Relevant bibliographies by topics / Child behaviour

Academic literature on the topic 'Child behaviour'

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Published: 4 June 2021
Last updated: 20 February 2023

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Journal articles on the topic "Child behaviour"

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Muir, J. D. "Widespread child behaviour." British Dental Journal 185, no. 6 (September 1998): 264–66. http://dx.doi.org/10.1038/sj.bdj.4809786.

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Richardson, Greg. "Child behaviour SEPARATION." Early Years Educator 2, no. 2 (June 2000): 44–45. http://dx.doi.org/10.12968/eyed.2000.2.2.15547.

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Partridge, Ian. "Child behaviour Anxiety." Early Years Educator 2, no. 8 (December 2000): 48–49. http://dx.doi.org/10.12968/eyed.2000.2.8.15391.

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Partridge, Ian. "Child behaviour Parents." Early Years Educator 3, no. 3 (July 2001): 48–49. http://dx.doi.org/10.12968/eyed.2001.3.3.15208.

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Jones, Nick. "Child behaviour Humour." Early Years Educator 3, no. 5 (September 2001): 43–44. http://dx.doi.org/10.12968/eyed.2001.3.5.15173.

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Williams, Chris. "Child behaviour Vomiting." Early Years Educator 3, no. 7 (November 2001): 42–43. http://dx.doi.org/10.12968/eyed.2001.3.7.15140.

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Casswell, Geraldine. "Child behaviour LYING." Early Years Educator 3, no. 10 (February 2002): 48–49. http://dx.doi.org/10.12968/eyed.2002.3.10.15083.

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Sullivan, Karen. "Child behaviour STRESS." Early Years Educator 5, no. 10 (February 2004): 21–23. http://dx.doi.org/10.12968/eyed.2004.5.10.14350.

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Sullivan, Karen. "Child behaviour HYPERACTIVITY." Early Years Educator 5, no. 11 (March 2004): 19–21. http://dx.doi.org/10.12968/eyed.2004.5.11.14293.

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Waller, Rebecca, Christopher J. Trentacosta, Daniel S. Shaw, Jenae M. Neiderhiser, Jody M. Ganiban, David Reiss, Leslie D. Leve, and Luke W. Hyde. "Heritable temperament pathways to early callous–unemotional behaviour." British Journal of Psychiatry 209, no. 6 (December 2016): 475–82. http://dx.doi.org/10.1192/bjp.bp.116.181503.

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BackgroundEarly callous–unemotional behaviours identify children at risk for antisocial behaviour. Recent work suggests that the high heritability of callous–unemotional behaviours is qualified by interactions with positive parenting.AimsTo examine whether heritable temperament dimensions of fearlessness and low affiliative behaviour are associated with early callous–unemotional behaviours and whether parenting moderates these associations.MethodUsing an adoption sample (n=561), we examined pathways from biological mother self-reported fearlessness and affiliative behaviour to child callous–unemotional behaviours via observed child fearlessness and affiliative behaviour, and whether adoptive parent observed positive parenting moderated pathways.ResultsBiological mother fearlessness predicted child callous–unemotional behaviours via earlier child fearlessness. Biological mother low affiliative behaviour predicted child callous–unemotional behaviours, although not via child affiliative behaviours. Adoptive mother positive parenting moderated the fearlessness to callous–unemotional behaviour pathway.ConclusionsHeritable fearlessness and low interpersonal affiliation traits contribute to the development of callous–unemotional behaviours. Positive parenting can buffer these risky pathways.
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Dissertations / Theses on the topic "Child behaviour"

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Lindquist, Jennifer Ella Lynn. "Family stress and child behaviour." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1998. http://www.collectionscanada.ca/obj/s4/f2/dsk2/ftp01/MQ34493.pdf.

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Swann, Margaret Alice. "Temperament, behaviour and mother-child interaction in child abusing families." Thesis, Queen's University Belfast, 1989. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.335962.

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Stadler, Sophia. "Child disruptive behaviour problems, problem perception and help-seeking behaviour." Master's thesis, University of Cape Town, 2017. http://hdl.handle.net/11427/26942.

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Disruptive behaviour problems in early childhood are found to be associated with many negative long-term outcomes, such as antisocial behaviour, adolescent delinquency, and substance abuse (Kellam, Werthamer-Larsson & Dolan (1991), as cited in Butler, 2005:1). Even after adolescence this arises, for, as Vogel (2008:16) states the 'frequency of behavioural problems or challenging behaviour among the youth of today often predicts the size of our future prison population'. These findings clearly highlight the importance of early identification of behavioural problems, adequate preventative intervention (Butler, 2005:1) and the necessity for early intervention to prevent their continuity, since behaviour problems are found to worsen without treatment (Loeber, 1982, cited in Butler, 2005:1). The goal of this study is to gain an understanding of disruptive behaviour in primary school learners. To achieve this goal, the objectives of this are to explore the nature of child disruptive behaviour problems; to explore parents and teachers' problem perception of child disruptive behaviour; to explore the problem threshold of parents and teachers toward child disruptive behaviour; and to explore their help-seeking behaviour. The study's aim, therefore, is to better understand and gain more insight in child disruptive behaviour problems before a threshold is reached by parents and teachers and help is sought from social service professionals. The study uses an exploratory qualitative research design to gain insight into child disruptive behaviour problems, problem perceptions and help-seeking behaviour in the Southern Cape Karoo District in the Western Cape. Child disruptive behaviour patterns were analysed along a three-point continuum (from less severe - 'preventative'; to moderate - 'early intervention'; and most severe - 'statutory') based, on problem perceptions of parents, teachers and social service professionals. In addition, the present study examines parents and teachers' problem thresholds to identify help-seeking behaviour and sources. A purposive sampling technique was used to select the participants according to appropriation and availability. Parents and teachers were contacted to participate voluntarily in the research from schools in the area - Acacia Primary School, Baartmansfontein Primary School, Buffelsriver Private Primary School and Matjiesfontein Primary School. The social service professionals who participated consisted of social workers, social auxiliary workers and police officials from the Department of Social Development, Child Welfare SA and the South African Police Service. The study consisted of a broad range of child ages and parental ages. Parent participants also included biological and foster parents. Data was gathered by means of a semi-structured interview schedule administered during 24 individual interviews. The schedule is based on information obtained from the literature review relevant to the models and theories selected. Previous research done by Jessica Hankinson in 2009 in America on child psychopathology, parental problem perception, and help-seeking behaviours was used as a reference for creating the data collection tool, since she also focused on child behavioural problems and used similar models in the theories. This tool was created in such a way as to be relevant to the South African context. The findings confirmed the serious nature of child disruptive behaviour amongst primary school learners, including abusive behaviour, assault, bullying, fighting, swearing, theft, criminal involvement, substance abuse, truancy and school dropouts. The participants were found to be able to perceive their child's problem behaviour and to perceive themselves to be competent parents in dealing with disruptive behaviour. Child disruptive behaviour was found to have a significant effect on classroom learning. Despite legislation banning this, the participants still resort to punitive corrective measures. Stigma related to professional services and the privacy of the family are found to be very relevant in help-seeking efforts. This lead to the conclusion that child disruptive behaviour may become a normal and acceptable phenomenon, and thus leads to late reporting - and social services being contacted only as a last resort. The most important recommendation resulting from the study indicates that there is a need for prevention and early intervention services for child disruptive behaviour. This should address the escalation of the behaviour that later results in the need for statutory services. The study further indicates that various sectors (social workers, teachers, community structures and the departments) need to collaborate and form partnerships in order to enhance the early reporting of children in need and the accessibility and availability of services rendered in rural areas. This could enhance the early identification, reporting and service delivery in order to find problem resolutions.
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Sacker, Amanda. "Longitudinal models of maladaptive behaviour." Thesis, University of Hertfordshire, 1997. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.361262.

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Tantam, Grace. "Directly observed parenting behaviours and their effect on child literacy and behaviour." Thesis, Royal Holloway, University of London, 2009. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.521764.

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Domoney, J. "Early father-child interactions and behaviour problems." Thesis, University College London (University of London), 2013. http://discovery.ucl.ac.uk/1406919/.

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Many development trajectories leading to maladaptive outcomes begin in infancy and toddlerhood. With more fathers caring for their children from a younger age there is a need to understand the associations between paternal behaviour and child development. This thesis will explore the relationship between father-child interaction and child outcomes in the early years. Part one is a review of the literature looking at the association between father-child interaction in the preschool years and child outcomes across social, behavioural, cognitive and linguistic domains. The key question addressed is, ‘Do father-child interactions in the preschool years predict later child outcomes?’ Part two of the thesis reports findings from a longitudinal cohort study looking at the associations between father-child interactions and child behaviour across the first two years. Specifically, it examines cross-sectional and longitudinal correlations between father-child interaction, infant temperament and externalizing behaviours, including exploring the direction of effects between fathers and their children. Part three is a critical appraisal of the research process which considers the issues that arise in translating complex family dynamics into quantifiable variables, including issues of measurement and researcher subjectivity.
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Lua, Sok Hong. "Children's temperament and mother-child interactions." Thesis, University of Oxford, 1995. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.259939.

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Lindquist, Barbro. "Hydrocephalus in children : cognition and behaviour /." Göteborg : Department of Pediatrics, Institute of Clinical Sciences, Sahlgrenska Academy at Göteborg University, 2007. http://hdl.handle.net/2077/2557.

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Panter, David C. "Child social relations and gender." Thesis, Open University, 1988. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.235677.

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Lorenc, Diana. "An investigation of mothers' attributions and affective and behavioural responses to pre-school children's problem behaviour : a group comparative study." Thesis, Open University, 1997. http://oro.open.ac.uk/57703/.

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An independent groups comparative design was used to investigate mothers' attributions and affective-behavioural responses in relation to their pre-school child's problem behaviour. Mothers' beliefs about the age at which children develop aspects of social understanding and skills was also investigated. One group involved mothers whose pre-school child was identified as presenting with a behaviour problem, a second group involved' mothers of a 'non-problem' pre-school child. A premise of the research, however, was that all young children will at times present their parents with behaviour management problems. Participants were recruited from a number of sources, predominantly within community settings. Twenty-one participants were assigned to each group. The main findings were that groups differed significantly in terms of the extent to which participants believed their child had misbehaved in order to deliberately upset them, with problem group participants rating their child as having acted more intentionally. There was some evidence that groups also differed in relation to the extent to which they believed their cnild had control over the causes of their misbehaviour, with non-problem group participants rating their child as having more control. No group differences were found in terms of mothers' estimates of the age at which children develop a range of skills and understanding. Groups were also found to differ significantly in the number of child misbehaviour incidents they resolved and the type of behaviour response strategies used. Participants in the non-problem group were more likely to use 'co-operative' responses than those in the problem group. There was also a suggestion of some differences between groups in terms of reported affective responses to child misbehaviour. Results are discussed in relation to previous research and relevant theoretical literature. Implications for clinical practice and directions for future research are suggested.
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Books on the topic "Child behaviour"

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Einon, Dorothy. Child behaviour. London: Viking, 1997.

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Einon, Dorothy. Child behaviour. London: Penguin, 1998.

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Long, Rob. Understanding child behaviour. Salisbury: Quay Books, 2004.

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Association, British Medical, ed. Understanding children's behaviour. Poole: Family Doctor, 2005.

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Managing behaviour in the early years. London: Continuum, 2006.

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J, Cameron R., ed. Behaviour can change. Walton-on-Thames: Nelson, 1992.

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Kosimbei, George. Child healthcare seeking behaviour in Kenya. Nairobi: Kenya Institute for Public Policy Research and Analysis, 2005.

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Webster, Stephen, Julia Davidson, and Antonia Bifulco, eds. Online Offending Behaviour and Child Victimization. London: Palgrave Macmillan UK, 2015. http://dx.doi.org/10.1007/978-1-137-36511-8.

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Gibb, Charles. Professionals and parents: Managing childrenś behaviour. Basingstoke: Macmillan Education, 1989.

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Troubled behaviour. Milton Keynes: Open University Press, 1985.

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Book chapters on the topic "Child behaviour"

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Dawson, R. L. "The Aggressive Child." In Teacher Information Pack 1: Behaviour, 1–16. London: Macmillan Education UK, 1985. http://dx.doi.org/10.1007/978-1-349-08997-0_1.

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Dawson, R. L. "The Friendless Child." In Teacher Information Pack 1: Behaviour, 161–72. London: Macmillan Education UK, 1985. http://dx.doi.org/10.1007/978-1-349-08997-0_17.

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Dawson, R. L. "The Isolated Child." In Teacher Information Pack 1: Behaviour, 197–208. London: Macmillan Education UK, 1985. http://dx.doi.org/10.1007/978-1-349-08997-0_21.

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Dawson, R. L. "The Restless Child." In Teacher Information Pack 1: Behaviour, 265–76. London: Macmillan Education UK, 1985. http://dx.doi.org/10.1007/978-1-349-08997-0_28.

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Dawson, R. L. "School Refusal (Child)." In Teacher Information Pack 1: Behaviour, 277–88. London: Macmillan Education UK, 1985. http://dx.doi.org/10.1007/978-1-349-08997-0_29.

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Dawson, R. L. "The ‘Sly’ Child." In Teacher Information Pack 1: Behaviour, 321–28. London: Macmillan Education UK, 1985. http://dx.doi.org/10.1007/978-1-349-08997-0_33.

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Farrington, David P. "Youth crime and antisocial behaviour." In The Social Child, 353–92. London: Psychology Press, 2021. http://dx.doi.org/10.4324/9781315784748-17.

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Gledhill, Julia, and Matthew Hodes. "Depression and Suicidal Behaviour." In Child Psychology and Psychiatry, 235–43. Chichester, UK: John Wiley & Sons, Ltd, 2017. http://dx.doi.org/10.1002/9781119170235.ch27.

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Dawson, R. L. "The Child Who Cheats." In Teacher Information Pack 1: Behaviour, 121–28. London: Macmillan Education UK, 1985. http://dx.doi.org/10.1007/978-1-349-08997-0_12.

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Fairchild, Graeme. "Juvenile Disruptive Behaviour Disorders." In Child and Adolescent Mental Health, 293–304. 3rd ed. Third edition. | New York, NY: Routledge, 2021.: CRC Press, 2021. http://dx.doi.org/10.4324/9781003083139-46.

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Conference papers on the topic "Child behaviour"

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Zhang, Wencheng, Tanya Kapoor, William Altenhof, Andrew Howard, and Koji Mizuno. "Implementation of Child Biomechanical Neck Behaviour into a Child FE Model." In SAE World Congress & Exhibition. 400 Commonwealth Drive, Warrendale, PA, United States: SAE International, 2009. http://dx.doi.org/10.4271/2009-01-0472.

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B C, ASOGWA, ONOJA R, UMEH E U, and UMEH J C. "Poverty and Child Labour among Households in Nigeria." In International Conference on Advances in Economics, Social Science and Human Behaviour Study - ESSHBS 2015. Institute of Research Engineers and Doctors, 2015. http://dx.doi.org/10.15224/978-1-63248-041-5-65.

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Robins, Ben, Kerstin Dautenhahn, Rene te Boekhorst, and Chrystopher L. Nehaniv. "Behaviour delay and robot expressiveness in child-robot interactions." In the 3rd international conference. New York, New York, USA: ACM Press, 2008. http://dx.doi.org/10.1145/1349822.1349826.

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Kaya, Heysem, Roy S. Hessels, Maryam Najafian, Sandra Hanekamp, and Saeid Safavi. "Bridging Social Sciences and AI for Understanding Child Behaviour." In ICMI '20: INTERNATIONAL CONFERENCE ON MULTIMODAL INTERACTION. New York, NY, USA: ACM, 2020. http://dx.doi.org/10.1145/3382507.3419745.

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Kulkova, I. "Socio-Psychological Factors Influencing Procreative Behaviour: Results of an All-Russian Sociological Survey." In XIII Ural Demographic Forum. Global challenges to demographic development. Institute of Economics of the Ural Branch of RAS, 2022. http://dx.doi.org/10.17059/udf-2022-2-4.

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The article analyses the results of a sociological survey concerning the influence of certain socio-psychological factors on the decision-making process of Russian women to give birth to a/another child. The survey was conducted by the author in all federal districts of the Russian Federation in 2021. It was determined that socio-psychological factors of close-knit family, love between spouses and psychological readiness to have a child have a strong influence on procreative behaviour; the grandparents’ willingness to provide assistance looking after the child/children has a medium impact. It was also revealed that the ideal number of children in the family according to the respondents cannot ensure the simple population reproduction in the country.
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Jones, Christian Martyn, and Kay Pozzebon. "Being Safety Smart: Social Issue Game for Child Protective Behaviour Training." In Proceedings of HCI 2010. BCS Learning & Development, 2010. http://dx.doi.org/10.14236/ewic/hci2010.20.

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Pető, Dalma. "Investigation of eating behaviour among primary school children with Dutch Eating Behaviour Questionnaire (DEBQ)." In The Challenges of Analyzing Social and Economic Processes in the 21st Century. Szeged: Szegedi Tudományegyetem Gazdaságtudományi Kar, 2020. http://dx.doi.org/10.14232/casep21c.18.

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There are many factors that influence children's eating, and the role of parents is outstanding. During our research, we studied children's eating behaviour and were also interested in parents' attitudes towards their children's eating behaviour. In the course of our investigation, we used a part of the already validated questionnaire, DEBQ. Our sample was made up of primary school children and their parents. A total of 172 children and their parents completed the questionnaire. The results show that parents consider the child's nutritional characteristics differently than the child itself. We found that parents overestimate their children's self-control about delicious food.
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Thomas, Lisa, Pam Briggs, and Linda Little. "The impact of using location-based services with a behaviour-disordered child." In the 6th Nordic Conference. New York, New York, USA: ACM Press, 2010. http://dx.doi.org/10.1145/1868914.1868971.

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Binu, P. K., V. Akhil, and Vinay Mohan. "Smart and secure IOT based child behaviour and health monitoring system using hadoop." In 2017 International Conference on Advances in Computing, Communications and Informatics (ICACCI). IEEE, 2017. http://dx.doi.org/10.1109/icacci.2017.8125876.

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Safavi, Saeid, Heysem Kaya, Roy S. Hessels, Maryam Najafian, and Sandra Hanekamp. "2nd ICMI Workshop on Bridging Social Sciences and AI for Understanding Child Behaviour." In ICMI '21: INTERNATIONAL CONFERENCE ON MULTIMODAL INTERACTION. New York, NY, USA: ACM, 2021. http://dx.doi.org/10.1145/3462244.3480979.

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Reports on the topic "Child behaviour"

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Aked, Jody. Supply Chains, the Informal Economy, and the Worst Forms of Child Labour. Institute of Development Studies (IDS), July 2021. http://dx.doi.org/10.19088/clarissa.2021.006.

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As a cohort of people, ‘children in work’ have become critical to the everyday functioning of diverse supply chain systems. This Working Paper considers diverse commodity chains (leather, waste, recycling and sex) to explore the business realities that generate child labour in its worst forms. A review of the literature finds that occurrence of the worst forms of child labour (WFCL) in supply chain systems is contingent on the organising logics and strategies adopted by actors in both the formal and informal economies. Piecing together the available evidence, the paper hypothesises that a supply chain system is sensitive to the use of WFCL when downward pressure to take on business risk cannot be matched by the economic resilience to absorb that risk. Emergencies and persistent stressors may increase risk and reduce resilience, shifting norms and behaviour. There is a need for further work to learn from business owners and workers in the informal economy.
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Kenny, Caroline. Parental Alcohol Misuse and Children. Parliamentary Office of Science and Technology, February 2018. http://dx.doi.org/10.58248/pn570.

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Parental Alcohol Misuse (PAM) can negatively affect children’s physical and mental health, and other outcomes including educational attainment and behaviour. Effects can be acute when experienced in conjunction with other adverse experiences such as domestic abuse, marital conflict, and deprivation. PAM is a common feature in child protection and care proceedings, and places a considerable burden on social services.
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Ton, Giel, Keetie Roelen, Neil Howard, and Lopita Huq. Social Protection Intervention: Evaluation Research Design. Institute of Development Studies, September 2022. http://dx.doi.org/10.19088/clarissa.2022.004.

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This paper describes the research design for investigating and evaluating the Child Labour: Action-Research-Innovation in South and South-Eastern Asia (CLARISSA) social protection cash-plus intervention in a slum in Dhaka, Bangladesh. After an introductory section, the second section elaborates on contribution analysis – the methodological approach underpinning the research design. The third section provides an overview of the intervention, and the fourth explores the overall design of the evaluation, its guiding framework, and the timeline of the intervention rollout and data collection. The fifth and sixth sections address the project’s suite of quantitative and qualitative methods, and the approach to data analysis. Using four panel surveys, bi-monthly monitoring, in-depth interviews, group discussions and direct observations, the research will zoom in on specific behaviours. First, at the individual level, we want to learn how people adopt alternative livelihoods in response to the intervention. Second, at the household level, we consider how community mobilisation and cash transfers help households to resolve intra‑household problems. Third, at the group level, we consider how groups manage collective action in response to community mobilisation. For each of these behaviour change outcomes, we want to understand the realist evaluation question, ‘Why does the intervention work, for whom, and under what conditions?’ We also want to assess whether these new behaviours change the propensity for children to be involved in the worst forms of child labour.
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Corscadden, Louise, and Arpaporn Sutipatanasomboon. What Is Operant Behavior And How To Study It. Maze Engineers, December 2022. http://dx.doi.org/10.55157/me2022127.

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Operant behavior describes a type of voluntary goal-directed actions in animals based on the repercussions of previous occurrences. It develops when animals learn to specifically respond to recurring situations based on the outcome of their past experience. American psychologist B.F. Skinner was the first to use operant to describe the behaviors he observed in his landmark experiments in laboratory animals. Operant behavior and conditioning refine the nuance between conscious and unconscious behavioral responses, which influence psychology, and applied behavior analysis, and improve our understanding of addiction, substance dependence, child development, and decision-making.
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Kimmel, Jean. Child Care and the Employment Behavior of Single and Married Mothers. W.E. Upjohn Institute, November 1992. http://dx.doi.org/10.17848/wp93-14.

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Akee, Randall, Emilia Simeonova, E. Jane Costello, and William Copeland. How Does Household Income Affect Child Personality Traits and Behaviors? Cambridge, MA: National Bureau of Economic Research, September 2015. http://dx.doi.org/10.3386/w21562.

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Ahmed, Akhter, John F. Hoddinott, and Shalini Roy. Food transfers, cash transfers, behavior change communication and child nutrition: Evidence from Bangladesh. Washington, DC: International Food Policy Research Institute, 2019. http://dx.doi.org/10.2499/p15738coll2.133420.

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Wilson, Nicholas. Prevention of Mother-to-Child Transmission of HIV and Reproductive Behavior in Zambia. Cambridge, MA: National Bureau of Economic Research, July 2012. http://dx.doi.org/10.3386/w18226.

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Hamilton, Thomas. The effectiveness of environmental control in modifying problem behaviors in mother-child interaction. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.1402.

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Kaestner, Robert, and Ofer Malamud. Headstrong Girls and Dependent Boys: Gender Differences in the Labor Market Returns to Child Behavior. Cambridge, MA: National Bureau of Economic Research, November 2021. http://dx.doi.org/10.3386/w29509.

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