“. Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 1997. https://ro.ecu.edu.au/theses/878.
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In recent years several policy changes have occurred in Western Australia regarding the provision of pre-compulsory education, particularly for children turning five. These changes have led to education of such children centred largely in full-time, on-site classes rather than in sessional, independent community centres, resulting in pre-primary education becoming mainstream school business. As such it is incorporated in the administrative, managerial and educational policies of the school including school development planning. The school development plan (SDP), a major tool of accountability within the school, provides a planning framework in selected priority areas in which methods of assessment and evaluation of children's progress are an important tool in demonstrating that accountability. There is a concern among some pre-primary teachers and Early Childhood Education specialists that these changes may lead to a trend towards practices more indicative of upper primary school levels, known as a 'push down' effect, on pre-primary classes. There is also a concern that an emphasis on assessment and evaluation for accountability purposes may lead to a decline in the use of assessment data in classroom planning. This qualitative study examined how and why teachers in selected Perth metropolitan pre-primary classes gathered and recorded information on children's progress, and how these choices related to the teacher's responsibility as articulated in the school development plan. The study also identified how that information was used both at class and school levels.
16
Walsh, Glenda. „The play versus formal debate : a study of early years provision in Northern Ireland and Denmark“. Thesis, Queen's University Belfast, 2000. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.325969.
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17
Breathnach, Helen. „Children's perspectives of play in an early childhood classroom“. Thesis, Queensland University of Technology, 2017. https://eprints.qut.edu.au/110539/1/Helen_Breathnach_Thesis.pdf.
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While play is valued conceptually and pedagogically, its place in early years settings is under increasing pressure. Framed by the sociology of childhood, this ethnographic study in a Queensland Preparatory Year classroom investigated children's perspectives of play, and the ways in which they engaged in activities in an environment where play-based learning was supported. Video-recorded observations and conversations with children showed their complex understandings of classroom activities, raising questions about what counts as 'play' and 'work' for children. Findings have implications for enhancing children's agency in classroom practices, and identify methodological considerations for respecting children's agency as research participants.
18
Rosen, Rachel. „Playing with inequality : an ethnographic study examining the ambiguities of young children's death and violence play“. Thesis, University College London (University of London), 2014. http://discovery.ucl.ac.uk/10018719/.
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Young children’s imaginative play about death and violence is contentious and under-theorised, often approached in normative terms where the play represents the source of or solution for wider ‘social problems’. In contrast, this study offers insights into the complex and shifting social ecology of death/violence play in one London-based nursery and clarifies the processes through which inequitable sociospatial relations are renewed, reworked, and even transformed in such activity. Utilising a critical ethnographic approach informed by critical realism and the social studies of childhood, the study engaged with children’s and adult educators’ perspectives and practices over a period of 1½ years through semi-participant observation, interviews, and multivocal video revisiting. The initial data chapters offer an analytic description of the setting, arguing that contradictory discursive, institutional, and material relations serve to render children’s death/violence play as ‘matter out of place’, paradoxically considered partially recuperable in relation to (boys’) development. The subsequent data chapters, informed by materialist feminist perspectives, point to the way imaginary characters became mobile resources for some children whilst inequalities serve to inscribe characters, including the monstrous, on others. The chapters point to the identifications players made with characters and narratives through a process of intense dialogic embodiment, in the process renewing sociospatial relations linked to normative heterosexuality, hegemonic masculinity, propertied relations, and flexible selves. This thesis, however, contends that ludic activity offers possibilities for overturning the status quo and enacting new social imaginaries. In the study setting, the death trope served as a generative metaphor to provoke caring touch, opening up social relations beyond economic calculation and gendered and generationed aspects of care. Play, it is argued, is a site of struggle, one that can offer a space of ethical-political engagement and radical potential, with implications for pedagogical projects concerned with equality and social transformation.
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Zachariou, Antonia. „Musical play and self-regulation : an exploration of 6- and 8-year old children's self-regulatory behaviours during musical play sessions at Cypriot primary schools“. Thesis, University of Cambridge, 2015. https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.708961.
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Rose, R. „Pilot study into the effectiveness of individual play therapy for vulnerable children in primary schools“. Thesis, University of Oxford, 2004. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.404217.
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Jones, Valerie. „An evaluation of PALS (Play and Learning to Socialise) in primary school settings in Ireland“. Thesis, University College London (University of London), 2010. http://discovery.ucl.ac.uk/10019956/.
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Background: Social and emotional competence is an important factor which aids the development of positive peer relationships. Children who present with internalising or externalising behaviour have often been shown to have difficulty forming positive peer relationships. Research into this area has focused on the importance of early years interventions to support these children. One intervention that aims to develop the competencies in such children is the play and learning to socialise (PALS) social skills programme. Aims: This mixed methods research sought to examine the effectiveness and feasibility of PALS in a number of primary school settings in Ireland with a view to exploring whether it impacted positively on the children selected for participation. Participants and method: Ninety children, male or female, aged between four and six, were selected from fifteen primary schools. Six children from each school were selected and schools were assigned to either the intervention or waiting list/control group. Eight staff members and twelve parents, two from each school in the intervention group, were interviewed post PALS to explore their perceived effectiveness of the programme. Data was gathered pre and post intervention from both groups using a fixed interval observation schedule and two behaviour rating forms (Child Social Behaviour Questionnaire and the Strengths and Difficulties Questionnaire). Results: Results of the study indicate that PALS was effective in reducing certain negative behaviours and increasing positive, social interactions in children selected for participation. Empathy and children's ability to identify feelings was an area outlined as needing further development in the PALS programme. Conclusions: This research highlighted the importance of developing social and emotional competencies in all children. It also emphasised the importance of supporting staff members and parents in this area to equip them with the skills needed to support those children presenting with internalising or externalising behaviours.
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Page, Richard Daniel. „The role that parents play in their children's academic progress at a previously disadvantaged primary school in Cape Town“. University of the Western Cape, 2016. http://hdl.handle.net/11394/5462.
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Magister Educationis - MEdDifferent studies indicate that parents, who offer their services as volunteers at their children's school, assist with homework and participate in school activities, can influence the learners’ academic success in a positive manner (Lunenberg & Irby, 2002; Sanders & Sheldon, 2009). Therefore, parents are considered to be one of the most important and indispensable stakeholders in education. Parental involvement in their children's schooling is a critical factor that influences academic success of learners, but despite its importance, parental involvement at previously disadvantaged primary schools appears to be discouragingly low. This study explored the role parents play in their children's academic progress at a previously disadvantaged primary school in Cape Town. The study attempted to answer the following research questions: (i) How does parental involvement influence the academic achievement of their children? (ii) What roles do educators expect parents to play in the development of their children's academic achievement? (iii) Which factors enhance and hinder parental involvement across the phases of primary schooling? (iv) How does parental involvement in children's academic progress change over time as learners' progress through the primary schooling phase? The study is located within the interpretive paradigm, using qualitative case study design. The study began by undertaking a literature review to explore the phenomenon of parental involvement in their children's schooling and its relationship to the academic achievement of learners. Therefore, data was collected using three groups of participants. Participants were purposively chosen with the aim of exploring perspectives about parental involvement (in their children’s schooling) from diverse role players. Data was collected via questionnaires and individual semi-structured interviews. Data was analysed thematically. The study's findings report on parental involvement in terms of both school-based (e.g. voluntary assistance at school) as well as home-based involvement (e.g. homework activities). The findings of this study revealed that parental involvement can positively influence academic achievement of primary school learners. The parent participants regarded education as important and this notion was affirmed by the learner participants. There was also sufficient evidence in this study to suggest that the parent participants associated the concept of parental involvement with more home-based activities. The learner participants in this study expressed both positive and negative feelings about their parents' involvement with regard to their homework activities. The learner participants reported that their mothers rather than their fathers assisted them with homework. The weaker scholastic achievement learner participants reported that they received less homework assistance from their parents in comparison to the average and strong scholastic achievement groups. The parent participants also reported that they were unable to assist their children with certain homework activities. The parent participants reported that the homework workload was far too much for their children. Encouraging their children to read was more prevalent in the average and strong scholastic achievement categories than the weak scholastic achievement group. The findings revealed that those parents who were more involved in their children's schooling produced academically stronger learners than those who were less involved. The educator participants reported that parental involvement had a positive influence on the learners' academic achievement. The findings highlight the various factors responsible for enhancing and hindering parental involvement at a specific primary school. The study revealed that parental support declined as the learner's progressed from one phase to the next. There is no doubt that parental involvement plays a pivotal role in a learner's academic achievement. Furthermore, since education is often regarded as the primary way to develop our country, encouraging parental involvement in their children’s schooling is essential in developing an educational society
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Jones, Carol L. „Clinicians' Perceptions of North Carolina's 10-Year Primary Prevention Plan“. ScholarWorks, 2016. https://scholarworks.waldenu.edu/dissertations/2664.
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The cost of domestic and intimate partner violence (DIPV) exceeded $8 billion annually on a national level, and North Carolina spent $307 million on DIPV and DIPV-related mental health care. Studies have shown a correlation between DIPV, mental illness, and substance abuse. North Carolina was found to have higher than normal risk factors for DIPV. In response, the Centers for Disease Control and Prevention partnered with the North Carolina Coalition Against Domestic Violence (NCCADV) to develop the NCCADV 10-year primary prevention plan. This study investigated clinicians' perceptions of the effectiveness of the plan. Phenomenological thought served as the conceptual framework. A purposive sample of 10 clinicians who worked in the region with DIPV clients in the preceding 12 months responded to semistructured interview questions that investigated their perceptions of whether the 10-year plan had a positive influence on victims and if the plan could potentially impact victims' future mental health and substance use behaviors. Interview data were transcribed, open coded, and thematically analyzed with the aid of qualitative software. Study results indicated that these clinicians believed the plan did not impact DIPV clients' current behaviors and was unlikely to have a future impact. A policy recommendation in the form of a position paper resulted from the findings, which recommended the use of mass media that encompass old and new technologies to promote primary prevention efforts by stakeholders and practitioners for the general public. This study has implications for positive social change in that it may provide knowledge to clinicians and stakeholders at the study site that aids them in understanding and preventing DIPV, in addition to promoting an overall increase in public awareness of the negative effects of DIPV.
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Parsons, Ashley. „Young Children and Nature: Outdoor Play and Development, Experiences Fostering Environmental Consciousness, And the Implications on Playground Design“. Thesis, Virginia Tech, 2011. http://hdl.handle.net/10919/32281.
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Play is a pivotal part of a child’s life. Outdoor play fosters opportunities for creativity, imagination, social connections, and learned behaviors. There are two types of outdoor playscapes: natural and constructed. Natural playscapes offer sensory stimulation and physical diversity which is critical for childhood experiences outdoors. Through careful design, constructed playscapes can be greened to simulate natural playscapes. Greening is the integration of natural elements and processes in a playscape. Children’s direct social and individual experiences in nature in early to middle childhood during the “developmental window of opportunity” between the ages of three and twelve years help shape their environmental identity and guide their environmental actions. Outdoor play in greened playscapes has a positive effect on children’s social development, motor skill development, attention, and activity level. It also can provide children with experiences in naturalistic landscapes which could impact their morals, values and actions. School yards have the ability to assist in teaching children and act as a safe-haven where parental concerns for safety and risk do not inhibit play. Understanding the relationships between play, experiences in nature, environmental identity, the health, learning, attention, and development benefits of outdoor play, and the evolution of playscape design, a series of guidelines can be created to provide better childhood playscapes.Master of Landscape Architecture
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Jones, Anthony Robert. „The Role Cranberry Proanthocyanidins Play in the Primary Attachment of Bacteria to Surfaces: Bacillus cereus Model“. Atlanta, Ga. : Georgia State University, 2008. http://digitalarchive.gsu.edu/biology_diss/51/.
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Thesis (Ph. D.)--Georgia State University, 2008.Title from title page (Digital Archive@GSU, viewed June 24, 2010) Sidney Crow Jr., committee chair; Kuk-Jeong Chen, Robert Simmons, George Pierce, committee members. Includes bibliographical references (p. 66-68).
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López, Cartagena Clara Lucy, Verastegui Franz Ricardo Jäeger und Carranza Karina Ramírez. „Plan para mejorar el abastecimiento de materia prima reciclada en empresa productora de RPET“. Master's thesis, Universidad del Pacífico, 2019. http://hdl.handle.net/11354/2361.
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La Unidad de negocio de reciclado pertenece a una empresa que se desarrolla en el sector económico del plástico como proveedor líder en la fabricación de envases rígidos en la región andina, Centroamérica y el Caribe. De modo que la presente tesis tiene el objetivo de mejorar el abastecimiento de la Unidad de negocio de reciclado de la principal productora de envases PET y resina reciclada del país. Con este propósito, se debe considerar que una de sus dos líneas de producción utiliza el 40% de su capacidad instalada teórica debido a la falta de materia prima (botella post-consumo reciclada). Esta información se conoce a través de un diagnóstico de su cadena de suministro que utiliza la metodología del Mapa estratégico funcional, que identifica la implementación de centros de acopio como la actividad que mejor se alinea con la estrategia general de la empresa para diversificar las fuentes de abastecimiento. Actualmente, la unidad de reciclado cuenta con un centro de acopio en Ica que ha contribuido con los volúmenes de compra. En ese sentido, se propone la implementación de un segundo centro de acopio en Trujillo que diversifique las fuentes de suministro. Para determinar la ubicación del mismo, se utilizó el modelo de centro de gravedad (Chopra y Meindl 2013), que permitió localizar el punto que minimiza el costo de transporte e incrementa la cantidad de acopio. Posterior a ello, se realizó el análisis cuantitativo y cualitativo que permitió establecer la ciudad que representa la mejor alternativa para la ubicación del centro de acopio, así como su capacidad instalada según el estudio de factor poblacional.
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Alvarez, Sara P. „NUESTROS SONIDOS: A CASE STUDY OF BILINGUAL MUSIC AND PLAY AMONG PRIMARY-SCHOOL AGE HERITAGE LANGUAGE LEARNERS“. UKnowledge, 2014. http://uknowledge.uky.edu/english_etds/7.
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The demographics in the United States continue to show a dramatic increase of immigrant students who speak a language other than English at home (Smitherman; U.S. Census); however, schooling ideologies and practices continue to treat developing bilingualism as a detriment to students entering school rather than a resource (Canagarajah; Heath; Matsuda; Valdés et al; Richardson; Santa Ana; Street). In this case study, conducted in the “Nuevo New South” (Mohl; Rich and Miranda), I observed how bilingual music and play in school-like settings can promote bilingual literacy practices and bridge gaps between traditional schooling practices and communities ways of languaging. Engaging in structured music and play practices creates spaces that can generate moments of felicidad and meta-construction of heritage language users as bilinguals.
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Parihuzičová, Veronika. „Ocenění společnosti FTV Prima, spol. s r.o“. Master's thesis, Vysoká škola ekonomická v Praze, 2012. http://www.nusl.cz/ntk/nusl-124927.
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The aim of this thesis is to determine the market value of the company FTV Prima,spol. s r.o. to 31.7.2012. The thesis includes strategic analysis, financial analysis, financial plan and valuation of the company. At the end of this thesis is also executed sensitivity analysis to assess possible fluctuations of indicators that have major impact on the market value.
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Schetzina, Karen E., und William T. Dalton. „Putting a PLAN into Practice for Child Obesity Management in Primary Care“. Digital Commons @ East Tennessee State University, 2011. https://dc.etsu.edu/etsu-works/5020.
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Luk, Yuk Fun. „Effects of play on children's psychological adjustment from the perspectives of primary school children, class teachers and student guidance teachers“. HKBU Institutional Repository, 2002. http://repository.hkbu.edu.hk/etd_ra/438.
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Lopez, Helen Trevino. „The Effects of a Therapeutic Play Intervention on Hispanic Students' Reading Achievement, Self-Concept, and Behavior“. Thesis, University of North Texas, 2000. https://digital.library.unt.edu/ark:/67531/metadc2712/.
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This study employed a pretest/posttest control group design to investigate the achievement of second grade Hispanic students from a predominantly low socio-economic school in a large metropolitan city. The thirty Hispanic students with the lowest scores on the Gates MacGinitie Reading Test were randomly assigned to the experimental group (n =15) or the control group (n=15). The treatment consisted of 16, 30-minute sessions of play intervention--2 times per week for 8 weeks. The providers of play therapy were school personnel trained in the principles of child-centered play therapy including tracking, reflecting feelings, and setting limits. Instruments were administered to all subjects prior to the 8 week treatment period and in the two-week period following treatment and included the GMRT, the Joseph Pre-School Primary Self-Concept Test (JPPSCST) and the Child Behavior Checklist Teacher Report Form (CBCTRF). Statistical analyses included a (t-test; 2 tail; p > .05), discriminant analysis, and cross validation. The results indicated that children who received play therapy did not achieve notably higher mean scores in reading. However, play therapy did improve the experimental group's self-concept scores and their internal behavior scores, though not significantly. All differences between the experimental and the control groups were within 1 point except the JPPSCST self-concept mean scores were 1.53 in favor of the experimental group. The CBCTRF Internal behavior mean scores were 1.20 in favor of the experimental group indicating a positive trend. The CBCTRF External behavior scores were 2.74 in favor of the control group. None of the differences was statistically significant and the 4 null hypotheses were accepted. The sample size (N =30) suggests the need to exercise caution in interpreting these findings.Further research utilizing a longer time period between pretesting and posttesting is recommended and may provide more definite information regarding the impact of play therapy on children's reading, self-concept, and internal and external behavioral characteristics.
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Saleem, Mohammad. „A strategic plan for universal primary enrollment in Pakistan by the year 2000 /“. Access Digital Full Text version, 1991. http://pocketknowledge.tc.columbia.edu/home.php/bybib/11167646.
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Thesis (Ed.D.) -- Teachers College, Columbia University, 1991.Typescript; issued also on microfilm. Sponsor: Craig Richards. Dissertation Committee: Thurston Atkins. Includes bibliographical references: (leaves 208-215).
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Morrow, Gillian Margaret. „Teacher planning in the primary school : the person, the plan and the practice“. Thesis, University of Newcastle Upon Tyne, 2001. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.341782.
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Pelton, Derrick Kyle. „Evidence-Based Plan for Promoting Physical Activity Among Deaf Adults in Primary Care“. Diss., The University of Arizona, 2013. http://hdl.handle.net/10150/311571.
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Objectives. The purpose of this practice inquiry (PI) was to develop an evidence based plan for promoting physical activity among Deaf adults in a primary care setting. The aims of this PI were to 1) review research about the relationship between physical activity and health 2) review research about use of pedometers to motivate increased walking and 3) describe baseline physical activity among Deaf adults using pedometer step counts based on a secondary analysis of an existing data set. Design. The secondary analysis of an existing data set analyzed demographic data and pedometer data (steps/day). Participants received standardized instructions about using the pedometer in-person, in American Sign Language (ASL) and also received a DVD with the instructions in ASL for review at home. The review of literature and secondary analysis were used to propose an evidenced-based plan to increase physical activity in Deaf adults in the primary care setting. Sample: Eighty-seven participants met inclusion criteria for this secondary analysis: 1) at least 45 years of age, 2) self-identified as a member of the Deaf community, 3) fluent in ASL, 4) no existing diagnosis of coronary artery disease, and 5) at least one risk factor for cardiovascular disease: overweight/obese, sedentary, diabetes, hypertension, hyperlipidemia. Results: Results support the value of physical activity for health promotion and risk reduction, and supported use of pedometers to encourage increased walking. The secondary analysis of data from 87 Deaf adults showed that their average steps/day were 5,667, which fall short of the 2008 Physical Activity Guidelines for Americans. Men tended to walk more than women, though the difference did not reach statistical significance. There was an inverse correlation between age and steps/day (r=.280, p=.007) consistent with a low active lifestyle. Conclusion. There is considerable support for providing pedometers to at-risk Deaf adults in primary care, with both group and individual instructions in ASL and follow-up to monitor increases in average steps/day as an effective strategy for increasing physical activity. This would not be a stand-alone intervention, but part of an overall risk assessment and evidenced based plan to increase physical activity in Deaf adults.
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Miller, Julia Susan. „Videotaped exercises and instruction for primary care physiotherapy patients : exploring the role they play in shoulder and back pain“. Thesis, University of Liverpool, 2006. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.428997.
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Stokes, Triona. „What is 'pretend play'? : investigating the perceptions of young children and other key stakeholders in three Irish primary school settings“. Thesis, Queen's University Belfast, 2016. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.709842.
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The aim of this study was to investigate how pretend play is conceived and enacted within Irish primary school contexts. Of particular interest was the extent to which children exercised choice and control in pretend play and the factors which enable it in a school setting.
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Dalton, William T., Karen E. Schetzina, Nicole Holt, Hazel Fulton-Robinson, Ai-Leng Ho, Fred Tudiver, Mathew T. McBee und Tiejian Wu. „Parent-Led Activity and Nutrition (plan) for Healthy Living: Design and Methods“. Digital Commons @ East Tennessee State University, 2011. https://dc.etsu.edu/etsu-works/5107.
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Child obesity has become an important public health concern, especially in rural areas. Primary care providers are well positioned to intervene with children and their parents, but encounter many barriers to addressing child overweight and obesity. This paper describes the design and methods of a cluster-randomized controlled trial to evaluate a parent-mediated approach utilizing physician's brief motivational interviewing and parent group sessions to treat child (ages 5–11 years) overweight and obesity in the primary care setting in Southern Appalachia. Specific aims of this pilot project will be 1) to establish a primary care based and parent-mediated childhood overweight intervention program in the primary care setting, 2) to explore the efficacy of this intervention in promoting healthier weight status and health behaviors of children, and 3) to examine the acceptability and feasibility of the approach among parents and primary care providers. If proven to be effective, this approach may be an exportable model to other primary care practices.
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Jarvis, Pamela Ann. „The role of rough and tumble play in childrens social and gender role development in the early years of primary school“. Thesis, Leeds Beckett University, 2004. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.410328.
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Mayeza, Emmanuel Simo. „Playing gender in childhood : how boys and girls construct and experience schooling and play in a township primary school near Durban“. Thesis, Stellenbosch : Stellenbosch University, 2015. http://hdl.handle.net/10019.1/96650.
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Thesis (DPhil)--Stellenbosch University, 2015.ENGLISH ABSTRACT: Research on how children learn to behave in gendered ways has focused on a „top-down‟ process of socialisation which positions children as passive recipients of gender norms of the societies they inhabit. In contrast, this ethnographic study explores gender as constructed and experienced by children themselves with a specific focus on play as a means through which social identities are produced. This study focuses on children between the ages of six and ten and explores how they construct and experience being „boys‟ and being „girls‟ through play in a township primary school near Durban. This research is influenced by the emerging perspective in academic ways of thinking about childhood; identified by Prout and James (1997) as the „New Sociology of Childhood‟ (NSC). Departing from the traditional socialisation ways of thinking about children‟s social worlds from the perspectives of adults, the NSC views children as active agents in society whose social lives, behaviours and relationships are worthy of study in their own right. In this study, I engage with children‟s agency by adopting a critical child-centred methodological approach to explore symbolic meanings the young boys and girls in the study attach to play. In adopting this research approach, this study generates new understandings about ways in which South African boys and girls in the study construct and experience schooling and play. Findings raise various implications for ways of working with children, both in research and in education, in ways which engages with their own constructions of the stereotypes of masculinity and femininity through play.
AFRIKAANSE OPSOMMING: Nie beskikbaar
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Piper, Anne, und Anne Piper. „Facilitating the Use of Asthma Action Plans in Primary Care: A Quality Improvement Project“. Diss., The University of Arizona, 2017. http://hdl.handle.net/10150/623007.
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Asthma is a chronic respiratory disease affecting over 300 million individuals worldwide (Akinbami et al., 2012; Brashers, 2010). Despite increased knowledge regarding the mechanisms and pathophysiology of asthma and increased treatment options, the prevalence of asthma in the United States continues to rise (Akinbami et al., 2012). Evidence-based guidelines on the treatment and management of asthma have been available for over 20 years and the use of Asthma Action Plans (AAP) has been consistently recommended to provide patients with the self-management skills to control asthma symptoms. However, research has consistently demonstrated underutilized AAPs as a method to decrease asthma exacerbations. The purpose of this DNP project was to develop and implement a quality improvement (QI) initiative with Internal and Family Medicine in Mesa-Gilbert, Arizona that will improve asthma clinical management by providing the patient self-management skills needed to control the symptoms, prevent complications, and improve outcomes through the implementation of AAP standards for patients diagnosed with asthma. Using the Plan-Do-Study-Act (PDSA) method to promote quality improvement (QI), a root cause analysis was conducted to evaluate the current processes within the clinic. The QI team agreed upon a process change, which was implemented to promote the identification of patients with asthma so that an AAP could be implemented. The low rates of patients identified during the time period in which this QI project was conducted presented a limitation as to whether the process change was truly effective. This project discussed the process of QI using the PDSA Model for Improvement and need for evidence-based practice to promote improved patient outcomes. Further PDSA cycles and additional time are required to fully incorporate process change and to determine the effectiveness of the intervention.
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Riba, Bellera Lydia. „Registre i valoració de les creences i valors al pla de cures: percepció d'infermeres d'atenció primària de l'Institut Català de la Salut“. Doctoral thesis, Universitat Rovira i Virgili, 2016. http://hdl.handle.net/10803/399294.
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Estem davant de canvis importants que han fet créixer una nova societat pluricultural amb creences i valors ben diferents. A les infermeres els cal conèixer el que pensa i creu la persona de qui tenen cura i ens preocupa que aquestes dades, per diversos motius, no quedin registrades al pla de cures. En aquest treball volem saber, comprendre i analitzar el que pensen les professionals sobre les creences i valors, com a mecanisme de coneixement integral de la persona per elaborar el pla d’atenció d’infermeria.
És un estudi de disseny qualitatiu. S’han escollit dos àmbits aparentment diferents: l'urbà i el rural. Les eines han estat: entrevista en profunditat semiestructurada per a les infermeres que treballen al centre i grup focal per a les de pràctica avançada; unes i altres estan integrades a l’Equip d’Atenció Primària (EAP), fan atenció domiciliària i utilitzen els mateixos recursos materials per gestionar les cures.
Hi han participat 47 professionals (29 infermeres de l’àmbit urbà SAP Litoral-Esquerra i 18 infermeres de l’àmbit rural - ABS Rural Penedès). Els resultats han aportat expressions de negativitat i de positivitat, diferenciades i contraposades entre si. La negativitat ha proporcionat informació sobre desacord, dificultats, dubtes i manca de coneixements. La positivitat reflecteix que són necessàries aquestes dades. Cal més formació, registres facilitadors i millor comunicació interprofessional.
Aportem un coneixement real i complementari sobre les vivències de les infermeres, pel que fa a la interpretació i utilització d’aquestes dades i la implicació en la pràctica clínica dins de les cures. No s’han observat grans diferències entre la zona urbana i la rural. A tot arreu les infermeres se senten col·lapsades per la lluita constant entre el món laboral, el professional i les necessitats de la població. Ens cal més reflexió i menys imposició per ajudar a millorar els processos de cures.Estamos ante cambios importantes que han hecho crecer una nueva sociedad pluricultural con creencias y valores muy diferentes. A las enfermeras necesitan conocer lo que piensa y cree la persona de quien cuidan y nos preocupa que estos datos, por diversos motivos, no queden registradas en el plan de cuidados. En este trabajo queremos saber, comprender y analizar lo que piensan las profesionales sobre las creencias y valores, como mecanismo de conocimiento integral de la persona para elaborar el plan de atención de enfermería. Es un estudio de diseño cualitativo. Se han escogido dos ámbitos aparentemente diferentes: el urbano y el rural. Las herramientas han sido: entrevista en profundidad semiestructurada para las enfermeras que trabajan en el centro y grupo focal para las de práctica avanzada; unas y otras están integradas al Equipo de Atención Primaria (EAP), hacen atención domiciliaria y utilizan los mismos recursos materiales para gestionar los cuidados. Han participado 47 profesionales (29 enfermeras del ámbito urbano SAP Litoral-Izquierda y 18 enfermeras del ámbito rural - ABS Rural Penedès). Los resultados han aportado expresiones de negatividad y de positividad, diferenciadas y contrapuestas entre sí. La negatividad ha proporcionado información sobre desacuerdo, dificultades, dudas y falta de conocimientos. La positividad refleja que son necesarias estos datos. Hace falta más formación, registros facilitadores y mejor comunicación interprofesional. Aportamos un conocimiento real y complementario sobre las vivencias de las enfermeras, con respecto a la interpretación y utilización de estos datos y la implicación en la práctica clínica dentro de los cuidados. No se han observado grandes diferencias entre la zona urbana y la rural. En todas partes las enfermeras se sienten colapsadas por la lucha constante entre el mundo laboral, el profesional y las necesidades de la población. Necesitamos más reflexión y menos imposición para ayudar a mejorar los procesos de cuidados. Palabras clave: creencias, valores, atención primaria, plan de cuidados y cuidados domiciliarios.
We are currently experiencing important changes that have led to a new multicultural society with different beliefs and values. Nurses need to be aware of the thoughts and beliefs of the individuals that they care for. We are concerned that, for various reasons, this information is not recorded in the care plan. Our objectives in this study are to determine, understand and analyse what nurses think about beliefs and values and how knowledge of them can play an integral part in creating a nursing care plan. This is a qualitative study. We have chosen two seemingly different ambits: the urban and the rural. We carried out semi-structured in-depth interviews for the nurses working at the health centre and created a focus group for those engaged in advanced practice. Both groups of nurses are members of the Primary Care Team, both carry out home visits and both use the same resources to manage patients’ health issues. 47 nurses participated (29 from the urban Litoral-Esquerra Primary Care Service and 18 from the Rural Penedès Basic Health Area). The interviews and focus group produced a range of varying and contrast opinions, both negative and positive. The negative opinions indicated levels of disagreement, difficulties, doubts and lack of knowledge. Positive opinions reflected a general belief that such patient information was necessary. As a result, more training, more records and better professional communication are needed. Our study provides real and complementary knowledge about the experiences of nurses that can be interpreted, used and applied to in clinical practice. We did not find any significant differences between the urban and rural areas. The nurses felt completely overwhelmed by the constant struggle between their work, the professional careers and the needs of the population. We need greater reflection and fewer impositions if we are going to improve care processes.
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Davén, Jonatan. „Free Primary Education in Tanzania? : A case study on costs and accessibility of primary education in Babati town“. Thesis, Södertörn University College, School of Life Sciences, 2008. http://urn.kb.se/resolve?urn=urn:nbn:se:sh:diva-1833.
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In 2002 Tanzania initiated the implementation of the Primary Education Development Plan (PEDP), in which a substantial capacity expansion and quality improvement of primary education was outlined. The most important measure in the plan was to make primary school free and accessible to all, irrespective of financial capabilities. This thesis is a qualitative policy study, which aims at finding out whether or not primary education is free and equally accessible to all in Tanzania. Besides establishing if it is in fact free and accessible, the thesis identifies the main costs and restraints to access and also brings forward the children’s perceptions on these restraints. The answers to these questions were sought in a case study, conducted in Babati District in Northern Tanzania. Data were collected through semi-structured interviews with households, school staff and primary school children and their responses has been compared to the national policy on primary education. The main conclusions of the study are that: Primary education is not free in Tanzania, as there are significant costs involved to send a child to primary school, such as school uniform, school material and various contributions to the running costs of the school. Neither is primary education equally accessible to all, as children from households, which cannot pay these costs, are sent home from school on a regular basis. Lastly, being sent home has a damaging effect on the children’s school performances and self-esteem.
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Willaredt, Marc August [Verfasser], und Thomas W. [Akademischer Betreuer] Holstein. „Analsysis of the ENU-generated mouse mutant cbs: Primary cilia play a crucial role in cortical development / Marc August Willaredt ; Betreuer: Thomas Holstein“. Heidelberg : Universitätsbibliothek Heidelberg, 2013. http://d-nb.info/1177040808/34.
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González, Viana Angelina 1974. „Evaluación de la implementación a escala del Plan de Actividad Física, Deporte y Salud“. Doctoral thesis, Universitat Pompeu Fabra, 2018. http://hdl.handle.net/10803/665821.
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En adultos, 10 minutos de actividad física (AF) tres veces al día, previene enfermedades no transmisibles y prolonga la esperanza de vida. El Plan de Actividad Física, Deporte y Salud (PAFES) busca incrementar el nivel de AF en adultos a través de: 1) guías clínicas de AF; 2) identificar recursos locales de AF; 3) cribado/consejo de AF en atención primaria de salud (APS). Se implementa mediante capacitación, apoyo a municipios, difusión web, e impulso del Día Mundial de la Actividad Física (DMAF). Se pretende evaluar la implementación y efectividad del PAFES en Cataluña mediante una revisión de alcance, evaluación de impacto y proceso con el marco REAIM, el efecto de su implementación sobre el control de factores de riesgo cardiovascular a nivel de equipos de APS y la evaluación del DMAF. El PAFES presenta buenos resultados para las dimensiones REAIM, favorece el control de la tensión arterial y diabetes y el DMAF llega a un gran volumen de población con un coste mínimoIn adults, 10 minutes of moderate physical activity (PA) three times a day helps prevent non-communicable diseases and prolongs life expectancy. The Physical Activity, Sports and Health Plan (PAFES- Catalan acronym) seeks to increase adult’s PA through 3 elements 1) clinical guidelines for PA; 2) local PA resources; 3) PA screening/advice in primary health care (PHC). Implementation included training, support to municipalities, dissemination through web, and promotion of World Physical Activity Day (WPAD). This thesis aims to evaluate PAFES implementation and effectiveness through a scoping review of scaled PHC PA promotion programs, the impact and process evaluation with REAIM framework, its effect on the control of cardiovascular risk factors at PHC level, and evaluation of DMAF. PAFES presents good results for all REAIM dimensions, favours the control of blood pressure and diabetes, and the DMAF reaches large populations with a minimum cost.
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Drexler, Stina. „Exploring the idea of an Outdoor Primary School : - from the perspective of West European Outdoor Education Professionals“. Thesis, Linköpings universitet, Pedagogik och didaktik, 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-157461.
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As past research has found benefits of outdoor education and the current global society is facing a decline in access to beneficial natural spaces due to urbanization (Keniger, Gaston, Irvine & Fuller 2013), the aim of this master thesis research project was to explore the idea of an Outdoor Primary School, a way to provide children the access to beneficial natural spaces. In order to explore this idea, Professional Outdoor Educators (n= 61) were interviewed and asked to fill out a survey about the following aspects: outdoor and indoor spaces, learning activities, curriculum and challenges related to an Outdoor Primary School. There was a wide range of results showing that an Outdoor Primary School is a way to incorporate beneficial ways of learning, such as project-based learning, experience-based and practical learning, social learning, play and student-centered learning in formal schooling. Including learning content and activities that can aid children’s development such as food, animals and sustainability is also possible in an Outdoor Primary School as shown below. Furthermore, an Outdoor Primary School is an institution that can be equipped with beneficial learning environments, such as natural environments, a vast space, spaces for cooking, growing food and keeping animals, quiet zones, play zones and opportunities for creating, building and crafts. These results go in line with previous research about Outdoor Education and related fields, suggesting that an Outdoor Primary School both holds challenges but also is a possible model to bring together many beneficial ways of learning that are already being practiced today.
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Johansen, Pernilla, und Mio Wendahl. „Konstruktionslek och genusskillnader inom teknikämnet. : - En systematisk litteraturstudie kring barns konstruerande samt vilka könsspecifika skillnader som finns inom teknikämnet“. Thesis, Linköpings universitet, Institutionen för samhälls- och välfärdsstudier, 2017. http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-144396.
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Denna studie har som syfte att undersöka hur barns konstruktionslek kan bli till ett givande undervisningstillfälle samt vilka könsspecifika skillnader som finns inom teknikämnet. Målgruppen för denna studie är barn i yngre åldrar, så som förskolan och lågstadiet. Metoden som används är en systematisk litteraturgenomgång samt en induktiv tematisk analys. Den forskning som tas fram ska behandla konstruktionsarbete och-/eller genusperspektiv och-/eller teknikundervisning och-/eller teknik. Forskning som samlats in granskas sedan grundligt och analyseras. Den tematiska analysen resulterar i tre huvudteman som är återkommande i all den granskade forskningen. Dessa teman är teknikundervisning, lärarroll och elevroll. Resultatet av studien visar på att barns lek kan bli ett givande undervisningstillfälle på olika sätt. Detta kan bland annat ske genom att läraren engagerar sig i konstruktionsleken i form av frågeställningar där barnen får chans att analysera sin egen lek och utveckla sitt tekniska tänkande. Studien visar även på att könsspecifika skillnader syns i ett flertal faktorer inom ämnet. Några av de mest framträdande faktorerna är att självförtroendet, motivationen och nyfikenheten är betydligt lägre hos flickor än hos pojkar.
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Lake, Gillian. „Let's talk! : an intervention supporting children's vocabulary and narrative development through sustained planned play and group shared storybook reading in the early years“. Thesis, University of Oxford, 2015. https://ora.ox.ac.uk/objects/uuid:7bb60ed2-e7b3-4906-bcf4-d5bf3789c66b.
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An intervention, which targeted three- and four-year-old children's oral language, was developed for this study. The intervention was run over twice-weekly sessions, for ten weeks. Incorporating good Early Years practice, the first session in the week was a group shared storybook reading session with a puppet, where dialogic discussion took place and the children practised sequencing the story using visual prompts. The second weekly session consisted of planning, acting out and reviewing a planned pretend play episode based on the storybook which was read in that week's first session. Ninety-four children were randomly assigned to a control or treatment group and were tested at pre- and post-test on a battery of vocabulary and narrative assessments. The results of a Randomised Control Trial were positive in favour of the intervention. The most important of these results was a statistically significant effect on the receptive vocabulary of the children in the treatment group, with a large effect size, as measured by the standardised British Picture Vocabulary Scales (Dunn et al., 1997). There was also a significant effect on productive vocabulary, as measured by a Researcher-Designed Vocabulary Test (RDVT). This test was devised for the purpose of this study, testing one-word vocabulary, taken directly from the storybooks in the intervention. As this is not a norm-referenced, standardised test, caution is advisable in the interpretation of this result. A further positive effect concerned the narrative skills of the children in the treatment group, when compared to the children in a control group - the Mean Length of Utterance (MLU) score was higher in the treatment group, with a medium effect size. By examining the intervention by Randomised Control Trial, this study responds to the call from Lillard et al (2013) for more experimental research on pretend play and narrative. The acknowledgement of the role of the adult in the intervention coupled with the positive effect on the children's MLU and receptive vocabulary mean that the intervention, with further development, has the potential to be used as a Professional Development tool for supporting language development in the Early Years in the UK, in the future.
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Pozneanscaia, Cristina. „Hyperactive Behavior and Participation in Social Play in a Swedish Preschool Context : A Cross-Sectional Study“. Thesis, Högskolan för lärande och kommunikation, Jönköping University, HLK, CHILD, 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:hj:diva-49522.
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The present thesis sought to compare participation in social types of play of children with and without hyperactivity in a Swedish preschool context. Based upon observational design of cross-sectional type, this study was built on a secondary analysis of data collected within two previous research projects that were merged into one dataset. A total of 583 children (n = 298 boys) aged 16 to 72 months (M = 52.55, SD = 11.01) were initially included in the sample. Preschool teachers rated children’s behavior difficulties on a hyperactivity scale using Strengths and Difficulties Questionnaire (SDQ). Structured observations of children’s attendance, engagement, verbal interaction, proximity and location during associative and cooperative interaction were conducted across day-long visits by three trained researchers using Children Observation in Pre- school (COP) tool. Conditional probability looping syntaxes were created and Independent sample t-Tests were used to analyze the data. Out of 572 children included in the analysis, n = 60 (10,2%) were rated as having some form of hyperactivity. On the whole, the findings illustrated that the observed averages of attendance and overall engagement in social types of play did not differ significantly between children with and without hyperactivity. However, an in-depth analysis of participation patterns, linked to contextual and environmental factors such as proximity and play location, revealed several considerable differences between the two groups of children. It seems that preschoolers with hyperactive behavior seek social play opportunities as much as their typical behavior peers, but the quality aspects of their experience defined by a specific context and environment may differ further as the interaction develops. Contextual and environmental factors are crucial determinants to take into account when studying participation. Play, operating as a natural booster of self-regulation and engagement may have the potential to serve as a mediating factor accommodating hyperactivity and promoting participation in Early Childhood Education settings.
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Petersen, Rochelle Louisa. „Perceptions and expectations of patients regarding a new rehabilitation model to encompass the vision of the new health plan 2030“. University of the Western Cape, 2017. http://hdl.handle.net/11394/6366.
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Masters of Science - Msc (Physiotherapy)People with disabilities face many challenges. Some are made to feel inferior by others because of their physical or mental disabilities. Primary healthcare described by the Alma Ata Declaration as "health for all", is a process of care which encompasses a comprehensive approach to meet the basic healthcare needs of all, including people with disabilities. The main focus of the primary healthcare approach is to put people at the centre of healthcare. Primary healthcare utilises rehabilitation as a service. Rehabilitation services worldwide are set to improve the standard that the United Nations Convention of the Rights of People with Disabilities and National Committee of Rights People with Disabilities aims to achieve. There are however, gaps in the delivery of healthcare services at a primary level, as identified by the Western Cape Department of Health in South Africa. The 2030 healthcare plan was developed to fill the gaps at this level of service. The plan builds on the comprehensive service plan of healthcare 2010 which aimed to strengthen community-based services, primary healthcare and district hospitals. The plan also looks at how the Department of Health will operate using this platform. The framework was established to focus on changes inclusive of threats in the environment such as technological advances and the availability of resources, building on lessons learned in the Comprehensive Service Plan 2010 as well as a reimagined future to improve healthcare services for all. Key stakeholders in the Western Cape aim to improve these health services by providing patientcentred care, moving towards a goal orientated outcome, improving services at a district health level, improvement of equity, affordable health services and establishing premeditated partnerships.
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Hirsh, Åsa. „The individual development plan as tool and practice in Swedish compulsory school“. Doctoral thesis, Högskolan för lärande och kommunikation, Högskolan i Jönköping, HLK, Livslångt lärande/Encell, 2013. http://urn.kb.se/resolve?urn=urn:nbn:se:hj:diva-22540.
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Since 2006 Swedish compulsory school teachers are required to use individual developmentplans (IDPs) as part of their assessment practices. The IDP has developed through two major reforms and is currently about to undergo a third in which requirements for documentation are to be reduced. The original purpose of IDP was formative: a document containing targets and strategies for the student's future learning was to be drawn up at the parent-pupil-teacher meetingeach semester. The 2008 reform added requirements for written summative assessments/grade-like symbols to be used in the plan. This thesis aims to generate knowledge of the IDP as a tool in terms of what characterizes IDP documents as well as teachers' descriptions of continuous IDP work. It contains four articles. The first two are based on 379 collected IDP documents from all stages of compulsoryschool, and the last two build on interviews with 15 teachers. Throughout, qualitative content analysis has been used for processing data. The analytical framework comprises Latour's conceptual pair inscription – translation, Wartofsky's notions of primary/secondary/tertiary artifacts, and Wertsch's distinction between mastery and appropriation, which together provide an overall framework for understanding how the IDP becomes a contextually shaped tool that mediates teachers' actions in practice. Moreover, the activity theoretical concept of contradictionis used to understand and discuss dilemmas teachers experience in relation to IDP. In article 1, targets and strategies for future learning given to students are investigated and discussed in relation to definitions of formative assessment. Concepts were derived from the data and used for creating a typology of target and strategy types related either to being aspects (students' behavior/attitudes/personalities) or to subject matter learning. In article 2, the distribution of being and learning targets to boys and girls, respectively, is investigated. The results point to a significant gendered difference in the distribution of being targets. Possible reasons for the gendered distribution are discussed from a doing-gender perspective, and the proportion of being targets in IDPs is discussed from an assessment validity point of view. In article 3, teachers' continuous work with IDPs is explored, and it is suggested that IDP work develops in relation to perceived purposes and the contextual conditions framing teachers' work. Three qualitatively different ways of perceiving and working with IDP are described in a typology. Article 4 elaborates on dilemmas that teachers experience in relation to IDP, concerning time, communication, and assessment. A tentative categorization of dilemma management strategies is also presented. Results are synthesized in the final part of the thesis, where the ways in which documents are written and IDP work is carried out are discussed as being shaped in the intersection between rules and guidelines at national, municipal and local school level, and companies creating solutions for IDP documentation. Various purposes are to be achieved with the help of the IDP, which makes it a potential field of tension that is not always easy for teachers to navigate. Several IDP-related difficulties, but also opportunities and affordances, are visualized in the studies of this thesis.Svensk sammanfattning: s. 111-126.