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Haftenberger, Marjolein, Gabriele Viergutz, Volker Neumeister und Gisela Hetzer. „Total Fluoride Intake and Urinary Excretion in German Children Aged 3–6 Years“. Saechsische Landesbibliothek- Staats- und Universitaetsbibliothek Dresden, 2014. http://nbn-resolving.de/urn:nbn:de:bsz:14-qucosa-133245.
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There have only been few investigations comparing total fluoride intake and the fluoride proportion excreted in urine in pre–school children. In addition, the results of available studies are conflicting. Total fluoride intake was assessed in 11 healthy children aged 3–6 years on 2 consecutive days and urinary fluoride excretion was determined. The duplicate–diet approach was used for the assessment of fluoride intake from solid and liquid foods. Fluoride intake from toothbrushing was calculated as the difference between the amount of fluoride in the paste put on the toothbrush and the drinking water (fluoride concentration 0.25 mg/l) used for rinsing vs. the fluoride amounts recovered in the toothpaste spat out and in the rinsing water. Use of fluoridated domestic salt and/or fluoride tablets was recorded. The children’s intake of fluoride from food averaged 202.5±116.2 μg F/day. They swallowed an average amount of 273.9±175.6 μg F/day when brushing their teeth. Daily fluoride ingestion from all sources totalled 930.7±391.5 μg or 53.0±21.4 μg/kg body weight. On average 51.5% of the fluoride ingested was excreted in urine. The wide interindividual variation makes it necessary to evaluate the urinary excretion rate for fluoride in larger study populations with varied fluoride exposureDieser Beitrag ist mit Zustimmung des Rechteinhabers aufgrund einer (DFG-geförderten) Allianz- bzw. Nationallizenz frei zugänglich
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Haftenberger, Marjolein, Gabriele Viergutz, Volker Neumeister und Gisela Hetzer. „Total Fluoride Intake and Urinary Excretion in German Children Aged 3–6 Years“. Karger, 2001. https://tud.qucosa.de/id/qucosa%3A27498.
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There have only been few investigations comparing total fluoride intake and the fluoride proportion excreted in urine in pre–school children. In addition, the results of available studies are conflicting. Total fluoride intake was assessed in 11 healthy children aged 3–6 years on 2 consecutive days and urinary fluoride excretion was determined. The duplicate–diet approach was used for the assessment of fluoride intake from solid and liquid foods. Fluoride intake from toothbrushing was calculated as the difference between the amount of fluoride in the paste put on the toothbrush and the drinking water (fluoride concentration 0.25 mg/l) used for rinsing vs. the fluoride amounts recovered in the toothpaste spat out and in the rinsing water. Use of fluoridated domestic salt and/or fluoride tablets was recorded. The children’s intake of fluoride from food averaged 202.5±116.2 μg F/day. They swallowed an average amount of 273.9±175.6 μg F/day when brushing their teeth. Daily fluoride ingestion from all sources totalled 930.7±391.5 μg or 53.0±21.4 μg/kg body weight. On average 51.5% of the fluoride ingested was excreted in urine. The wide interindividual variation makes it necessary to evaluate the urinary excretion rate for fluoride in larger study populations with varied fluoride exposure.Dieser Beitrag ist mit Zustimmung des Rechteinhabers aufgrund einer (DFG-geförderten) Allianz- bzw. Nationallizenz frei zugänglich.
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Logan, Samuel W. „The relationship between motor proficiency and body composition in children aged 4-6 years“. Access to citation, abstract and download form provided by ProQuest Information and Learning Company; downloadable PDF file, 132 p, 2008. http://proquest.umi.com/pqdweb?did=1605148271&sid=3&Fmt=2&clientId=8331&RQT=309&VName=PQD.
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Åkerman, Lena, und Mikaela Linder. „Transition Work Between School Years K-3 and 4-6 in Sweden : - The Importance of Teacher Collaboration in the Subject of English“. Thesis, Malmö universitet, Malmö högskola, Institutionen för kultur, språk och medier (KSM), 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-41497.
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This study has a fourfold focus. Firstly, the study aims to fill a gap in research regarding teachers and principals’ perceptions on transition work and collaboration in school years K-3 and 4-6 in the subject of English. Secondly, the study explores how these views affect students' academic achievement in the subject. Thirdly, the gathered data is compared to previous research and Swedish national governing documents and guidelines on the matter. Lastly, the study collected suggestions for improvements with regards to transition work and collaboration based on previous research and our respondents’ views. The basis for the study is data collected from 42 teacher and 10 school principal respondents who answered qualitative and quantitative questions regarding the issue. The findings indicate that teachers and principals' views do not always align regarding transition work. The study shows a great discrepancy in how Swedish schools collaborate around transition, where some Swedish teachers report well-functioning transition work and collaboration and some report the complete opposite. Furthermore, the findings indicate that students' academic performance is affected by the quality of teachers transition and collaboration work. Lastly, the study identifies some key factors that are necessary for well-functioning transition and collaboration work to transpire.Denna studie har ett fyrfaldigt fokus. Först ämnar den att fylla ett hål i forskning som behandlar lärares och rektorers uppfattningar om övergångsarbete och samarbete mellan skolåren F-3 och 4-6 i Engelskämnet. Sedan utforskar studien hur dessa uppfattningar påverkar elevers akademiska prestationer i ämnet. I tredje hand jämförs den samlade datan med vad tidigare forskning, Svenska styrdokument och riktlinjer säger i frågan. Till sist sammanställer studien förslag på förbättringar på övergångsarbetet och samarbetet baserat på respondenternas bidrag och tidigare forskning. Forskningsunderlaget utgörs av data som samlats från 42 lärare och 10 rektorer som svarat på kvalitativa så väl som kvantitativa frågor om ämnet. Fynden indikerar att lärares och rektorers syn på övergångsarbete inte alltid överensstämmer. Studien visar vidare en grav diskrepans mellan svenska skolor i hur de samarbetar kring elevers övergång mellan låg- och mellanstadiet, där några av lärarna rapporterar ett väl fungerande samarbete och andra det helt motsatta. Fynden indikerar även att elevers akademiska prestationer kan påverkas av kvalitén på lärarnas samarbete och övergångsarbete. Slutligen identifierar studien några nyckelfaktorer som är nödvändiga för att skapa ett väl fungerande övergångsarbete och sammarbete.
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Phillips, Magdalen. „Do video conferencing and supportive interactive whiteboard tasks provide a positive modern language learning experience for pupils in years 2, 3, and 6?“ Thesis, University of Manchester, 2008. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.492084.
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Chung, Siu-fung, und 鍾少鳳. „An epidemiological study on the living environment, passive smoking and respiratory health of a cohort of children aged 3-6 years in HongKong“. Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1995. http://hub.hku.hk/bib/B29967843.
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Otieno, Rose Bujehela. „New clothing size charts for 3 to 6 years old female nursery schoolchildren in the Nairobi province of Kenya : implications for marketing strategy“. Thesis, Manchester Metropolitan University, 1999. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.284750.
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Melker, Camilla. „Undervisningens fokus för hållbar utveckling : ”Lärare i förskoleklass upp till årskurs 3”“. Thesis, Karlstads universitet, 2018. http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-67541.
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Syftet med studien är att ta reda på vad lärare fokuserar på vid undervisning för hållbar utveckling i No-ämnena för förskoleklass upp till årskurs 3. Avsikten är att ta reda på hur de intervjuade lärarna tolkar hållbar utveckling i läroplanen och om de undervisar för att få med de tre dimensionerna; ekologisk, social och ekonomisk hållbarhet, samt vilka svårigheter och möjligheter lärare ser med undervisning för hållbar utveckling i No-ämnena. Undersökningens resultat har framkommit utifrån semistrukturerade intervjuer av lärare som undervisar i dessa årskurser. Resultatet visar att nästan samtliga lärare i studien undervisar för hållbar utveckling, samtidigt som de får med de tre dimensionerna; ekologisk, social och ekonomisk i undervisningen. Det är bara en lärare i studien som mestadels undervisar utifrån den ekologiska hållbarheten. Den största svårigheten som framkom var att själva begreppet hållbar utveckling är för komplext för de yngre eleverna att förstå och den största möjligheten handlade om ämnesövergripande undervisning och praktiska aktiviteter, eftersom de yngre eleverna lättare förstår på det sättet.The purpose of the study was to find out what teachers focus on when teaching for sustainable development in science for pre-school class up to third grade. I used semi-structured interviews to find out how teachers interpret sustainable development in the curriculum, if they teach to bring the three dimensions; ecological, social and economic sustainability together, and how they faced the difficulties and opportunities related to sustainable development education in science. The result showed that almost all of the teachers in the study teach for sustainable development, whilst at the same time with the three dimensions; ecological, social and economic in teaching. There was only one teacher in the study who mostly taught on the basis of ecological sustainability. The main difficulty that emerged was that the very concept of sustainable development was too complex for the younger students to understand and the main possibility was about interdisciplinary education and practical activities, because the younger students more easily understand that way.
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Chen, Wen-Yen. „Students aged 3-6 years with special educational needs working in second language environments : exploring the transferability of pedagogical approaches from England to Taiwan“. Thesis, University of Northampton, 2017. http://nectar.northampton.ac.uk/9414/.
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This study aims to compare pedagogical strategies adopted in Taiwan and England for children aged 3-6 years using languages additional to their home languages, some of whom have a diagnosis of special educational needs and disability (SEND), in order to identify any pedagogical strategies used in English early childhood settings that might also be employed usefully in Taiwanese early childhood settings. In its action research cycle, the study goes on to investigate the potential for transferability of such strategies from early childhood settings in England to early childhood settings in Taiwan. A study focused on issues concerning the experiences of ‘New-inhabitants’ is new in Taiwan, since this demographic has emerged and increased significantly in the past twenty years. ‘New-inhabitant’ children in Taiwan tend to be more likely than their peers to have a diagnosis of Special Educational Needs, which may be attributable to the high percentage of their fathers with physical disabilities or intellectual impairments. Equally, many of their mothers are from countries other than Taiwan and their first language is not Chinese so that these children tend to present with language and communication delay in Chinese. Taiwanese early childhood teachers have reported that they find it difficult to teach ‘New-inhabitant’ children and an emerging issue has been the increasing need for teachers in Taiwan to adapt their traditional teaching methods to make early education in Taiwan accessible to ‘New-inhabitant’ children. Conversely, teachers in England have been teaching children with English as Additional Language (EAL) and Special Educational Needs (SEN) for many years so pedagogic practice in these areas is relatively well established in England. This action research study has been an opportunity to compare pedagogic strategies employed by teachers in both England and Taiwan and to investigate if – and how - strategies from English settings might be transferable to Taiwanese settings. In the study, the methods included semi-structured interviews with teachers and observations of pedagogic practice in early years settings; observation data comprised photographs, videos and field notes, while interviews elicited teachers’ voices, revealing information as well as their thinking and beliefs. In the interviews, teachers discussed the learning environments and activities they had created, specific strategies for children with EAL or SEN, and shared their opinions about cooperation with schools and Local Authorities. Findings reveal similarities and differences in the pedagogic strategies employed by teachers in early childhood settings in England and Taiwan. They indicate that it was possible to transfer some pedagogic strategies from English settings to Taiwanese settings supporting children with Special Educational Needs and Chinese as an Additional Language. However, the study found this transferability to be limited and strongly affected by the need to adapt resources to make them culturally appropriate for the children in Taiwan. The findings provide insights into the real world practices of early childhood teachers in England and Taiwan, enabling other teachers to learn from their work so that they might use these experiences to inform their early childhood provision.
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Chung, Siu-fung. „An epidemiological study on the living environment, passive smoking and respiratory health of a cohort of children aged 3-6 years in Hong Kong /“. Hong Kong : University of Hong Kong, 1995. http://sunzi.lib.hku.hk/hkuto/record.jsp?B17506360.
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Shook, Sandra Ellen Johnson. „Consulting 3- to 6-year-old children about their reading and writing concepts and practices“. Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1996. http://www.collectionscanada.ca/obj/s4/f2/dsk3/ftp04/nq21946.pdf.
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Noh, Jina. „Examining the psychometric properties of the second edition of the Assessment, evaluation, and programming system for three to six years : AEPS test 2nd edition (3-6) /“. view abstract or download file of text, 2005. http://wwwlib.umi.com/cr/uoregon/fullcit?p3201696.
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Thesis (Ph. D.)--University of Oregon, 2005.Typescript. Includes vita and abstract. Includes bibliographical references (leaves 149-156). Also available for download via the World Wide Web; free to University of Oregon users.
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Ström, Anders, und Gustav Svensson. „Elevers känslor och tankar kring matematik. En jämförelse mellan elever i skolår 3 och 6. Students feelings and thoughts about mathematics. A comparison between students i school year 3 and 6“. Thesis, Malmö högskola, Lärarutbildningen (LUT), 2007. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-36270.
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Ström, Anders och Svensson, Gustav (2007).Elevers känslor kring matematik. En jämförelse mellan elever i skolår 3 och 6. (Students feelings and thoughts about mathematics. A comparison between students in school year 3 and 6). Skolutveckling och ledarskap, Specialpedagogisk påbyggnadsutbildning, Lärarutbildningen, Malmö högskola. Syftet med följande arbete är att undersöka elevers känslor och tankar kring ämnet matematik och göra en jämförelse mellan elever i skolår 3 och 6 och se om det finns några skillnader. Vi kommer också att undersöka om det finns något samband med hur skolan arbetar och hur eleverna känner sig. Arbetet ger en översikt över tidigare forskning om matematiksvårigheter samt den specialpedagogiska rollen. Genom intervjuer av tolv elever, sex som går i skolår 3 och sex som går i skolår sex, vill vi få en bild av hur eleverna tänker och känner kring ämnet matematik och vad det är som påverkar deras sätt att se på ämnet. Sammanfattningsvis visar det sig att de elever som befinner sig i matematiksvårigheter dels är medvetna om sin situation, dels har negativa känslor och tankar kring ämnet. De elever som inte är i matematiksvårigheter är på det klara med att de har lätt för ämnet och deras känslor och tankar kring matematik är i huvudsak positiva. Det visade sig också att de positiva känslorna för matematik avtar vid en jämförelse mellan elever i skolår tre och skolår sex. Vi konstaterade att de flesta elever skulle vilja arbeta mer praktiskt med matematik , med ett grupporienterat och laborativt arbetssätt. Vi fann också att elever i matematiksvårigheter i allmänhet är nöjda med det specialpedagogiska stöd de får, men att de inte tycker att det är tillräckligt.Ström, Anders and Svensson, Gustav (2007). Students feelings and thoughts about mathematics. A comparison between students in school year 3 and 6. The purpose of this essay is to study students feelings and thoughts about the subject mathematics and to do a comparison between students in school year 3 and 6 and to see if there are any differences. We will also investigate wheter there is any connections according how the school teach and how the students feel. The study presents a summary of previous research on difficulties in mathematics and the part the special needs educational teacher takes. By interviewing twelve students, six of them in school year 3 and six of them in school year six, we are trying to describe how the students are thinking and feeling about the subject mathematics and describe what it is that affects their way of looking at the subject. To sum up, it appears that students who are having difficulties with mathematics both are aware of their situation and also have negative feelings and thoughts about the subject. The students who are not having difficulties with mathematics understands that they find the subject easy to learn and their feelings and thoughts about mathematics are mainly positive. It also turned out that the positive feelings about mathematics decreases when we compared students in school year 3 and school year 6. We established that most students would like to train mathematics more practical, with a group oriented and experimental work procedure. We also established that students who are having difficulties with mathematics generally are satisfied with the support they are given by the special needs educational teachers, but that they do not feel that it is sufficient.
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Rocha, Ana Isabel Mota. „Praticas educativas parentais positivas: elaboração e aplicação de um programa a cuidadoras de crianças dos 3 aos 6 anos que frequentam um centro comunitário do grande Porto“. Master's thesis, [s.n.], 2015. http://hdl.handle.net/10284/4981.
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Dissertação apresentada à Universidade Fernando Pessoa, como parte dos requisitos para a obtenção do grau de mestre em Psicologia, ramo de Psicologia da Educação e Intervenção ComunitáriaOs programas de formação parental tornam-se excelentes oportunidades para os pais melhorarem os seus níveis de informação e as suas competências educativas, através dos quais são encontradas estratégias para ajudar na promoção do desenvolvimento das crianças (Coutinho, 2004). O presente estudo experimental centra-se na aplicação de um programa de práticas educativas parentais, onde há um grupo experimental e um grupo de controlo, em que o grupo experimental é submetido a intervenção (programa). Ambos os grupos foram avaliados em dois momentos (pré e pós teste), verificando se houve mudanças significativas nas práticas educativas parentais através de uma escala. Assim sendo, os objetivos da investigação são conhecer as práticas educativas parentais das cuidadoras das crianças que frequentam o Centro Comunitário, elaborar uma escala de avaliação das práticas educativas parentais para cuidadores(as) de crianças em idade pré-escolar que frequentam um centro comunitário, elaborar um programa de promoção de práticas educativas parentais positivas e avaliar a eficácia desse mesmo programa. Foi avaliada uma amostra de 19 cuidadoras de crianças em idade pré-escolar, de um Centro Comunitário da região de Gondomar e como materiais utilizamos a Declaração do Consentimento Informado, a Escala de Avaliação das Práticas Educativas Parentais para cuidadores(as) de crianças em idade pré-escolar e o Programa de Promoção de Práticas Educativas Parentais Positivas. Os resultados foram obtidos através de análises qualitativas e quantitativas (Wilcoxon e Mann Whitney). Todos os objetivos propostos foram conseguidos excepto a comprovação da eficácia do programa pois não houve diferenças estatisticamente significativas entre os grupos, não se podendo afirmar a eficácia do programa. Contudo, embora não haja diferenças significativas, denotou-se através da média uma pequena melhoria positiva nas práticas educativas parentais. No então, também não se pode afirmar que o programa não é eficiente, pois este resultado obtido pode dever-se a fatores externos, como a desejabilidade social, o apoio psico-educativo prestado à comunidade, entre outros.
The parental training programs become excellent opportunities for parents to improve their information levels and educative skills, through which are found strategies to help the promotion of children’s development (Coutinho, 2004). The current experimental study focuses on the application of a parental training program, where there is an experimental group and a control group, and the experimental group is submitted to an intervention (program). Either groups were evaluated in two moments (pre and post-test), verifying if it has significant changes on the parental educative practices over a scale. Therefore, the objectives of this investigation are to know the parental practices of the caregivers of children that attend the Communitarian Centre, formulate an evaluation scale of parental educative practices for caregivers of children under school age that compose the communitarian centre, create a promoting positive parental practices program and estimate de efficiency of the same project. It was evaluated a sample of 19 caregivers children in preschool of a Communitarian Centre at Gondomar’s area and as materials we use the statement of informed consent, scale of parental educative practices for caregivers of children under school age and the promoting positive parental practices program. The results were given by qualitative analyses and quantitative (Wilcoxon e Mann Whitney). All objectives proposed were achieved apart from the evidence of program effectiveness because there were not statistically significant differences between groups, so we cannot confirm the program’s competence. Although has no significant differences, it was denoted through the average a small positive improvement on the educative parental practices. However, we cannot prove that the program is inefficiency because the result achieved can owing to external factores such as social unaffecting, the psycho-educative result provided to the community, and others.
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Ribeiro, Luís Ricardo Silva Eleitério. „Sistema de lavatório. Um novo interface para crianças“. Master's thesis, Universidade Técnica de Lisboa. Faculdade de Arquitectura, 2010. http://hdl.handle.net/10400.5/2993.
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Tese de Mestrado em Design de ProdutoEsta investigação tem como tema o design de produto no espaço infantil e consiste no desenvolvimento de um novo sistema de lavatório para crianças dos 3 aos 6 anos para ser utilizado nos espaços exteriores dos infantários, que reformulando a sua forma tradicional, estimule o desenvolvimento cognitivo através de uma experiência interactiva. A necessidade de uma maior consciência ecológica foi o ponto de partida para o desenvolvimento deste sistema de lavatório que não só cumpre as funções de higiene que geralmente lhe estão associadas, como viabiliza a implementação de estratégias pedagógicas vocacionadas para a utilização consciente da água. Metodologicamente, foi feita uma abordagem essencialmente qualitativa que podemos dividir em dois momentos: num 1º momento procedeu-se a uma pesquisa literária de enquadramento teórico, a uma série de entrevistas de carácter exploratório a várias educadoras, crianças e a uma psicóloga, tal como uma análise de equipamentos existentes nos infantários visitados e no mercado, perfazendo assim o estado da arte; num 2º momento passou-se para uma investigação activa que resultou num projecto de um novo sistema de lavatório. Elaborou-se um protótipo funcional do mesmo que foi posteriormente testado junto com um grupo de amostra, seguido de uma análise de todo o processo. O facto de este sistema de lavatório, através de uma experiência interactiva, comunicar visual e verbalmente (através dos botões luminosos e de mensagens verbais) com os utilizadores, revelou possuir características que levam a criança a prestar atenção ao que lhe é transmitido e actuar correctamente, o que levou a concluir que um sistema de lavatório com características semelhantes às apresentadas neste projecto, poderá ser uma mais valia para uma melhor educação ambiental das crianças e um elemento enriquecedor no seu processo de desenvolvimento humano.
This research is about product design in the child’s space and consists in the development of a new washbasin system for children from 3 to 6 years for use in any outdoor nursery school or playground, that reshapes his traditional way, encouraging cognitive development through an interactive experience. The need for greater ecological awareness was the starting point for the development of this new washbasin system that not only fulfils the role of hygiene generally associated with him, as enables the implementation of pedagogical strategies focusing on the conscious use of water. Methodology is made an approach essentially qualitative that can be divided into two phases: in the first phase we proceeded to a literature search of theoretical framework, a series of interviews of exploratory nature to various educators, children and a psychologist, as an analysis of existing equipment in the kindergartens visited and in the market, making the state of the art; in the second phase we moved to an active investigation that resulted in a project of a new washbasin system. It was made a working prototype of it that was subsequently tested with a sample group, followed by an analysis of the whole process. The fact that this washbasin system, through an interactive experience, communicate visually and verbally (through the illuminated buttons and verbal messages) to users, have revealed features that lead the child to watch what it is transmitted and act properly, which led to the conclusion that a system of basins with characteristics similar to those presented in this project can be an asset for better environmental education of children and enriching in the process of human development.
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Graaf, Camilla. „Användning av utomhusundervisning : Ämnen, hinder och fördelar i förskoleklass upp till årskurs 3“. Thesis, Karlstads universitet, Fakulteten för hälsa, natur- och teknikvetenskap (from 2013), 2018. http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-67545.
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Syftet med studien är att ta reda på i vilken utsträckning lärare använder sig av utomhusundervisning och vilka ämnen som är vanligast att lärare planerar och genomför med hjälp av utemiljö. Dessutom avser studien att undersöka om de anser att det finns eventuella hinder eller fördelar med att undervisa utomhus och vad dessa skulle kunna utgöras av. För att visa vilka hinder och fördelar som finns med arbetsmetoden har litteratur och tidigare forskning inom området granskats. Undersökningen är utförd med hjälp av enkäter samt tillhörande intervjuer för att få ett mer djup på svaren som respondenterna har avgett i enkäterna. Matematik var det ämne som lärarna i undersökningen använde sig av mest i sin undervisning utomhus. Det hinder som de flesta lärare ansåg fanns var personalbrist, medan det bland fördelarna ansågs vara att eleverna får bättre hälsa av att få undervisning utomhus. Samtidigt lyfts det fram att en undervisning utomhus bör kompletteras med undervisningen inomhus för att kunna tillgodose alla elevernas olika lärstilar.The purpose of the study is to find out to what extent teachers use outdoor education and what subjects are most common for teachers to plan and implement with the help of outdoor environments. In addition, the study intends to investigate if they consider that there are any obstacles or benefits of teaching outdoors and what these could be. To show the obstacles and benefits of the working method, literature and previous research in the field have been examined. The survey was conducted by means of questionnaires and related interviews in order to gain a deeper understanding of the answers the respondents have given in the questionnaires. Interesting was to see that mathematics is the subject that the teachers in the survey use most of their teaching outdoors. The obstacle most teachers felt was the lack of staff, while it was among the benefits that students were better offspring of teaching outdoors. At the same time it is argued that outdoor teaching should be supplemented with the teaching in-house to accommodate all the students' different learning styles.
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Kim, Cora [Verfasser]. „Entering the 'community of minds' in Germany and Korea : a cross-cultural investigation of developing 'internal state language', theory of mind, and emotion concepts between 3 and 6 years / Cora Kim“. Berlin : Freie Universität Berlin, 2015. http://d-nb.info/1064869599/34.
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Shevelan, Caroline. „The effects of materials, complexity and knowledge on 3-6 year olds' ability to relate a spatial representation to a referent space“. Thesis, University of Sheffield, 2001. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.392326.
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Perry, Victoria Louise. „Understanding and use of small-scale models as representations of large-scale spaces, in 3 to 6 year old children : an investigation of the effects of varying task and method“. Thesis, University of Stirling, 2000. http://hdl.handle.net/1893/1522.
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Spatial representations are external, physical entities, which are used to symbolise real world environments. These kinds of symbols provide information about the world, and shape the way that we think about it. Previous research into children's understanding and use of spatial representations has led to differing conclusions about how and when such abilities develop. This may be due to the diversity of different tasks and methods which have been adopted in the past. The aim of this thesis was to provide a systematic investigation of some of these tasks and methods, in order to establish whether they assess the same underlying abilities, and whether children perform similarly on all such tasks, using all such methods. A series of studies compared performance on two tasks - positioning and retrieval - and on two methods - inferring from a representation to a referent space, and from a referent space to a representation. Error data and time data were recorded in addition to success and failure. Results show that when target locations are completely concealed, levels of absolute success are similar on the two tasks. However, children take more time on the retrieval task, which may indicate a difference in the way they approach tasks presented in a familiar game format. Results also show that the two methods may not be equivalent. Performance under these two methods differs in younger children particularly. Familiarity with the referent space leads to improved performance when inferring from referent to representation, and to more sophisticated response strategies overalL. The presence of irrelevant material in either space does not affect performance. Results support the notion that some representational understanding can be achieved early in development, so representations of space can begin to be used from three years of age. However, despite this early achievement of representational understanding, deficits in spatial cognition mean that the ability to fully understand and use spatial representations is stil developing at 6 years of age.
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Kolver, Christél. „Comparing the perfomance of 3 to 6 year old children on the performance and practical reasoning subscales of the Griffiths mental development scales: extended revised with the foundations of learning subscale of the Griffiths III“. Thesis, Nelson Mandela Metropolitan University, 2016. http://hdl.handle.net/10948/13293.
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The developmental assessment of children is very important so that adequate resources and intervention programmes can be initiated. Updating psychometric assessments is mandatory for different reasons, which include to update norms and to add new psychometric information. It is important for psychometric assessments that measure child development to ensure that they continue to accurately reflect stages of development in a modern context. The Association for Research in Infant and Child Development (ARICD) is currently in the process of revising the Griffiths Scales. One of the many unique changes includes the newly formed Foundations of Learning Subscale. This Subscale was constructed from definition, sub-constructs and items, which encompassed the critical sub-constructs from the previous Performance and Practical Reasoning Subscales, while providing greater depth to the overarching construct. This study therefore, forms part of a larger study of developing the Griffiths III and aims to compare the performance of three to six-year-old children on these three Subscales. The study employed a mixed method approach, which included 259 children matched on the Griffiths Mental Development Scales – Extended Revised and the Griffith III. The quantitative aspect of the research included descriptive statistics, independent sample t-tests as well as pearson correlations. Differences and similarities were found from the results. The relationships varied from high correlation, strong relationships to low correlation, definite but small relationships. This was further explored through a qualitative analysis between the constructs assessed on each of the Subscales, as well as a qualitative analysis on the items of Subscale A, brought from Subscale E and F and the new items.
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Brunner, Stefanie [Verfasser], Johann Josef [Akademischer Betreuer] Hauner und Martin [Akademischer Betreuer] Klingenspor. „Effect of a dietary intervention to reduce the n-6/n-3 fatty acid ratio in maternal nutrition during pregnancy and lactation on selected maternal and cord blood biomarkers in relation to infant body composition up to 2 years of life / Stefanie Brunner. Gutachter: Martin Klingenspor ; Johann Josef Hauner. Betreuer: Johann Josef Hauner“. München : Universitätsbibliothek der TU München, 2013. http://d-nb.info/104587891X/34.
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ROLL, FELIX. „3 : 6 SEC OF MOVEMENT“. Thesis, Högskolan i Borås, Institutionen Textilhögskolan, 2014. http://urn.kb.se/resolve?urn=urn:nbn:se:hb:diva-18105.
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How does one approach the human body when designing and use it as a tool for investigating to develop shape-expression in dress? For this research, the movement of the human body has been chosen as the base element to generate shapes from movement, to enable a form of visible objects. This has been accomplished by carefully studying the original movement of a human body through film. Looking att balance, direction and general shape. The new human body, which has been generated from this research, provides the viewer or creator a different perspective of the body in relation to the static body, which is regularly used in fashion design from the beginning of the design process. This research has been conducted to propose the importance of the human body as an active element in the beginning of the design process and to be viewed as a new platform of innovative design and artistic development in dress. In addition, to develop a contemporary understanding of the body’s role when designing and developing fashion design. By using the human body in motion for shape and form, in contrast to the regular static dummy/body or flat sketching, the collection challenges the standard methods of designing and applying techniques.Program: Modedesignutbildningen
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Ballespí Solà, Sergi. „PAIC 3-6: Protocol d'Avaluació de la Inhibició Conductual per a nens de 3 a 6 anys“. Tesi doctoral, Universitat Autònoma de Barcelona, 2004. http://hdl.handle.net/10803/4751.
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La inhibició conductual (IC) es defineix com el tret temperamental que predisposa a reaccionar amb ansietat davant la novetat, la incertesa i el canvi. Els nens inhibits tarden més a explorar situacions, objectes o persones no familiars i són més propensos a retreure's de la novetat i a romandre propers als pares.La IC repercuteix en el desenvolupament de l'individu. Diferents estudis aporten evidència que els nens classificats com a inhibits durant la infància esdevenen adults que es casen més tard i tarden més en consolidar la seva carrera professional que els seus companys menys inhibits, esdevenen solitaris crònics o veuen augmentat el seu risc de desenvolupar depressió o trastorns d'ansietat.
Tradicionalment, la IC ha estat avaluada a partir de mètodes excessivament cars -com l'observació al laboratori o en entorns naturals- que han dificultat la detecció precoç del tret. En conseqüència, hi ha una clara necessitat de formes més efectives, en termes de costos-beneficis, per a identificar els nens amb IC. Només existeixen 4 instruments, basats en la informació de pares i mestres, capaços d'avaluar la IC a l'etapa preescolar i cap d'ells ha estat adaptat a la cultura catalana o espanyola.
L'objectiu d'aquest treball és crear un nou instrument per identificar la IC en nens preescolars i analitzar les seves propietats psicomètriques. El Protocol d'Avaluació de la Inhibició Conductual per a nens de 3 a 6 anys (PAIC 3-6) consta de 37 ítems basats en els signes majors de la IC descrits per Kagan et al. (1987): les llargues latències fins a interactuar amb persones no familiars, la tendència a retreure's dels objectes, l'aturada del joc i de les vocalitzacions i els llargs períodes de temps en proximitat a la mare.
El PAIC 3-6 ha estat aplicat als pares i mestres de 350 nens de 3 a 6 anys. Els resultats recolzen la idea que el nou instrument és vàlid i fiable. L'anàlisi en components principals no linial indica que la solució unifactorial s'ajusta adequadament a les dades, suggerint l'existència d'una bona validesa de contingut. Correlacions significatives entre el PAIC 3-6, indicadors de psicopatologia interioritzada i mesures observacionals d'IC suggereixen una bona validesa convergent. Correlacions nul·les amb indicadors de psicopatologia exterioritzada així com els resultats de l'anàlisi discriminant revelen una bona validesa discriminant. A més, el PAIC 3-6 mostra una consistència interna excel·lent (=.95) i una estabilitat test-retest molt bona (CCI=.90 en l'interval d'un mes), suggerint que les seves puntuacions poden ser interpretades com una mesura d'IC útil i fiable.
Behavioural inhibition (BI) is defined as the temperamental trait that predisposes to react with anxiety in the face of novelty, uncertainty and challenge. Inhibited children are slower to explore unfamiliar environments, objects, or people and more likely to withdraw from unfamiliarity and remain proximal to parent.
BI has developmental consequences for the lifetime of the individual. Several researches evidence that children classified as inhibited during childhood grow into adults who married and establish careers later than less inhibited counterparts, become chronically lonely or have and increased risk for depression and anxiety disorders.
Traditionally, BI has been assessed through too expensive methods -such are laboratory or naturalistic observations- that make difficult early detection of this trait. Therefore, there is a clearly need for a more cost-effective method to identifying children with BI. There are only four instruments based on parents or teachers reports for assess BI in preschool-age children and none of them has been adapted to Catalan or Spanish culture.
The aim of present work is to create a new instrument to identify BI in preschool-age children and to examine its psychometric properties. The Preschool-Behavioural Inhibition Scale (P-BIS) has 37 items based on major signs of BI described by Kagan et al. (1987): long latencies to interact with unfamiliar people, retreat from unfamiliar objects, cessation of play and vocalization, and long periods remaining proximal to the mother.
P-BIS has been completed by parents and teachers of 350 children aged 3 to 6. Results support the reliability and validity of the new instrument. Non-linear principal component analysis indicates that one-factor solution provide good fit of the data, suggesting good content validity. Significant correlations between P-BIS, measures of internalizing psychopathology and observational measures of BI suggest good convergent validity. Null correlations with measures of externalizing psychopathology and results of discriminant analysis reveal also good discriminant validity. Furthermore, P-BIS exhibits excellent internal consistency (=.95) and very good test-retest stability (CCI=.90 in a month interval), suggesting that its scores can be interpreted as a useful and reliable measure of BI.
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Abounaja, S. S. „Anthropometric standards for Libyan children aged 6 to 17 years“. Thesis, University of Glasgow, 1986. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.510317.
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Hendrickson, Dean A., und W. L. Minckley. „Desert Plants, Volume 6, Number 3 (1984)“. University of Arizona (Tucson, AZ), 1985. http://hdl.handle.net/10150/552226.
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Nordberg, Britta. „Utvärdering av Språklig Snabbedömning för barn i åldrarna 2:6-3:6 och 4-6 år“. Thesis, Umeå universitet, Logopedi, 2013. http://urn.kb.se/resolve?urn=urn:nbn:se:umu:diva-82358.
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Bakgrund: Språklig Snabbedömning (SB) är ett språkligt bedömningsmaterial framtaget för att på kort tid (< 1 h) kunna bedöma ett flertal språkliga förmågor. Användningen är utbredd i Västerbottens läns landsting men den praktiska användningen av bedömningsmaterialet har inte undersökts systematiskt. Frågeställning: Är resultaten av Språklig snabbedömning jämförbara med resultaten från bedömningar gjorda med normerade språkliga bedömningsmaterial? Metod: Data samlades in från arkiverade testmaterial för att kunna göra jämförelser mellan SB och kompletterande test. Totalt ingick 62 barn i undersökningen. Analysen genomfördes kvantitativt och kvalitativt genom att undersöka rankingen i olika material samt detaljgranska skillnader och likheter i upptäckta språkliga fel. Resultat: Den kvalitativa utvärderingen av SB visar att materialet ger resultat som ligger i linje med normerade test. Resultat för grammatisk språkförståelse och uttrycksförmåga ger liknande ranking av barnens förmågor som de normerade testen. När det gäller fonologisk uttrycksförmåga pekar resultaten på att SB upptäcker samma eller liknande fel men att fynden är färre än i de normerade testen. Slutsatser: Analysen visar att de delar i SB för vilka komparativ analys varit möjlig, inte skiljer sig systematiskt från de normerande testen. Detta tyder på åtminstone adekvat validitet med hänsyn tagen till testets längd. Däremot är känsligheten sämre än i de normerade och mer omfattande testen. Detta drabbar SB:s reliabilitet och resultaten påverkas kraftigare av slumpmässiga processer. En tillkommande faktor är att notationen i SB genomgående är mindre omfattande än i de normerade testen vilket medfört stora databortfall som man sannolikt skulle kunna undvika med noggrannare instruktioner för genomförande och notation.Background: Språklig Snabbedömning (SB) is a material for assessing language abilities in children within the limits of a single visit (<1 h). Its use is widespread within the Västerbotten county but existing practice not been systematically reviewed. Research question: Are the results from Språklig Snabbedömning comparable to results from assessments made with standardized language tests. Method: Data have been collected from archived test results on SB and standardized tests, comprising a total of 62 children. Results: A comparison between SB and standardized tests on receptive and expressive language skills produced similar rankings. A qualitative assessment of SB suggests that the results are in line with the standardized tests. For the phonological skills, the results suggest that SB detects similar language errors but to a lesser extent than the standardized tests. Conclusions: The analysis shows that no clear systematic errors seem to be present in SB compared to the standardized tests. This suggests that SB has reasonable criterion validity. However, it is clear that sensitivity suffers compared to the standardized tests, which are more comprehensive. This negatively affects the reliability of SB and the results may be more sensitive to random errors. And addition, a confounding factor is that the notation in SB is generally less comprehensive than in the standardized tests, which has caused substantial loss of information due to internal non-responses. This situation could conceivably be ameliorated by providing more comprehensive instructions for test procedure and notation in the use of SB.
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Do, Kim. „Dental Health of Physically Abused Children Ages 2-6 Years Old“. The Ohio State University, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=osu1561979023201129.
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Нестерук, О. О. „Синтез і дослідження властивостей 3-ацетил-6-нітрокурину“. Thesis, Київський національний університет технологій та дизайну, 2018. https://er.knutd.edu.ua/handle/123456789/11737.
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Salz, Beth. „Aerodynamic Measurements: Normative Data for Children Ages 6:0-10:11 Years“. Miami University Honors Theses / OhioLINK, 2003. http://rave.ohiolink.edu/etdc/view?acc_num=muhonors1110918928.
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Marks, Lori J., und M. L. McMurray. „A Service Center’s Analysis of Assistive Technology Evaluations: 6 Years of Data“. Digital Commons @ East Tennessee State University, 2006. https://dc.etsu.edu/etsu-works/3543.
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Cade, M. „Microprocessor control of 6-pulse 3-phase/3-phase cycloconverter employing flywheeling techniques“. Thesis, University of Newcastle Upon Tyne, 1987. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.379708.
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Bunton, Kate, und Brad Story. „ACAD05_M“. 2014. http://hdl.handle.net/10150/320969.
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The Arizona Child Acoustic Database consists of longitudinal audio recordings from a group of children over a critical period of growth and development (ages 2-7 years). The goal of this database is to 1) document acoustic changes in speech production that may be related to physical growth 2) inform development of a model of speech production for child talkers. This work was funded by NSF BSC-1145011 awarded to Kate Bunton, Ph.D. and Brad Story, Ph.D, Principal Investigators.
This database contains longitudinal audio recordings of 55 American English speaking children between the ages of 2-7 at 3-month intervals. Since children began the study at different ages, some children have fewer recording sessions than others. The database can also be used to provide cross-sectional data for children of a specific age. Please refer to the subject data table for information on specific sessions available here http://arizona.openrepository.com/arizona/handle/10150/316065.
All children were recorded using the same protocol; therefore, task numbers are consistent across children and sessions. A calibration tone is included as Record 1 for all sessions. The speech protocol focused on production of English monopthong and diphthong vowels in isolation, sVd, hVd, and monosyllabic real words. In addition, the protocol includes several nonsense vowel-to-vowel transitions. Speakers were prompted either verbally by investigators or by graphical prompts. Details of the protocol with reference to task numbers can be found in the protocol spreadsheet available here http://arizona.openrepository.com/arizona/handle/10150/316065.
Details on data recording:
All samples were recorded digitally using an AKG SE 300B microphone with a mouth to mic distance of approximately 10 inches. Signals were recorded digitally using a Marantz PMD671, 16 bit PCM (uncompressed) at 44.1KHz. Recordings are made available in .wav format. Individual zip files contain all recordings from a single session.
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Bunton, Kate, und Brad Story. „ACAD04_F“. 2014. http://hdl.handle.net/10150/321005.
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The Arizona Child Acoustic Database consists of longitudinal audio recordings from a group of children over a critical period of growth and development (ages 2-7 years). The goal of this database is to 1) document acoustic changes in speech production that may be related to physical growth 2) inform development of a model of speech production for child talkers. This work was funded by NSF BSC-1145011 awarded to Kate Bunton, Ph.D. and Brad Story, Ph.D, Principal Investigators.
This database contains longitudinal audio recordings of 55 American English speaking children between the ages of 2-7 at 3-month intervals. Since children began the study at different ages, some children have fewer recording sessions than others. The database can also be used to provide cross-sectional data for children of a specific age. Please refer to the subject data table for information on specific sessions available here http://arizona.openrepository.com/arizona/handle/10150/316065.
All children were recorded using the same protocol; therefore, task numbers are consistent across children and sessions. A calibration tone is included as Record 1 for all sessions. The speech protocol focused on production of English monopthong and diphthong vowels in isolation, sVd, hVd, and monosyllabic real words. In addition, the protocol includes several nonsense vowel-to-vowel transitions. Speakers were prompted either verbally by investigators or by graphical prompts. Details of the protocol with reference to task numbers can be found in the protocol spreadsheet available here http://arizona.openrepository.com/arizona/handle/10150/316065.
Details on data recording:
All samples were recorded digitally using an AKG SE 300B microphone with a mouth to mic distance of approximately 10 inches. Signals were recorded digitally using a Marantz PMD671, 16 bit PCM (uncompressed) at 44.1KHz. Recordings are made available in .wav format. Individual zip files contain all recordings from a single session.
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Bunton, Kate, und Brad Story. „ACAD07_M“. 2014. http://hdl.handle.net/10150/321499.
Der volle Inhalt der QuelleAnnotation:
The Arizona Child Acoustic Database consists of longitudinal audio recordings from a group of children over a critical period of growth and development (ages 2-7 years). The goal of this database is to 1) document acoustic changes in speech production that may be related to physical growth 2) inform development of a model of speech production for child talkers. This work was funded by NSF BSC-1145011 awarded to Kate Bunton, Ph.D. and Brad Story, Ph.D, Principal Investigators.
This database contains longitudinal audio recordings of 55 American English speaking children between the ages of 2-7 at 3-month intervals. Since children began the study at different ages, some children have fewer recording sessions than others. The database can also be used to provide cross-sectional data for children of a specific age. Please refer to the subject data table for information on specific sessions available here http://arizona.openrepository.com/arizona/handle/10150/316065.
All children were recorded using the same protocol; therefore, task numbers are consistent across children and sessions. A calibration tone is included as Record 1 for all sessions. The speech protocol focused on production of English monopthong and diphthong vowels in isolation, sVd, hVd, and monosyllabic real words. In addition, the protocol includes several nonsense vowel-to-vowel transitions. Speakers were prompted either verbally by investigators or by graphical prompts. Details of the protocol with reference to task numbers can be found in the protocol spreadsheet available here http://arizona.openrepository.com/arizona/handle/10150/316065.
Details on data recording:
All samples were recorded digitally using an AKG SE 300B microphone with a mouth to mic distance of approximately 10 inches. Signals were recorded digitally using a Marantz PMD671, 16 bit PCM (uncompressed) at 44.1KHz. Recordings are made available in .wav format. Individual zip files contain all recordings from a single session.
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Bunton, Kate, und Brad Story. „ACAD47_M“. 2014. http://hdl.handle.net/10150/322027.
Der volle Inhalt der QuelleAnnotation:
The Arizona Child Acoustic Database consists of longitudinal audio recordings from a group of children over a critical period of growth and development (ages 2-7 years). The goal of this database is to 1) document acoustic changes in speech production that may be related to physical growth 2) inform development of a model of speech production for child talkers. This work was funded by NSF BSC-1145011 awarded to Kate Bunton, Ph.D. and Brad Story, Ph.D, Principal Investigators.
This database contains longitudinal audio recordings of 55 American English speaking children between the ages of 2-7 at 3-month intervals. Since children began the study at different ages, some children have fewer recording sessions than others. The database can also be used to provide cross-sectional data for children of a specific age. Please refer to the subject data table for information on specific sessions available here http://arizona.openrepository.com/arizona/handle/10150/316065.
All children were recorded using the same protocol; therefore, task numbers are consistent across children and sessions. A calibration tone is included as Record 1 for all sessions. The speech protocol focused on production of English monopthong and diphthong vowels in isolation, sVd, hVd, and monosyllabic real words. In addition, the protocol includes several nonsense vowel-to-vowel transitions. Speakers were prompted either verbally by investigators or by graphical prompts. Details of the protocol with reference to task numbers can be found in the protocol spreadsheet available here http://arizona.openrepository.com/arizona/handle/10150/316065.
Details on data recording:
All samples were recorded digitally using an AKG SE 300B microphone with a mouth to mic distance of approximately 10 inches. Signals were recorded digitally using a Marantz PMD671, 16 bit PCM (uncompressed) at 44.1KHz. Recordings are made available in .wav format. Individual zip files contain all recordings from a single session.
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Bunton, Kate, und Brad Story. „ACAD48_F“. 2014. http://hdl.handle.net/10150/322028.
Der volle Inhalt der QuelleAnnotation:
The Arizona Child Acoustic Database consists of longitudinal audio recordings from a group of children over a critical period of growth and development (ages 2-7 years). The goal of this database is to 1) document acoustic changes in speech production that may be related to physical growth 2) inform development of a model of speech production for child talkers. This work was funded by NSF BSC-1145011 awarded to Kate Bunton, Ph.D. and Brad Story, Ph.D, Principal Investigators.
This database contains longitudinal audio recordings of 55 American English speaking children between the ages of 2-7 at 3-month intervals. Since children began the study at different ages, some children have fewer recording sessions than others. The database can also be used to provide cross-sectional data for children of a specific age. Please refer to the subject data table for information on specific sessions available here http://arizona.openrepository.com/arizona/handle/10150/316065.
All children were recorded using the same protocol; therefore, task numbers are consistent across children and sessions. A calibration tone is included as Record 1 for all sessions. The speech protocol focused on production of English monopthong and diphthong vowels in isolation, sVd, hVd, and monosyllabic real words. In addition, the protocol includes several nonsense vowel-to-vowel transitions. Speakers were prompted either verbally by investigators or by graphical prompts. Details of the protocol with reference to task numbers can be found in the protocol spreadsheet available here http://arizona.openrepository.com/arizona/handle/10150/316065.
Details on data recording:
All samples were recorded digitally using an AKG SE 300B microphone with a mouth to mic distance of approximately 10 inches. Signals were recorded digitally using a Marantz PMD671, 16 bit PCM (uncompressed) at 44.1KHz. Recordings are made available in .wav format. Individual zip files contain all recordings from a single session.
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Bunton, Kate, und Brad Story. „ACAD14_M“. 2014. http://hdl.handle.net/10150/321603.
Der volle Inhalt der QuelleAnnotation:
The Arizona Child Acoustic Database consists of longitudinal audio recordings from a group of children over a critical period of growth and development (ages 2-7 years). The goal of this database is to 1) document acoustic changes in speech production that may be related to physical growth 2) inform development of a model of speech production for child talkers. This work was funded by NSF BSC-1145011 awarded to Kate Bunton, Ph.D. and Brad Story, Ph.D, Principal Investigators.
This database contains longitudinal audio recordings of 55 American English speaking children between the ages of 2-7 at 3-month intervals. Since children began the study at different ages, some children have fewer recording sessions than others. The database can also be used to provide cross-sectional data for children of a specific age. Please refer to the subject data table for information on specific sessions available here http://arizona.openrepository.com/arizona/handle/10150/316065.
All children were recorded using the same protocol; therefore, task numbers are consistent across children and sessions. A calibration tone is included as Record 1 for all sessions. The speech protocol focused on production of English monopthong and diphthong vowels in isolation, sVd, hVd, and monosyllabic real words. In addition, the protocol includes several nonsense vowel-to-vowel transitions. Speakers were prompted either verbally by investigators or by graphical prompts. Details of the protocol with reference to task numbers can be found in the protocol spreadsheet available here http://arizona.openrepository.com/arizona/handle/10150/316065.
Details on data recording:
All samples were recorded digitally using an AKG SE 300B microphone with a mouth to mic distance of approximately 10 inches. Signals were recorded digitally using a Marantz PMD671, 16 bit PCM (uncompressed) at 44.1KHz. Recordings are made available in .wav format. Individual zip files contain all recordings from a single session.
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Bunton, Kate, und Brad Story. „ACAD52_M“. 2014. http://hdl.handle.net/10150/322031.
Der volle Inhalt der QuelleAnnotation:
The Arizona Child Acoustic Database consists of longitudinal audio recordings from a group of children over a critical period of growth and development (ages 2-7 years). The goal of this database is to 1) document acoustic changes in speech production that may be related to physical growth 2) inform development of a model of speech production for child talkers. This work was funded by NSF BSC-1145011 awarded to Kate Bunton, Ph.D. and Brad Story, Ph.D, Principal Investigators.
This database contains longitudinal audio recordings of 55 American English speaking children between the ages of 2-7 at 3-month intervals. Since children began the study at different ages, some children have fewer recording sessions than others. The database can also be used to provide cross-sectional data for children of a specific age. Please refer to the subject data table for information on specific sessions available here http://arizona.openrepository.com/arizona/handle/10150/316065.
All children were recorded using the same protocol; therefore, task numbers are consistent across children and sessions. A calibration tone is included as Record 1 for all sessions. The speech protocol focused on production of English monopthong and diphthong vowels in isolation, sVd, hVd, and monosyllabic real words. In addition, the protocol includes several nonsense vowel-to-vowel transitions. Speakers were prompted either verbally by investigators or by graphical prompts. Details of the protocol with reference to task numbers can be found in the protocol spreadsheet available here http://arizona.openrepository.com/arizona/handle/10150/316065.
Details on data recording:
All samples were recorded digitally using an AKG SE 300B microphone with a mouth to mic distance of approximately 10 inches. Signals were recorded digitally using a Marantz PMD671, 16 bit PCM (uncompressed) at 44.1KHz. Recordings are made available in .wav format. Individual zip files contain all recordings from a single session.
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Bunton, Kate, und Brad Story. „ACAD59_F“. 2014. http://hdl.handle.net/10150/552338.
Der volle Inhalt der QuelleAnnotation:
The Arizona Child Acoustic Database consists of longitudinal audio recordings from a group of children over a critical period of growth and development (ages 2-7 years). The goal of this database is to 1) document acoustic changes in speech production that may be related to physical growth 2) inform development of a model of speech production for child talkers. This work was funded by NSF BSC-1145011 awarded to Kate Bunton, Ph.D. and Brad Story, Ph.D, Principal Investigators.This database contains longitudinal audio recordings of 55 American English speaking children between the ages of 2-7 at 3-month intervals. Since children began the study at different ages, some children have fewer recording sessions than others. The database can also be used to provide cross-sectional data for children of a specific age. Please refer to the subject data table for information on specific sessions available here http://arizona.openrepository.com/arizona/bitstream/10150/552714/1/SubjectTable.pdf. All children were recorded using the same protocol; therefore, task numbers are consistent across children and sessions. A calibration tone is included as Record 1 for all sessions. The speech protocol focused on production of English monopthong and diphthong vowels in isolation, sVd, hVd, and monosyllabic real words. In addition, the protocol includes several nonsense vowel-to-vowel transitions. Speakers were prompted either verbally by investigators or by graphical prompts. Details of the protocol with reference to task numbers can be found in the protocol spreadsheet available here http://arizona.openrepository.com/arizona/bitstream/10150/552731/1/tasklist.pdf.
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Bunton, Kate, und Brad Story. „ACAD11_F“. 2014. http://hdl.handle.net/10150/321582.
Der volle Inhalt der QuelleAnnotation:
The Arizona Child Acoustic Database consists of longitudinal audio recordings from a group of children over a critical period of growth and development (ages 2-7 years). The goal of this database is to 1) document acoustic changes in speech production that may be related to physical growth 2) inform development of a model of speech production for child talkers. This work was funded by NSF BSC-1145011 awarded to Kate Bunton, Ph.D. and Brad Story, Ph.D, Principal Investigators.
This database contains longitudinal audio recordings of 55 American English speaking children between the ages of 2-7 at 3-month intervals. Since children began the study at different ages, some children have fewer recording sessions than others. The database can also be used to provide cross-sectional data for children of a specific age. Please refer to the subject data table for information on specific sessions available here http://arizona.openrepository.com/arizona/handle/10150/316065.
All children were recorded using the same protocol; therefore, task numbers are consistent across children and sessions. A calibration tone is included as Record 1 for all sessions. The speech protocol focused on production of English monopthong and diphthong vowels in isolation, sVd, hVd, and monosyllabic real words. In addition, the protocol includes several nonsense vowel-to-vowel transitions. Speakers were prompted either verbally by investigators or by graphical prompts. Details of the protocol with reference to task numbers can be found in the protocol spreadsheet available here http://arizona.openrepository.com/arizona/handle/10150/316065.
Details on data recording:
All samples were recorded digitally using an AKG SE 300B microphone with a mouth to mic distance of approximately 10 inches. Signals were recorded digitally using a Marantz PMD671, 16 bit PCM (uncompressed) at 44.1KHz. Recordings are made available in .wav format. Individual zip files contain all recordings from a single session.
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Bunton, Kate, und Brad Story. „ACAD19_F“. 2014. http://hdl.handle.net/10150/321616.
Der volle Inhalt der QuelleAnnotation:
The Arizona Child Acoustic Database consists of longitudinal audio recordings from a group of children over a critical period of growth and development (ages 2-7 years). The goal of this database is to 1) document acoustic changes in speech production that may be related to physical growth 2) inform development of a model of speech production for child talkers. This work was funded by NSF BSC-1145011 awarded to Kate Bunton, Ph.D. and Brad Story, Ph.D, Principal Investigators.
This database contains longitudinal audio recordings of 55 American English speaking children between the ages of 2-7 at 3-month intervals. Since children began the study at different ages, some children have fewer recording sessions than others. The database can also be used to provide cross-sectional data for children of a specific age. Please refer to the subject data table for information on specific sessions available here http://arizona.openrepository.com/arizona/handle/10150/316065.
All children were recorded using the same protocol; therefore, task numbers are consistent across children and sessions. A calibration tone is included as Record 1 for all sessions. The speech protocol focused on production of English monopthong and diphthong vowels in isolation, sVd, hVd, and monosyllabic real words. In addition, the protocol includes several nonsense vowel-to-vowel transitions. Speakers were prompted either verbally by investigators or by graphical prompts. Details of the protocol with reference to task numbers can be found in the protocol spreadsheet available here http://arizona.openrepository.com/arizona/handle/10150/316065.
Details on data recording:
All samples were recorded digitally using an AKG SE 300B microphone with a mouth to mic distance of approximately 10 inches. Signals were recorded digitally using a Marantz PMD671, 16 bit PCM (uncompressed) at 44.1KHz. Recordings are made available in .wav format. Individual zip files contain all recordings from a single session.
42
Bunton, Kate, und Brad Story. „ACAD18_F“. 2014. http://hdl.handle.net/10150/321626.
Der volle Inhalt der QuelleAnnotation:
The Arizona Child Acoustic Database consists of longitudinal audio recordings from a group of children over a critical period of growth and development (ages 2-7 years). The goal of this database is to 1) document acoustic changes in speech production that may be related to physical growth 2) inform development of a model of speech production for child talkers. This work was funded by NSF BSC-1145011 awarded to Kate Bunton, Ph.D. and Brad Story, Ph.D, Principal Investigators.
This database contains longitudinal audio recordings of 55 American English speaking children between the ages of 2-7 at 3-month intervals. Since children began the study at different ages, some children have fewer recording sessions than others. The database can also be used to provide cross-sectional data for children of a specific age. Please refer to the subject data table for information on specific sessions available here http://arizona.openrepository.com/arizona/handle/10150/316065.
All children were recorded using the same protocol; therefore, task numbers are consistent across children and sessions. A calibration tone is included as Record 1 for all sessions. The speech protocol focused on production of English monopthong and diphthong vowels in isolation, sVd, hVd, and monosyllabic real words. In addition, the protocol includes several nonsense vowel-to-vowel transitions. Speakers were prompted either verbally by investigators or by graphical prompts. Details of the protocol with reference to task numbers can be found in the protocol spreadsheet available here http://arizona.openrepository.com/arizona/handle/10150/316065.
Details on data recording:
All samples were recorded digitally using an AKG SE 300B microphone with a mouth to mic distance of approximately 10 inches. Signals were recorded digitally using a Marantz PMD671, 16 bit PCM (uncompressed) at 44.1KHz. Recordings are made available in .wav format. Individual zip files contain all recordings from a single session.
43
Bunton, Kate, und Brad Story. „ACAD23_F“. 2014. http://hdl.handle.net/10150/321649.
Der volle Inhalt der QuelleAnnotation:
The Arizona Child Acoustic Database consists of longitudinal audio recordings from a group of children over a critical period of growth and development (ages 2-7 years). The goal of this database is to 1) document acoustic changes in speech production that may be related to physical growth 2) inform development of a model of speech production for child talkers. This work was funded by NSF BSC-1145011 awarded to Kate Bunton, Ph.D. and Brad Story, Ph.D, Principal Investigators.
This database contains longitudinal audio recordings of 55 American English speaking children between the ages of 2-7 at 3-month intervals. Since children began the study at different ages, some children have fewer recording sessions than others. The database can also be used to provide cross-sectional data for children of a specific age. Please refer to the subject data table for information on specific sessions available here http://arizona.openrepository.com/arizona/handle/10150/316065.
All children were recorded using the same protocol; therefore, task numbers are consistent across children and sessions. A calibration tone is included as Record 1 for all sessions. The speech protocol focused on production of English monopthong and diphthong vowels in isolation, sVd, hVd, and monosyllabic real words. In addition, the protocol includes several nonsense vowel-to-vowel transitions. Speakers were prompted either verbally by investigators or by graphical prompts. Details of the protocol with reference to task numbers can be found in the protocol spreadsheet available here http://arizona.openrepository.com/arizona/handle/10150/316065.
Details on data recording:
All samples were recorded digitally using an AKG SE 300B microphone with a mouth to mic distance of approximately 10 inches. Signals were recorded digitally using a Marantz PMD671, 16 bit PCM (uncompressed) at 44.1KHz. Recordings are made available in .wav format. Individual zip files contain all recordings from a single session.
44
Bunton, Kate, und Brad Story. „ACAD02_F“. 2014. http://hdl.handle.net/10150/320494.
Der volle Inhalt der QuelleAnnotation:
The Arizona Child Acoustic Database consists of longitudinal audio recordings from a group of children over a critical period of growth and development (ages 2-7 years). The goal of this database is to 1) document acoustic changes in speech production that may be related to physical growth 2) inform development of a model of speech production for child talkers. This work was funded by NSF BSC-1145011 awarded to Kate Bunton, Ph.D. and Brad Story, Ph.D, Principal Investigators.
This database contains longitudinal audio recordings of 55 American English speaking children between the ages of 2-7 at 3-month intervals. Since children began the study at different ages, some children have fewer recording sessions than others. The database can also be used to provide cross-sectional data for children of a specific age. Please refer to the subject data table for information on specific sessions available here http://arizona.openrepository.com/arizona/handle/10150/316065.
All children were recorded using the same protocol; therefore, task numbers are consistent across children and sessions. A calibration tone is included as Record 1 for all sessions. The speech protocol focused on production of English monopthong and diphthong vowels in isolation, sVd, hVd, and monosyllabic real words. In addition, the protocol includes several nonsense vowel-to-vowel transitions. Speakers were prompted either verbally by investigators or by graphical prompts. Details of the protocol with reference to task numbers can be found in the protocol spreadsheet available here http://arizona.openrepository.com/arizona/handle/10150/316065.
Details on data recording:
All samples were recorded digitally using an AKG SE 300B microphone with a mouth to mic distance of approximately 10 inches. Signals were recorded digitally using a Marantz PMD671, 16 bit PCM (uncompressed) at 44.1KHz. Recordings are made available in .wav format. Individual zip files contain all recordings from a single session.
45
Bunton, Kate, und Brad Story. „ACAD08_M“. 2014. http://hdl.handle.net/10150/321559.
Der volle Inhalt der QuelleAnnotation:
The Arizona Child Acoustic Database consists of longitudinal audio recordings from a group of children over a critical period of growth and development (ages 2-7 years). The goal of this database is to 1) document acoustic changes in speech production that may be related to physical growth 2) inform development of a model of speech production for child talkers. This work was funded by NSF BSC-1145011 awarded to Kate Bunton, Ph.D. and Brad Story, Ph.D, Principal Investigators.
This database contains longitudinal audio recordings of 55 American English speaking children between the ages of 2-7 at 3-month intervals. Since children began the study at different ages, some children have fewer recording sessions than others. The database can also be used to provide cross-sectional data for children of a specific age. Please refer to the subject data table for information on specific sessions available here http://arizona.openrepository.com/arizona/handle/10150/316065.
All children were recorded using the same protocol; therefore, task numbers are consistent across children and sessions. A calibration tone is included as Record 1 for all sessions. The speech protocol focused on production of English monopthong and diphthong vowels in isolation, sVd, hVd, and monosyllabic real words. In addition, the protocol includes several nonsense vowel-to-vowel transitions. Speakers were prompted either verbally by investigators or by graphical prompts. Details of the protocol with reference to task numbers can be found in the protocol spreadsheet available here http://arizona.openrepository.com/arizona/handle/10150/316065.
Details on data recording:
All samples were recorded digitally using an AKG SE 300B microphone with a mouth to mic distance of approximately 10 inches. Signals were recorded digitally using a Marantz PMD671, 16 bit PCM (uncompressed) at 44.1KHz. Recordings are made available in .wav format. Individual zip files contain all recordings from a single session.
46
Bunton, Kate, und Brad Story. „ACAD33_M“. 2014. http://hdl.handle.net/10150/321655.
Der volle Inhalt der QuelleAnnotation:
The Arizona Child Acoustic Database consists of longitudinal audio recordings from a group of children over a critical period of growth and development (ages 2-7 years). The goal of this database is to 1) document acoustic changes in speech production that may be related to physical growth 2) inform development of a model of speech production for child talkers. This work was funded by NSF BSC-1145011 awarded to Kate Bunton, Ph.D. and Brad Story, Ph.D, Principal Investigators.
This database contains longitudinal audio recordings of 55 American English speaking children between the ages of 2-7 at 3-month intervals. Since children began the study at different ages, some children have fewer recording sessions than others. The database can also be used to provide cross-sectional data for children of a specific age. Please refer to the subject data table for information on specific sessions available here http://arizona.openrepository.com/arizona/handle/10150/316065.
All children were recorded using the same protocol; therefore, task numbers are consistent across children and sessions. A calibration tone is included as Record 1 for all sessions. The speech protocol focused on production of English monopthong and diphthong vowels in isolation, sVd, hVd, and monosyllabic real words. In addition, the protocol includes several nonsense vowel-to-vowel transitions. Speakers were prompted either verbally by investigators or by graphical prompts. Details of the protocol with reference to task numbers can be found in the protocol spreadsheet available here http://arizona.openrepository.com/arizona/handle/10150/316065.
Details on data recording:
All samples were recorded digitally using an AKG SE 300B microphone with a mouth to mic distance of approximately 10 inches. Signals were recorded digitally using a Marantz PMD671, 16 bit PCM (uncompressed) at 44.1KHz. Recordings are made available in .wav format. Individual zip files contain all recordings from a single session.
47
Hong, Ya-shin, und 洪雅欣. „The caries pattern and its related factors of children aged 3-6 years in Taiwan“. Thesis, 2006. http://ndltd.ncl.edu.tw/handle/77530215661733483078.
Der volle Inhalt der QuelleAnnotation:
碩士高雄醫學大學
牙醫學研究所碩士班
94
Dental caries is a significant health issue for children. There have been sufficient surveys on the oral condition of preschool children in Taiwan, but studies about caries pattern are rare. Through the survey of the oral condition of preschool children, the database of the dental health status, its related oral habits and the changes of caries pattern of children can be established. The information will help in the future evaluation on treatment needs, making the strategies of caries prevention plans and promoting policies on oral health. The purpose of this study is to investigate the oral condition as well as caries pattern and its related factors of children aged 3-6 years in Taiwan. Stratified multi-stage cluster sampling and probability proportional to size (PPS) were used for sampling. A total number of 3990 children aged 3-6 years received oral examinations and questionnaires through home visiting and inquiry on the kindergartens. 3044 participants completed the oral health examinations and the questionnaires. Data collected were weight to fit the proper demographic data of each area. There was no significant difference between home visiting group and kindergarten group. No difference was found between boys and girls. The prevalence of early childhood caries (ECC) was 61.35％, 77.20％, and 81.65％ for three, four and five-year-old children respectively. The percentage of caries free pattern decreased as age increased. Only 26.54% remains caries free in children aged 5 years. On the contrast, the percentage of facial-lingual/molar-proximal pattern increased with age increase, which were 13.60％ and 34.32％ for 3 and 5-year-old children. The main contributing factors for ECC were related to the socio-economic status of the parents, breast/bottle feeding, the dietary habits of the children and the oral hygiene habits. For children with ECC, the age at which tooth brushing started, bottle feeding before bed time, snack habits are the significant variable associated with severe-ECC. Factors related to caries pattern include socio-economic status of the parents, breast/bottle feeding, dietary and oral health habits. Compared with the data surveyed in 1997, the oral health status of children aged 3-6 years old have improved remarkably. However, compared to the requirement suggested by WHO, we still have to work hard on the prevention tasks for children.
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YU, YA-TING, und 余雅婷. „Research on the Living Conditions of 3 to 6 Years Old Young Children in Taiwan and Japan“. Thesis, 2016. http://ndltd.ncl.edu.tw/handle/59414138483487068743.
Der volle Inhalt der QuelleAnnotation:
博士國立體育大學
體育研究所
104
The purpose of this study was to investigate Taiwanese young children’s living condition. Also, to prove the relations between bed-time, wake up time, sleeping hours, and playing hours etc. The subjects were 979 children from 3 to 6 year-old in kindergarten in Taiwan, and 7301 children in Japanese. The Young Children's living condition surveys were completed by children’s parents. The results were as follows: (1) the Kaup's index of Taiwanese young children were higher than Japanese; (2) the rate of sleep late, wake up late, and less sleeping time of Taiwanese young children were higher than Japanese; (3) the rate of eating breakfast everyday of Japanese young children were higher than Taiwanese, moreover, the percentage of "always watching TV when eating breakfast" also higher than Taiwanese; (4) the results showed that the top one fatigue symptom in the morning was "feeling sleepy" of the 3 to 6-year-old young children both in Taiwan and Japan; the time of playing outside after school of young children were "less than 30 minutes". In conclusion, living condition was related to each factor of life rhythm and the living condition of Taiwanese and Japanese young children became in the bad living circle - went to bed late, waked up late, less sleeping hours, breakfast time and dinner time delayed, lacked of physical activities. Therefore, we suggest government and kindergarten towards promoted a series of activities for parents and children in the park to enhance young children physical activity and help them go back to the best life rhythm ─ go to bed early, wake up early, and be active.
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Yang, Chia-Hsiang, und 楊家香. „The Study of Daily Routine and Gross Motor Development of 3 to 6 years old Young Children“. Thesis, 2019. http://ndltd.ncl.edu.tw/handle/kyee2s.
Der volle Inhalt der QuelleAnnotation:
碩士臺北市立大學
運動教育研究所碩士在職專班
107
The purpose of this study was to investigate the Conditions of Daily Routine and Gross Motor Development of 3~6 years old Kindergarten Children, besides to explore the relationship between them. A total of 159 samples were collected from B Elementary School Attached Kindergarten. “The Young Children's Living Condition Surveys Questionnaire” were filled out by the parents, and then test the motor development of the young children by TGMD-2 (Test of Gross Motor Development 2nd Edition). The results were as follows: 1) The daily routine would affect the willingness and emotions of 3~6 years old children when getting up. The young children using 3C products before bedtime sleep later. Those who participate in sports clubs or have exercise habits before bedtime would spend more time to fall asleep. 2) Young boys scored significantly higher than young girls on the “Object Control”; In addition, young children who participated in sports clubs performed better than those who non-participants in on the “Object Control .” 3) This study couldn’t confirm the correlation between daily routine and gross motor development, but figure out the correlation between falling asleep time and gross motor development. The young children who fall asleep sooner, gross motor development were better. 4) At the stage of 3 to 6 years old, age is the most predictive variable to predict gross motor development. The "mature" is an important factor for the motor abilities development of young children.
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Lin, Pei-Ying, und 林佩瑩. „Comparsion of dietary and tooth brushing habits to dental caries of 3-6 years old preschool children in urban and rural area“. Thesis, 2012. http://ndltd.ncl.edu.tw/handle/42545155682663491705.
Der volle Inhalt der QuelleAnnotation:
碩士高雄醫學大學
口腔衛生科學研究所碩士在職專班
100
Background: Dental caries of children in Taiwan is the most common oral disease; it can also severely affect children''s eating habits, sleep habits and quality of life we surveyed and discuss whether the dental health status of children aged 3-6 years old, especially the rural-urban discrepancy has improved recently or not. Therefore, the purpose of this study was to examine the dental health status, diet and tooth cleaning habits of children aged 3-6 years old and their parents and compare their urban-rural discrepancy. Objectives: 1、To survey the oral health ststus diet and tooth brushing habits and caries prevalence of 3-6 year-old children in urban and rural areas. 2、To study the correlation between dental caries status and socio-demography of children in urban and rural areas. 3、To the study dental caries status , diet habits and the relevance of cleaning teeth of children in urban and rural areas. 4、To explore the important factors of dental caries in urban and rural areas. Material and methods: There were 4152 children aged less than 6 years old selected by the sampling method of Probability Proportional to Size (PPS). The final effective sample was 3,412 children aged between 3-6 years old for this cross-sectional study. The content of the study used an oral examination chart which contained dental health status, oral hygiene status, and a structured questionnaire related to diet, tooth cleaning and feeding which was obtained from the parents of the children who participated in this study. MS Access was used to design the data base. SPSS 17.0 software was used for statistical analysis which contained t-test, analysis of variance (ANOVA) and Chi-square test for analyses. Results: The 3-6 year old mean dental health index including dt, ft, deft index, ds, fs defs index and caries rates increased with age significantly (p <0.0001); The deft index of 6 year-old children in rural areas showed 6.60±7.51 which was statistically significantly higher than that of urban areas, 4.54±3.41.The rural children who liked to eat snacks and baked foods showed a higher deft index of 9.87±8.45 than that of urban children, 9.42±8.13 with a statistically significant difference (p <0.0001). The rural children who did not have tooth-brushing habits showed a higher deft index of 5.27 ± 2.88 than that of urban children of 4.95 ± 5.58 with a statistically significant difference (p <0.0001). Conclusion: This survey proved that the discrepancy of dental health status of 3-6 year-old children between urban and rural areas is severe and should be improved urgently. The important affect factors to cause the poor dental health status are age, tooth-brushing behavior, diet habits and the urban rural divide. KEY WORDS： Dental caries experience index, caries prevalence, rural and urban areas, dental health status