Dissertations / Theses on the topic 'Child Conduct'
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Harris, Gene A. "Ecological risk factors and severity of child conduct problems /." Thesis, Connect to this title online; UW restricted, 2001. http://hdl.handle.net/1773/8987.
Full textRicherson, Lauren A. "BEHAVIORAL, COGNITIVE, AND AFFECTIVE PREDICTORS OF CHILD CONDUCT PROBLEMS IN THE CONTEXT OF PARENT-CHILD INTERACTIONS." Ohio University / OhioLINK, 2007. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1193156476.
Full textTate, Candace Bette. "Child conduct problems and parent support, a home-based counselling intervention." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2001. http://www.collectionscanada.ca/obj/s4/f2/dsk3/ftp04/NQ58585.pdf.
Full textHay, Fiona B. "The psychometric properties of the parent-child relationship questionnaire." Thesis, University of East Anglia, 2000. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.327136.
Full textChikosi, Veronica. "Clinic-referred conduct problem children, a description of child and family characteristics." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1996. http://www.collectionscanada.ca/obj/s4/f2/dsk2/ftp04/MQ33353.pdf.
Full textDahl, Rebecca Wade. "Maternal discipline approaches : a comparison between children with conduct problems and a nonclinic group /." Thesis, Connect to this title online; UW restricted, 1993. http://hdl.handle.net/1773/7297.
Full textWard, Sarah. "Parenting, conduct problems and the development of conscience in young children." Thesis, University of Oxford, 2000. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.365744.
Full textMacMartin, Clare. "Discursive constructions of child sexual abuse, conduct, credibility and culpability in trial judgments." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2000. http://www.collectionscanada.ca/obj/s4/f2/dsk2/ftp03/NQ47398.pdf.
Full textStanley, Sybil S. "The effectiveness of self-control training on a child with a conduct disorder." DigitalCommons@Robert W. Woodruff Library, Atlanta University Center, 1992. http://digitalcommons.auctr.edu/dissertations/1686.
Full textSchoeman, Ulrike Charlotte Wanda. "A Training program for intermediaries for the child witness in South African courts." Pretoria : [s.n.], 2005. http://upetd.up.ac.za/thesis/available/etd-11032006-175438.
Full textLogie, Robin. "What is it like to parent a child with conduct problems? : a qualitative study." Thesis, Bangor University, 2005. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.421673.
Full textGambill, Samantha Marie. "An Investigation of Child and Family Factors Predicting Parental Response to Children's Conduct Problems." University of Dayton / OhioLINK, 2017. http://rave.ohiolink.edu/etdc/view?acc_num=dayton1491915896302843.
Full textHooven, Carole. "Developmental outcomes of marital and parenting variables for children with conduct problems /." Thesis, Connect to this title online; UW restricted, 2002. http://hdl.handle.net/1773/7743.
Full textVilladsen, Aase. "Comparing early parental warmth and effective management as predictors of child conduct and emotional problems." Thesis, University of Oxford, 2016. https://ora.ox.ac.uk/objects/uuid:edb28887-004a-4659-9469-c742a5a51efb.
Full textEremsoy, C. Ekin. "How Do Parental, Familial, And Child Characteristics Differentiate Conduct-disordered Children With And Without Psychopathic Tendencies?" Phd thesis, METU, 2007. http://etd.lib.metu.edu.tr/upload/3/12608520/index.pdf.
Full textand teachers&rsquo
ratings were not the same, except for some overlapping variables. The findings indicated that teachers could not differentiate conduct problems/hyperactivity symptoms and CU traits appropriately from each other. However, they could make more reliable comparisons between two groups of children with conduct problems who differ on severity of CU levels as compared to mothers. The results were discussed in terms of using of multiple informants forassessing different problem areas in children. In addition, the study aimed to investigate the differences between three groups of children, namely, children with conduct problems and high CU traits, children with conduct problems and low CU traits, and children without conduct problems and low CU traits were compared on child-related, parenting-related, and other family measures by using multiple factorial analyses of variances. Although significant differences were found between the control group and the two conduct group, the significant differences between the two conduct groups were limited. The results were discussed in terms of treatment needs and possible differences in cultural expression of CU traits.
Lambha, Meenakshi Brestan Elizabeth V. "Reports of child conduct problems and parenting styles among Asian Indian mothers in the United States." Auburn, Ala., 2006. http://repo.lib.auburn.edu/2006%20Fall/Theses/LAMBHA_MEENAKSHI_56.pdf.
Full textIllsley, Staci D. "Remediating conduct problems in children : examining changes in children and parents following consultation." Thesis, McGill University, 2001. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=38206.
Full textLenke, Helena, and Sofia Olsen. "Measuring Psychopathic Core Traits in Children : Re-examining the Validity of the Child Problematic Traits Inventory." Thesis, Örebro University, Department of Behavioural, Social and Legal Sciences, 2008. http://urn.kb.se/resolve?urn=urn:nbn:se:oru:diva-2111.
Full textThis study re-examines whether a new instrument, Child Problematic Traits Inventory, can assess core traits of psychopathy in children. A sample of 309, 3-5 year olds, (mean age 4 ), were recruited from 3 medium sized Swedish communities. Results show that items from the test load in three dimensions: Grandiose/Deceitful, Callous/Unemotional and Impulsivity, Need for stimulation. They are related to symptoms of Conduct- and Oppositional Defiant Disorder, fearlessness, proactive- and relational aggression. The study presents evidence that psychopathic like traits can be meaningfully studied in young children and that the Child Problematic Traits Inventory is a valid instrument for assessing these traits. Future longitudinal research is needed to see whether this construct is stable and predictive for future psychopathic disorder.
Studien replikerar om ett nytt instrument, Child Problematic Traits Inventory, kan mäta grundläggande psykopatiska personlighetsdrag hos barn, 3-5 år. Försökspersonerna bestod av 309, 3-5 åringar (medelålder 4) från tre medelstora svenska kommuner. Resultat visar att frågor från Child Problematic Traits Inventory laddar och formar tre dimensioner, en Grandiose/Decieteful en Callous/Unemotional och en Impulsivity/Need for Stimulation. Dessa tre dimensioner är relaterade till symptom av trotssyndrom, uppförandestörning, oräddhet samt proaktiv och relationell aggression. Studien visar att psykopatiliknande drag kan bli meningsfullt studerande i barn och att Child Problematic Traits Inventory är ett bra instrument för att mäta detta. Framtida longitudinell forskning är nödvändig för att undersöka om psykopati liknande personlighetsdrag är stabila över tid samt predicerar psykopati.
Thorne, Cecilia. "New interpretations of developmental psycbology regarding the determinants of conduct." Pontificia Universidad Católica del Perú, 2013. http://repositorio.pucp.edu.pe/index/handle/123456789/101471.
Full textEl artículo presenta dos posiciones actuales que buscan explicar el desarrollo humano desde perspectivas diferentes. Por un lado, se presenta la posición de Scarr acerca de los efectos de los genotipos sobre el ambiente, donde el peso de la interpretación está dado en los aspectos hereditarios. Por otro lado, la teoría ecológica sustentada por Bronfenbrenner que define al desarrollo humano como una interacción entre la persona en desarrollo y su medio ambiente. La aurora discute algunos aspectos de ambas posiciones en los que sería importante profundizar para prevenir negativos y tener una mejor comprensión del desarrollo del niño, en países en vías de desarrollo.
Heung, Yin-kwan Kitty. "Towards developing a parent-child interaction intervention for families with children suffering from conduct problems in Hong Kong." View the Table of Contents & Abstract, 2004. http://sunzi.lib.hku.hk/hkuto/record/B36782427.
Full textHeung, Yin-kwan Kitty, and 香燕君. "Towards developing a parent-child interaction intervention for families with children suffering from conduct problems in Hong Kong." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2004. http://hub.hku.hk/bib/B43895396.
Full textAltafim, Elisa Rachel Pisani [UNESP]. "Práticas parentais de mães de bebês: a influência de variáveis maternas e do bebê." Universidade Estadual Paulista (UNESP), 2012. http://hdl.handle.net/11449/105586.
Full textCoordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES)
Fundação de Amparo à Pesquisa do Estado de São Paulo (FAPESP)
As práticas parentais possuem uma função primordial no desenvolvimento das crianças e uma estreita relação com os seus repertórios comportamentais. O presente estudo pretendeu descrever, comparar e correlacionar as práticas parentais de mães de bebês de até 12 meses de idade, com as variáveis: idade e a escolaridade da materna, sexo e a idade dos bebê. O estudo foi realizado com 250 mães de bebês de 0 a 12 meses. Foi aplicado o Inventário de Estilos Parentais para Mães de Bebês (IEPMB) (adaptado de Gomide, 2006). A coleta de dados foi realizada no Centro de Psicologia Aplicada, da UNESP, campus de Bauru. Os resultados revelaram que as mães utilizam-se com frequencia da prática parental positiva Monitoria Positiva, no entanto as práticas negativas, também são presentes no repertório das participantes, principalmente a prática Disciplina Relaxada. Com a maioria das práticas negativas ainda não são frequentes no repertório comportamental das mães, esta fase seria portanto, um ótimo momento para a realização de intervenções preventivas. Ao comparar as práticas de acordo com o sexo do bebê, foi verificada diferença significativa para a prática Monitoria Positiva, mais utilizada pelas mães de meninas. Esse resultado demonstra, que diferenças nas práticas parentais relacionadas ao sexo da criança, podem ser observadas desde as primeiras relações que as mães estabelecem com os seus bebês. Analisando a idade do bebê verificou-se diferença significativa entre mães de bebês mais novos e mães de bebês mais velhos para a prática Monitoria Positiva, Punição Inconsciente e na somatória das práticas negativas, que são mais utilizadas mães de bebês de sete a 12 meses de idade. Quando os bebês são mais velhos as mães utilizam-se mais das práticas parentais positivas, e por outro lado passam a utilizar mais...
Parenting practices have a major role in the development of children and a close relationship with their behavioral repertories. The presente study aimed to describe , compare and correlate the parenting practices of babies' mothers, with the variables of maternal age and education, age and sex of the baby. A total of 250 mothers of babies 0-12 months participated of the study. The data were collected by the Parental Styles Inventory for Mothers of Babies (IEPMB) (adapted from Gomide, 2006), at the Center for Applied Psychology, UNESP, Bauru Campus. The results revealed that mothers use the positive parental practice Monitoring Positive, however the negative practices, are also present in the repertorie of the participants, especially the practice Discipline Relaxed. The negative practices are not common in the behavioral repertorie of the mothers, so this phase is an appropriate stage to promote preventice interventions. By comparing the practices according to the sex of the baby, there was a significant difference to the practice Positive Monitoring, most often used by mothers of girls. This result demonstrates that differences in parenting practices related to the sex of the child, can be observed from the first relationships that mothers have with their babies. Looking at the age of the baby there was a significant difference between mothers of younger babies and mothers of older babies to the practices Monitoring Positive, Punishment Inconsistent and in the sum of the negative practices, that are used more by mothers of babies aged seven to 12 months. When babies are older mothers use more positive parenting practices, and more negative parenting practices. There were significant differences between adolescent and adult mothers in the practice Monitoring Positive that is mostly used by adult mothers. Significant... (Complete abstract click electronic access below)
Huang, Li. "Family processes, low self-control, and deviance a longitudinal test of self-control theory /." Auburn, Ala., 2007. http://repo.lib.auburn.edu/2007%20Spring%20Dissertations/HUANG_LI_23.pdf.
Full textMikles, AnnMarie. "Contributing factors of aggression in elementary school age boys." CSUSB ScholarWorks, 1995. https://scholarworks.lib.csusb.edu/etd-project/477.
Full textLapsley, A. M. "Attachment and conduct problems : using the child attachment interview to examine the relationship in middle childhood and early adolescence." Thesis, University College London (University of London), 2006. http://discovery.ucl.ac.uk/1445649/.
Full textBoone, Linda Tellez. "Conduct problems and depressive symptom from ages 5 – 9: the additive and synergistic effects of parenting and child temperament." Diss., Wichita State University, 2012. http://hdl.handle.net/10057/5575.
Full textThesis (Ph.D.)--Wichita State University, College of Liberal Arts and Sciences, Dept. of Psychology
Walker, Alice R. "Children's conduct problems and the role of emotion regulation : is there a relationship between child-parent emotion regulation strategies?" Thesis, University of Edinburgh, 2011. http://hdl.handle.net/1842/14219.
Full textRamklint, Mia. "Influence of Child and Adolescent Psychopathology on Adult Personality Disorder." Doctoral thesis, Uppsala University, Department of Neuroscience, 2002. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-2153.
Full textIndividuals afflicted with childhood and adolescent mental disorders have an increased risk for poor outcome in adulthood. The progression of psychopathology from childhood to adult life may be influenced by a multitude of interacting variables, both biological and psychosocial. There is limited information on the relationships between child psychopathology and adult personality and personality disorders. The main aim of this thesis was therefore to gain better knowledge concerning adult personality outcome in patients with early onset of mental disorders.
Former child psychiatric patients as compared to controls had a significantly higher prevalence of all DSM-IV personality disorders (38.0 vs. 10.9 percent, p<0.001) and also a considerably higher personality disorder co-morbidity. They also had more psychosocial and environmental problems. This was exaggerated in those diagnosed with a personality disorder. Major depression, disruptive disorders and substance use disorders at a young age were strong predictors for adult personality disorder.
Patients with an early onset major depression had more personality disorders and more deviant personality traits than those with a late onset.
Forensic psychiatric male patients diagnosed with a previous conduct disorder as compared to those without had more cluster B personality disorders, and more repeated violent criminality and mixed abuse. They also exhibited more deviant personality traits and higher psychopathy scores.
The instrument "Child and Adolescent Psychiatric Screening Inventory-Retrospect" had acceptable sensitivity and specificity for assessment of child psychiatric disorders. Subscales demonstrated good internal reliability (Crohnbach´s alpha = 0.76-0.93).
The results suggest that adult personality disturbances are prevalent in individuals affected with mental problems at young ages. A better understanding of the transition of psychopathology from childhood to adulthood and a better identification of those at risk will be of help in attempts to prevent permanent impact on the adult personality.
Carter, Catherine S. (Catherine Shriver). "The Relationship Between One Aspect of Morality of Young Children and Parental Attitudes Toward Child-Rearing, Gender, Employment Status and Socio-Economic Status." Thesis, North Texas State University, 1986. https://digital.library.unt.edu/ark:/67531/metadc332443/.
Full textShay, Nicole Lynn Knutson John F. "The connection between maternal depression, parenting, and child externalizing disorders." Iowa City : University of Iowa, 2009. http://ir.uiowa.edu/etd/433.
Full textJacobs, Philencia Daniela. "A systematic review of the influence of parenting on the development of antisocial behaviour." Thesis, Nelson Mandela Metropolitan University, 2013. http://hdl.handle.net/10948/d1020144.
Full textSilver, Rebecca Berkovitz. "An ecological approach to understanding heterogeneity in early antisocial trajectories : the role of parents, peers, and teachers /." view abstract or download file of text, 2006. http://proquest.umi.com/pqdweb?did=1188882941&sid=1&Fmt=2&clientId=11238&RQT=309&VName=PQD.
Full textTypescript. Includes vita and abstract. Results of a study of 241 children participating in the Wisconsin Study of Families and Work (WSFW), an ongoing longitudinal study of familes and child development. Includes bibliographical references (leaves 99-112). Also available for download via the World Wide Web; free to University of Oregon users.
Enebrink, Pia. "Antisocial behaviour in clinically referred boys : early identification and assessment procedures in child psychiatry /." Stockholm, 2005. http://diss.kib.ki.se/2005/91-7140-268-3/.
Full textSmall, Kylie. "The Development of Interpersonal Problem Solving and Anger Management Skills in Boys with Early Onset Conduct Problems." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2011. https://ro.ecu.edu.au/theses/402.
Full textSchiller, Ulene. "Development of a training programme for state prosecutors to address re-victimization of the sexually abused child during forensic procedures." Pretoria : [s.n.], 2005. http://upetd.up.ac.za/thesis/available/etd-07242006-162500.
Full textBaldock, Wynn P. "Self-efficacy, efficacy appraisal and social skills in children." Diss., Virginia Polytechnic Institute and State University, 1985. http://hdl.handle.net/10919/53863.
Full textPh. D.
蘇軍堡. "魏晉南北朝撰文家訓之研究= A study of textual family-instructions of Wei, Jin and North-South dynasties." HKBU Institutional Repository, 2015. https://repository.hkbu.edu.hk/etd_oa/247.
Full textArney, Fiona Marie. "A comparison of direct observation and self- report measures of parenting behaviour." Title page, table of contents and abstract only, 2004. http://hdl.handle.net/2440/37713.
Full textThesis (Ph.D.)--Department of Psychiatry, 2005.
Saunders, Marilyn C. "Adolescent girls testifying in a criminal court in cases of sexual abuse or rape a narrative analysis /." Pretoria : [s.n.], 2007. http://upetd.up.ac.za/thesis/available/etd-04292008-110951.
Full textMorgan, Geoffrey John Robert. "An exploratory evaluation of a community interactive training programme for parents of children aged birth to five." Thesis, University of Exeter, 2011. http://hdl.handle.net/10036/3311.
Full textAnderson, Emily K. "A Study Looking at How Youth’s Self- Perception is Affected by Their Temperament." Digital Commons @ East Tennessee State University, 2017. https://dc.etsu.edu/honors/408.
Full textMan, Lo Lai-ping Laurene. "Facilitating change in Chinese family systems an application of structural family therapy in the treatment of five Chinese family systems in Hong Kong with children with conduct disorders /." Click to view the E-thesis via HKUTO, 1988. http://sunzi.lib.hku.hk/hkuto/record/B31975562.
Full textWolfe, Nancy L. "Application of the relational model of therapy in cross cultural counseling with children." CSUSB ScholarWorks, 1995. https://scholarworks.lib.csusb.edu/etd-project/511.
Full textCREIGHTON, JUDITH MATLOCK. "MOTHERS' PERCEPTIONS OF SOCIAL BEHAVIORS OF THEIR CHILDREN WITH AND WITHOUT OTITIS MEDIA (HEARING, PARENTING, PRESCHOOL)." Diss., The University of Arizona, 1985. http://hdl.handle.net/10150/187975.
Full textMeador, Alice E. "Assessment of the correlates of sociometric status in children: behavioral, cognitive, peer perception and age differences." Diss., Virginia Polytechnic Institute and State University, 1985. http://hdl.handle.net/10919/52308.
Full textPh. D.
Man, Lo Lai-ping Laurene, and 文盧麗萍. "Facilitating change in Chinese family systems: an application of structural family therapy in thetreatment of five Chinese family systems in Hong Kong with childrenwith conduct disorders." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1988. http://hub.hku.hk/bib/B31975562.
Full textTeixeira, Eduardo Henrique 1969. "Clozapina no tratamento da agressividade patológica grave em crianças e adolescentes com transtorno de conduta ou com autismo." [s.n.], 2007. http://repositorio.unicamp.br/jspui/handle/REPOSIP/311601.
Full textTese (doutorado) - Universidade Estadual de Campinas, Faculdade de Ciências Médicas
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Resumo: Introdução: Comportamento agressivo pode ser a principal manifestação clínica de Transtorno de Conduta (TC) e Autismo e deve ser cuidadosamente manejado na criança e adolescente, considerando os possíveis prejuízos e a evolução para transtornos psiquiátricos graves na idade adulta. A clozapina se mostrou eficaz no controle da agressividade em crianças e adolescentes com esquizofrenia. Objetivos: Fazer uma análise detalhada dos resultados do uso clínico naturalístico da clozapina no manejo da agressividade patológica grave em TC e Autismo e seu impacto no funcionamento global dos casos estudados. Método: Sete crianças/adolescentes com diagnóstico de TC e quatro com diagnóstico de Autismo foram acompanhados durante seguimento ambulatorial em uso de clozapina por um período de 26 semanas para controle de agressividade patológica grave. Foram avaliadas periodicamente através das escalas CGI e CBCL. Resultados: O resultado foi positivo com dose média de clozapina de 375,0 mg/dia (± 202,2) principalmente em relação à agressividade afetiva/impulsiva, independente do diagnóstico. Em apenas um caso de TC os níveis de agressividade se mantiveram inalterados. A agressividade predatória/pró-ativa teve diminuição apenas parcial. As alterações hematológicas ficaram dentro dos limites de segurança. Conclusões: A clozapina se mostrou eficaz, foi bem tolerada e não ocorreram reações adversas graves, podendo ser considerada um recurso terapêutico útil nos casos em que os níveis de agressividade são muito elevados ou foram esgotadas outras abordagens terapêuticas. Esse antipsicótico se mostrou mais eficiente nos padrões de agressividade do tipo impulsiva/afetiva, portanto, esse tipo de agressividade parece poder ser manejada farmacologicamente e a clozapina é uma opção viável
Abstract: Introduction: Aggressive behavior can be the main clinical manifestation of Conduct Disorder (CD) and Autism, and has to be carefully approached in children and adolescents, since it may lead to serious psychiatric disorders in adulthood. Clozapine has proved effective in controlling aggressive behavior in schizophrenic children and teenagers. Objectives: Make a detailed analysis of the results of the naturalistic clinical use of Clozapine to control serious aggressive behavior in CD and Autism and its the global impact on patients. Method: Seven adolescents diagnosed with CD and four with Autism treated with Clozapine were followed during a period of 26 weeks to control severe aggressive behavior. They were analyzed periodically on the CGI and CBCL scale. Results: The results were positive with a medium doze of clozapine of 375,0 mg/day (± 202,2), specially in the cases affective/impulsive aggressiveness, regardless the diagnosis. In just one case of CD the levels of aggressiveness didn't change. The predatory/pro-active kind of aggressiveness experienced only partial reduction. The hematological alterations remained within safe limits. Conclusion: Clozapine was helpful, easily accepted and there weren't important adverse reactions. It can be considered a useful resource in cases where the levels of aggressiveness are extreme or there are no other therapeutic ways. This antipsychotic drug has show to be more effective in the impulsive/affective type of aggressive disorder. Therefore, this kind of aggressiveness seems to be controllable by pharmaceutical means and Clozapine is a viable option
Doutorado
Saude Mental
Doutor em Ciências Médicas
Helker, Wendy Pretz. "The impact of child teacher relationship training on teachers' and aides' use of relationship-building skills and the effect on student classroom behavior." Thesis, University of North Texas, 2006. https://digital.library.unt.edu/ark:/67531/metadc5457/.
Full textDe, Waal Neil-Owen. "Teachers' understanding of their learners' behaviour in the classroom." Thesis, Stellenbosch : Stellenbosch University, 2002. http://hdl.handle.net/10019.1/53080.
Full textENGLISH ABSTRACT: Despite the fact that a large proportion of learners in schools today is seen as displaying behavioural problems / difficulties, the area of teachers understanding the learners' needs to behave in a certain way is underresearched. A review of traditional psychological literature also suggests that the area of teachers' understanding of their learners' behaviour in the classroom is a marginalised subject. It is generally postulated that teachers have a profound influence on learners and how they behave. A teacher's understanding of a learner's behaviour, or the lack thereof, could be accompanied by a host of psychological and social consequences. The focus of this study will be to determine whether teachers understand the need/function of their learners' behaviour in the classroom. A qualitative study will be conducted. The instrument to be employed in the study is a self-constructed questionnaire and focus group interviews to clarify certain responses to the questionnaire. These will be administered to teachers at two mainstream primary schools in Bonteheuwel. Content and thematic analysis will be used to analyse the data. The primary aim of the study is to determine teachers' understanding of their learners' difficult/inappropriate/unacceptable behaviour in the classroom. The understanding of learners' behaviour in the classroom will inform teachers of the intervention strategies and behaviour management programmes to be used.
AFRIKAANSE OPSOMMING: Ondanks die feit dat 'n aansienlike aantal leerders in skole gedragsprobleme ervaar, bly die begrip van onderwysers aangaande leerders se onderliggende motivering vir hul gedrag 'n braak navorsingsarea. 'n Oorsig van sielkundige literatuur insinieër dat onderwysers se verstaan van hul leerders se gedrag in die klaskamer erg gemarginaliseerd is. Dit word algemeen gepostuleer dat onderwysers 'n fenomenale invloed op leerders en hulle gedrag het. 'n Onderwyser se begrip (verstaan) aangaande 'n leerder se gedrag of gebrek daaraan, gaan heel waarskynlik gepaard met verskeie sielkundige asook sosiale gevolge. Hierdie studie sal voorts probeer om vas te stelof onderwysers die behoefte/funksie van hul leerders se gedrag in die klaskamer verstaan. 'n Kwalitatiewe studie salonderneem word. 'n Self gekonstrueerde vraelys, asook fokus groep onderhoude, met die doelom sekere response op die vraelys uit te klaar, sal as instrument gebruik word. Die vraelys sowel as die fokus groep onderhoude sal aan onderwysers van twee hoofstroom primêre skole in Bonteheuwel geadminstreer word. Inhouds- en tematiese analise sal gebruik word om die data te analiseer. Die pnrnere doel van die studie sal wees om onderwysers se begrip rondom hulle leerders se moeilike/ontoepaslike/onaanvaarbare gedrag in die klaskamer vas te stel. Die verstaan (begrip) van leerders se gedrag in die klaskamer sal meer lig werp op intervensiestrategieë, asook gedragsbestuurprogramme wat deur onderwysers gebruik kan word.
Pereira, Marcelo Campos [UNESP]. "Tempo livre na educação infantil: concepções teóricas e implicações pedagógicas a partir da teoria histórico-cultural." Universidade Estadual Paulista (UNESP), 2018. http://hdl.handle.net/11449/153293.
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O desenvolvimento infantil é impulsionado por meio de situações sociais nas quais a atividade da criança é privilegiada, mobilizando nela as ações de pensar, sentir e agir de modo cada vez mais elaborado. Por isso, o trabalho docente em escolas de Educação Infantil envolve a criação de condições objetivas para que ela brinque, se relacione, expresse suas ideias e exteriorize suas aprendizagens, tornando-se, assim, cada vez mais humana. Tais condições exigem a organização dos espaços, da utilização do tempo, dos materiais usados e dos relacionamentos em que a participação ativa da criança atua como elemento principal. Dessa forma, o problema norteador deste trabalho foi: como propor o tempo livre das crianças na Educação Infantil, tendo em vista seu pleno desenvolvimento? Buscando o objetivo geral da presente pesquisa de caracterizar os elementos que compõem o tempo livre na escola de Educação Infantil, foram abordadas questões relativas à gestão do tempo livre pelas crianças e a influência desse tempo para sua humanização sob a ótica da Teoria Histórico-Cultural. Além disso, esta pesquisa teve como objetivo específico discutir as contribuições do tempo livre para o desenvolvimento de capacidades humanas, em especial, a apropriação do autocontrole da conduta pela criança. A hipótese que norteou o estudo foi a de que o tempo livre na Educação Infantil possibilita à criança vivências que promovam o seu desenvolvimento humano. Com abordagem qualitativa, a pesquisa de tipo exploratória envolveu revisão bibliográfica em diversas fontes digitais para conhecimento da produção na área, entrevistas semiestruturadas com professoras e coordenadoras, e a observação de vivências do tempo livre propostas às crianças de quatro e cinco anos, em duas escolas municipais. Da análise de fundamentos teóricos derivaram implicações pedagógicas, tais como a possibilidade do tempo livre promover o exercício de diferentes capacidades humanas nas crianças e o acesso à cultura mais elaborada a fim de motivar, nos docentes, reflexões sobre o valor do tempo livre intencionalmente organizado para a formação e o desenvolvimento integral das crianças. As análises apontaram a necessidade de o professor reconhecer, no processo de desenvolvimento infantil, a importância do tempo livre para o protagonismo das crianças, promovendo propostas capazes de desenvolver e exercitar habilidades humanas fundamentais, tais como: a capacidade de escolher, de tomar decisões, de planejar, de buscar soluções e de trabalhar de forma colaborativa, gradativamente exercitando e apropriando-se do autocontrole em sua conduta.
Child development is achieved by means of social situations in which the child's activity is privileged, mobilizing her actions to think, feel and act in an increasingly elaborate way. For this reason, the *teacher`s work in a early childhood Education involves creating of objective conditions for children to play, to relate, to express ideas, to externalize learning, thus becoming more and more human. Such conditions require the organization of spaces, the use of time, materials used and relationships in which active participation of the child acts as the main element. Thus, the guiding problem of this work was: how to propose children's free time in Early Childhood Education, with a view to their full development? Seeking the general objective of the present research to characterize the elements that make up the free time in the School of Infant Education, questions were approached regarding the management of free time by the children and the influence of this time for their humanization from the perspective of Historical-Cultural Theory. In addition, this research had the specific objective of discussing the contributions of free time to the development of human capacities, in particular, the appropriation of the child's self-control of behavior. The hypothesis that guided the study was that the free time in Early Childhood Education enables children to experience their human development. With a qualitative approach, the exploratory research involved a bibliographical review in several digital sources for knowledge of the production in the area, semi-structured interviews with teachers and coordinators, and the observation of free time experiences offered to children of 4 and 5 years of age in two municipal schools. From the analysis of theoretical foundations derived pedagogical implications, such as the possibility of free time promoting the exercise of different human capacities in children and access to the more elaborate culture in order to motivate, in the teachers, reflections on the value of free time intentionally organized for training and development of children. The analyzes pointed out the need for the teacher to recognize in the process of child development the importance of free time for children to play a role, promoting proposals capable of developing and exercising fundamental human skills such as: the ability to choose, to plan, to seek solutions and to work collaboratively, gradually exercising and appropriating self-control in their conduct.