Dissertations / Theses: 'Children’s beliefs'

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Ahmad, Jamal F. "Arab American Children’s Early Home Learning Experiences." University of Toledo / OhioLINK, 2011. http://rave.ohiolink.edu/etdc/view?acc_num=toledo1321118162.

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Kim, In Hong. "Preschool Teachers’ Knowledge of Children’s Mathematical Development and Beliefs About Teaching Mathematics." Thesis, University of North Texas, 2013. https://digital.library.unt.edu/ark:/67531/metadc407808/.

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Early childhood education emphasizes the need of providing high quality early childhood mathematics programs for preschool children. However, there is little research that examines the importance of preschool children’s mathematical knowledge development and teachers’ beliefs about how to teach mathematics to young children. The purposes of this study were to investigate pre-service and in-service preschool teachers’ knowledge of children’s mathematical development and their beliefs about teaching mathematics in the preschool classroom and also to determine how experience differentiates the two groups. This research employed a non-experimental research design with convenient sampling. Ninety-eight pre-service teachers and seventy-seven in-service preschool teachers participated in the research. The Knowledge of Mathematical Development survey (KMD) and the Beliefs survey were used to investigate possible differences between pre-service and in-service preschool teachers’ knowledge of children’s mathematical development and between their beliefs about teaching mathematics. The findings of this study indicate a statistically significant difference between pre-service teachers and in-service preschool teachers in relation to their knowledge of mathematical development. This finding shows that pre-service teachers’ knowledge of children’s mathematical development is somewhat limited; most pre-service teachers have difficulty identifying the process of preschool children’s development of mathematics skills. A second finding reveals a statistically significant difference between pre-service teachers and in-service preschool teachers in relation to their beliefs about (a) age-appropriateness of mathematics instruction in the early childhood classroom, (b) social and emotional versus mathematical development as a primary goal of the preschool curriculum, and (c) teacher comfort with mathematics instruction. No statistically significant difference was found between pre-service teachers’ and in-service preschool teachers’ beliefs regarding the locus of generation of mathematical knowledge. Both groups believe it is the teacher’s responsibility to intentionally teach mathematics to young children. This result suggests that both pre-service and in-service preschool teachers believe that teachers should play a central role in the teaching of mathematics to preschool children. However, both groups would need appropriate education and training to learn how to teach mathematics to young children. Pre-service and in-service preschool teachers’ varying levels of experiences and different levels of education may help explain why there is a significant difference between their knowledge of mathematical development and beliefs about teaching mathematics.

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Tsai, Shu-Fang, and res cand@acu edu au. "Bringing Up Children In Taiwan: Parents’ Beliefs, Concerns and Coping Strategies Relating to Preschool Children’s Food Acceptance Behaviour." Australian Catholic University. School of Education, 2006. http://dlibrary.acu.edu.au/digitaltheses/public/adt-acuvp134.05022007.

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This study examined the food acceptance behaviour of preschool children in Taiwan from their parents’ perspectives. The research explored food preferences and aversions of preschool children and how parents’ beliefs, concerns and coping strategies influenced their food acceptance behaviour. This qualitative study used in-depth interviews to obtain answers to the research questions. This appears to be the first study of its kind in Taiwan. The results of this research were represented in three ways: as themes and sub-themes, as narratives for two families, and as concept maps to show the relationship between themes and preschool children’s food acceptance behaviour. The major findings of this research are firstly, that children showed a wide range of food acceptance behaviours that are established early in life. Secondly, parents had a number of beliefs and concerns about the nature of the food acceptance behaviour of their preschool children. They described many factors that they believe affect their children’s eating behaviour including the influence of caregivers, parents themselves, siblings, grandparents, peers, the kindergarten teacher, the kindergarten cook, and the media. Thirdly, parents’ rearing styles influence the eating habits of preschool children. The thesis concludes by pointing to useful directions and recommendations for further research, education and policy around the issue of early childhood food acceptance behaviour.

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McDonough, Andrea M., and res cand@acu edu au. "Naïve and Yet Knowing: Young learners portray beliefs about mathematics and learning." Australian Catholic University. School of Education, 2002. http://dlibrary.acu.edu.au/digitaltheses/public/adt-acuvp21.16082005.

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This is a report of an investigation of children’s beliefs about the nature of mathematics, the nature of learning and helping factors for learning mathematics. The study aimed to investigate whether beliefs held by eight learners of eight to nine years of age could be articulated and portrayed. It aimed also to develop procedures to facilitate this process, to portray children’s beliefs from their responses to the research procedures, to provide insights into possible complexities and subtleties of young learners’ beliefs, to reflect upon the significance for the mathematics classroom of the insights gained, and to reflect upon the value of the procedures developed for the study. The research took the form of individual case studies of four girls and four boys of eight to nine years of age from two schools in suburban Melbourne. Four children were teacher-perceived low achievers in mathematics and four were teacher-perceived high achievers in mathematics. The children were each interviewed on ten occasions over a five-month period using thirty semi-structured, creative interviewing procedures that were developed or adapted for the study that included drawing, writing, discussing scenarios presented through photographs, video snippets and other children’s drawings, ordering of descriptors, and responding to questionnaires presented verbally. The interview data consisted of transcripts and artefacts. Some class administered tasks, lesson observations and interviews with the mathematics teachers provided background information. Analysis of interview responses was undertaken through a criss-cross examination in which themes were drawn from each child’s data. Responses were not judged for correctness or for a match to any predetermined categories and the researcher sought to take a stance of neutrality to the phenomena under study. The research suggests that teachers and others involved in the education of young learners of mathematics should know that: it is possible to gain insights into children’s beliefs about maths (the term used most commonly by the children), learning, and helping factors for learning maths; to gain insights into young children’s beliefs, it is important to have dialogue with the children to avoid making assumptions about their interpretations or meanings; the creative interviewing procedures developed for the present research are helpful as they can stimulate reflection and prompt conversation; young children’s beliefs can be complex, subtle, broad and deep; young children’s beliefs are individually constructed and differ from child to child; children may not see mathematics concepts in the same ways as their teachers and other adults; beliefs are sufficiently diverse and significant to affect the way children see the mathematics learning situation; although the beliefs of children of eight to nine years of age may, on the surface, appear simplistic and naïve, they are not necessarily so. Young learners are able to reflect on their own and others’ experiences and often construct complex beliefs. There is a lot happening in the minds of these children. The research suggests also that it is important that educators do not to make assumptions about: what children see as maths (or mathematics); what children see as learning; and what children see as helping factors for learning maths. A key factor facilitating children’s reflection and expression was the range of visual, verbal, and text-based creative interviewing strategies developed for the present study. The individual procedures provided suitable prompts to allow young children to articulate or represent their beliefs. The semi-structured procedures, through which ideas were explored on multiple occasions, followed by theme-based, criss-cross analysis of interview transcripts and artefacts, resulted in rich and trustworthy portrayals of beliefs, increasing the validity of the findings. The research provides the education community with insights into young children’s beliefs that are unlikely to emerge within the day to day activity of the classroom and, through the availability of the research procedures, facilitates further gaining of insights into beliefs either by classroom teachers or other researchers.

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Vervecken, Dries [Verfasser]. "The impact of gender fair language use on children’s gendered occupational beliefs and listeners' perceptions of speakers / Dries Vervecken." Berlin : Freie Universität Berlin, 2013. http://d-nb.info/104519493X/34.

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Yusof, Noraisha Farooq. "A study of the relationship between the mathematical beliefs and teaching practices of home-educating parents in the context of their children’s perceptions and knowledge of mathematics." Thesis, University of Warwick, 2009. http://wrap.warwick.ac.uk/2804/.

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Home-education, also known as home-schooling, is an educational choice made by families to facilitate learning at home rather than in school. Research by Rothermel (2002) and Rudner (1999) shows that, on average, home-educated children far outperform school-educated children on standard mathematics tests. But at present, no study has yet investigated the key reasons behind this phenomenon – indeed, no research has taken an in-depth look into the ways in which parents facilitate the learning of mathematics at home and the resultant effects on their children’s mathematical development. Therefore, in this study, we will consider the nature of mathematics education through the eyes of the home-educating parent and their children. Through questionnaires, this research examines the relationship between the educational and mathematical beliefs of home-educating parents. Parental views are compared with the children’s perceptions of the home learning environment, their mathematical beliefs and their mathematical understanding. Furthermore, the children’s mathematical understanding is addressed through consideration of their responses to a series of mathematical questions set within the context of Key Stages 1-3 of the National Curriculum. To obtain the research sample, home-educating families from across the United Kingdom were contacted via the Internet, and information was collected through both email and postal response. From the parental data, three categories of home-educator were highlighted: (1) Structured, (2) Semi-Formal and (3) Informal (as described by Lowe and Thomas, 2002). The children’s questionnaire responses were then analysed, using illustrative case studies to demonstrate how different home-educating approaches of their parents could result in different perceptions of mathematics and mathematical learning in the children. For example, children learning via a ‘structured’ approach were less likely to be able to measure their own level of mathematical ability than children from the other families; they also mentioned limited resources and less independence when learning mathematics. When examining the children’s assessed work, selective case studies, together with detailed analysis, revealed a strong link between the home-educating approach and the problem-solving strategies of the children. Children from structured families were often competent when solving more routine, ‘calculation-type’ problems, but less able to adapt their knowledge to problems that required a ‘deeper’ understanding of the concept. Children from families where the parent themselves had a mathematical background (e.g. mathematician or mathematics teacher) typically used formal mathematical reasoning in their work. On the other hand, children learning from ‘informal’ families (where emphasis was placed on ‘child-directed’ learning) seldom used ‘standard procedural’ type approaches to solve problems, but instead displayed a range of creative strategies. The findings suggested that a home-educating parent’s conception of mathematics not only influenced the way in which they attempt to teach mathematics but also their children’s mathematical beliefs and learning style. Furthermore, there was evidence to suggest that certain home-educating approaches encouraged a ‘type’ of mathematical understanding that could be applied in a range of situations, whereas other approaches, particularly where both the learning materials and interaction with others was restricted, resulted in a more limited level of mathematical understanding.

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Whitcombe, Emma Louise. "Young children's source monitoring : decisions about what to believe and ability to report the source of their beliefs." Thesis, University of Birmingham, 2000. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.368286.

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Kikuno, Haruo. "Processing in children's acknowledging belief." Thesis, University of Nottingham, 2002. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.288103.

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Ahn, Sunghee. "Children's understanding of false beliefs about people's traits." [Gainesville, Fla.] : University of Florida, 2009. http://purl.fcla.edu/fcla/etd/UFE0024699.

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Rubin, Ronnie M. "Children's beliefs about peer relations links to peer rejection, depression, aggression, and the beliefs of parents and teachers /." Access to citation, abstract and download form provided by ProQuest Information and Learning Company; downloadable PDF file, 110 p, 2007. http://proquest.umi.com/pqdweb?did=1342734151&sid=1&Fmt=2&clientId=8331&RQT=309&VName=PQD.

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Garrett, Jennifer Walz. "Children, parents and teachers' beliefs about reading." Cincinnati, Ohio : University of Cincinnati, 2007. http://www.ohiolink.edu/etd/view.cgi?ucin1185305689.

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Thesis (Ph. D. in Speech-Language Pathology )--University of Cincinnati, 2007.
Keywords: reading beliefs; reading definitions; reading purposes; learning to read; qualitative research. Advisor: Dr. Jo-Anne Prendeville Title from electronic thesis title page (viewed Nov. 20, 2007). Includes abstract. Includes bibliographical references.

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Wetton, Rachel. "Children's Beliefs in Relation to the Essence of Race." TopSCHOLAR®, 2005. http://digitalcommons.wku.edu/theses/434.

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The way in which children categorize race is a highly debatable topic for which a conclusive result has not yet been found. Researchers hold different views as to whether the concept of race is present at birth, or whether it is something that develops. Previous research has shown that children do not treat race in the same way as adults do. Even by fourth grade, children do not consistently believe in the essence of race (Glerum, 2002). This study more closely examines one of the potential factors for the point at which race is essentialized: knowledge of inheritance. Children were presented with stories and pictures describing superficial changes to a person's racial characteristics, causing the target person to change from black to white or from white to black. The children were asked whether the target's offspring would be transformed as well. Similar stories were also presented for animal transformations, artifact transformations, and hair length transformations. In addition, the students were assessed using a scale for knowledge of inheritance based on the work of Springer (1996), which described characteristics of animal parents in heritable and accidental scenarios and asked about the characteristics of the offspring. It was hypothesized that a greater knowledge of inheritance would be correlated with a greater tendency to essentialize race. This hypothesis was confirmed in regards to the target stimuli's offspring. A wealth of potential for future research on this topic is opened up.

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Gallimore, Lisa. "Young children's beliefs and attitudes towards mental health problems." Thesis, Lancaster University, 2006. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.442715.

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Sedlar, Aaron Edward. "Parental Aggression-Related Beliefs and Behaviors as Predictors of their Children's Aggressive-Related Beliefs and Behaviors." Bowling Green State University / OhioLINK, 2015. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1445509134.

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Koenig, Melissa Ann. "Children's understanding of the normativity of belief." Access restricted to users with UT Austin EID, 2002. http://www.lib.umi.com/cr/utexas/fullcit?p3108495.

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Watson, Gordon R. "Conceptual change : an ecosystemic perspective on children's beliefs about inheritance." Thesis, University of Surrey, 1986. http://epubs.surrey.ac.uk/843860/.

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The work reported in this thesis involved the exploration of 12 year old children's conceptions of inheritance. Results derived from interviews and from videotaped recordings of small group discussions, indicate that children's conceptions of inheritance are well developed before they are formally taught these notions in school. A series of open-ended problem solving tasks were designed to elicit student's conceptions and to facilitate group discussion. Results suggest that children's conceptions of inherited characteristics are heterogeneous and 'organized' in a highly flexible way. A research model, based on the notion of conceptual ecosystems, was developed to provide a framework for data analysis. Features of conceptual ecosystems are described. It is suggested that such systems are characterised by their 'openness', adaptiveness and resilience. Results suggest that the heterogeneity, flexibility and fluctuating character of such ecosystems confer on conceptions the ability both to transform well and to resist change well. The study describes how these characteristics of resilience and adaptiveness are displayed in the cognitive and social interactions of individual students. A theory of conceptual change is advanced which considers learning as a series of continuous qualitative changes made by the learner to existing personal conceptions. The significance of these 'metatransitions' is discussed in the light of existing teaching and learning strategies. It is suggested that conceptual change can be facilitated by helping students to make their existing conceptions explicit, co-active and interactive within conceptual ecosystems. The social and cognitive consequences of conceptual conflict, disagreement and consensus are described. It is proposed that an ecosystemic view of children's conceptions may help explain and overcome the difficulties experienced by students when they try to reconcile scientific concepts with their existing conceptions.

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Teng, Wei. "Parental reading beliefs, home literacy practices, and children's development: Examination of a parental reading beliefs model in China." Scholarly Commons, 2014. https://scholarlycommons.pacific.edu/uop_etds/72.

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Prior studies based on data in the United States demonstrate that parental reading beliefs are significantly influenced by demographic characteristics, and their beliefs are significant predictors of home literacy practices and children's literacy development. Based on these findings, a model of parental reading beliefs was developed and tested. This study examined whether components within this model based on prior research findings in the United States would generalize to a sample of families in China. The study employed quantitative research methods, and parental reading beliefs, home literacy practices, children's reading interests, children's literacy development and literacy development served as variables. Instruments used to measure these five variables had been used in prior studies, and were adopted, modified, and translated into Chinese. The social-economic status (SES) of the family, gender and employment status of parents were controlled throughout the study. The sample for this study consisted of 795 parents of three- to four-year-old children attending Level A preschools in Shanghai. Participants were recruited through teachers in preschools, and data were collected via an online surveytool (SurveyMonkey ® ). Multiple regression analysis was used as the main statistical method to examine the associations between parental reading beliefs, home literacy practices, children's reading interest, and children's literacy and cognitive development, while incorporating control variables. Research findings demonstrated that demographic characteristics like socioeconomic status( SES), parents' gender and employment influenced parental reading beliefs significantly (p < .001); home literacy environments, children's reading interests, children's development both in literacy and cognition were closely related with parental reading beliefs (p < .001); although both parents' beliefs influence home literacy practices, mothers' beliefs played a more significant role in creating home literacy environments; the association of parental reading beliefs with children's reading interests and between parental reading beliefs and literacy development were mediated by home literacy practices; and the associations of parental reading beliefs with children's literacy and between cognition were mediated by children's reading interest. The present study demonstrated that the many parts of the model of parental reading beliefs may be generalized to a Chinese sample.

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Kittleson, Julie M. "Epistemological beliefs and epistemological practices in elementary science /." Access to citation, abstract and download form provided by ProQuest Information and Learning Company; downloadable PDF file [ ] Mb., 250 p, 2006. http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&res_dat=xri:pqdiss&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&rft_dat=xri:pqdiss:3220733.

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Lowery, Susan. "Irrational beliefs in conduct disordered, anxiety/mood disordered and educational groups of children : validation of the Common Beliefs Survey, revised for children /." The Ohio State University, 1989. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487672245900554.

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Law, Yin-kum, and 羅燕琴. "Children's beliefs about learning and strategy use in Chinese text comprehension." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2003. http://hub.hku.hk/bib/B30113854.

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Walsh, Miquela. "A study of children's emotion regulation, coping and self-efficacy beliefs." Thesis, University College London (University of London), 2013. http://discovery.ucl.ac.uk/10020730/.

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The successful management of emotions, defined as 'emotion regulation' is a fundamental skill that has an impact on multiple outcomes later in life from social skills to academic success. The development of emotion regulation is influenced by a range of environmental factors such as maternal health, caregiving practices and also individual differences such as resiliency and temperament. Recent evidence suggests that emotional self-efficacy (the belief in one's ability to manage emotions) plays a role in developing successful emotion regulation skills. This study aims to investigate the relationship between children's emotion regulation skills (as rated by themselves, teachers and others) and their emotional self-efficacy beliefs. Exploring children's own understanding of their emotion regulation skills has been championed by some as a much needed area for further research. This study explored the views of children towards their emotion regulation skills and the extent to which these related to teacher and parent perceptions. The findings indicate that children have a good awareness of their emotions, which corresponded to teacher and parent perspectives in unique ways suggesting that context plays and important role in the children's levels of emotional awareness. Differences were found in coping strategies and skills when comparing children with behaviour and emotional difficulties to the main sample of children. In general, children tended to use distraction and avoidance techniques in order to help them cope with their feelings of anger and sadness and within this age group parents and caregivers are still perceived by the children as their main provider of emotional support. The implications for further actions to elicit and engage the child in emotional dialogue alongside the formation of effective classroom interventions and strategies for the successful development of emotion regulation are also discussed.

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Rogers, Kendra. "Sex-role beliefs of children exposed to wife abuse." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1998. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape11/PQDD_0030/MQ62494.pdf.

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Beal, Simon James. "Stereotype knowledge, personal beliefs, and racial prejudice in children /." Title page, contents and abstract only, 1999. http://web4.library.adelaide.edu.au/theses/09ARPS/09arpsb366.pdf.

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Peacey, Lindy Victoria. "Mothers' beliefs about their children with primary language impairments." Thesis, City University London, 2005. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.677471.

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Solomon, Catherine Ann. "It's numbers and that's it: An exploration of children's beliefs about mathematics through their drawings and words." Thesis, University of Canterbury. School of Teacher Education, 2014. http://hdl.handle.net/10092/8981.

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Children’s beliefs about mathematics involve epistemological beliefs about the subject, its nature and how it works, as well as beliefs about who can and cannot do mathematics. While children’s beliefs about mathematics have been linked to their achievement in mathematics, there is little research that explores beliefs about mathematics in the New Zealand context. A general concern is that students do less well than they could at mathematics; hence many people give up on and disengage from mathematics. This study explores children’s and their teachers’ beliefs about mathematics and is set against a backdrop of prevailing achievement discourses, both in New Zealand and abroad, that define people’s perceived abilities as usually based on ethnicity and gender. It also considers the multiple worlds of the child, the worlds of mathematics beliefs and of doing school mathematics, the child’s relationships with these worlds and with others who inhabit them. The study combines complementary theories and methods to examine espoused and enacted mathematics beliefs by adopting a predominantly sociocultural perspective and including a combination of constructivist and pragmatic theories as well as multiple methods of accessing and analysing beliefs. In order to develop a picture of mathematics beliefs, I collected data from a number of sources: mathematics beliefs questionnaires from 823 children at 17 schools, drawings from 180 children at two focus schools, video recordings of multiple mathematics lessons in two focus classrooms and observations. The following year, I revisited, observed and interviewed nine focus children and their teachers. I applied multiple analysis ‘frames’ to the data: factor analysis, adapted visual frameworks, metaphors and themes. By combining a variety of methods and applying a number of different analysis perspectives, this study exposed a rich and complex landscape of beliefs about mathematics. In particular, the children’s drawings communicated mathematics beliefs by using metaphors such as ‘maths as problem solving’, ‘maths as useful’, ‘maths as life’, and ‘maths as brain burn inducing’. The children and teachers exhibited a range of beliefs about the world of mathematics and who belongs to this world by positioning certain people as good at mathematics, not good at mathematics, or in certain cases, both positions depending on the context. In terms of assigned mathematics identities, both children and teachers refer to the ‘Asian as good at maths’ discourse but do not position Māori and Pasifika as weak; gender was not viewed as important. On the other hand, the children’s responses were influenced by their ethnicities, gender, socioeconomic status and mathematics achievement levels. The implications for primary school mathematics relate to the powerful influence of how mathematics is done, taught and learnt within the dominant context of the Numeracy Projects which governs ability groupings, the dance of the mathematics class, the ascendency of strategy over algorithm, and the notion that there are multiple ways to solve problems. In particular, the implications of inequality inherent in mathematics ability grouping warrants addressing.

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Turcotte, Amy D. "Preschoolers' Beliefs About Overt and Relational Aggression." Thesis, University of North Texas, 2004. https://digital.library.unt.edu/ark:/67531/metadc4568/.

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This paper describes the development of the Beliefs About Overt and Relational Aggression Scale. The Beliefs About Overt and Relational Aggression Scale was designed to assess preschoolers' normative beliefs about these two types of aggression. Findings about the scale's internal reliability and test-retest reliability are presented. Findings about similarities and differences between beliefs about relational and overt aggression and gender are also discussed. Discussions about correlates of aggression, measuring aggression, and measuring beliefs are included.

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Foy, Michael Joseph. "Teachers' beliefs about ADHD: a multiple case hermeneutic analysis /." Burnaby B.C. : Simon Fraser University, 2005. http://ir.lib.sfu.ca/handle/1892/2059.

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Martinez, Teran Mercedes Leticia 1960. "MATERNAL BELIEFS AND FEEDING PRACTICES CONCERNING CHILDHOOD DIARRHEA AMONG MEXICANS." Thesis, The University of Arizona, 1986. http://hdl.handle.net/10150/276571.

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Bertola, Elodie Gisele Martine. "Beliefs about the Education of Children: A Comparison of Hispanic Immigrant and Anglo-American Parents." BYU ScholarsArchive, 2005. https://scholarsarchive.byu.edu/etd/461.

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In light of the fact that the number of Hispanic children enrolled in American schools is dramatically increasing and that these children are at higher risk of academic difficulty than any other group, the present study investigates the educational and child-rearing beliefs held by Hispanic parents. Understanding these beliefs is pivotal in any attempt to improve Latinos' educational attainment since current research recognizes that parental educational beliefs influence home-literacy practices, which in turn influence subsequent academic achievement. The research questions focus on two types of potential differences in terms of educational and child-rearing beliefs: (1)intercultural (Anglo-Americans vs. Hispanics), (2) intracultural (Hispanics with varying educational levels). To address these questions, 199 participants (114 Hispanics and 85 Anglo-Americans) filled out two surveys, The Parental Modernity Scale and The Rank Order of Parental Values, about educational and child-rearing beliefs. The two instruments used yielded a total of five scores for each participant. One-way ANOVAs followed by Tukey post-hoc tests revealed the existence of statistically significant intercultural differences (p < .0001) while no significant intracultural differences were observed. Overall, Hispanic participants had a propensity to endorse the following beliefs while Anglo-Americans tended to disagree with the same beliefs: (1) the home and the school are two separate entities and parents should not question the teacher's teaching methods, (2) children should be treated the same regardless of differences among them, (3) children are naturally bad and must therefore be trained early in life, (4) the most important thing to teach children is absolute obedience to adults, and (5) learning is a passive process where teachers fill children's heads with information. However, both groups shared the following beliefs: (1) what parents teach their children at home is important to their school success, (2) children learn best by doing rather than listening, (3) children have a right to their own point of view and should be allowed to express it. Possible explanations behind the apparent paradox of having Hispanic parents agree with opposite beliefs are presented. Implications for the results of this study and suggestions for future research are discussed.

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Steinmetz, Nicole R. "Elementary parents' attitudes and beliefs about their role in children's academic learning." Menomonie, WI : University of Wisconsin--Stout, 2006. http://www.uwstout.edu/lib/thesis/2006/2006steinmetzn.pdf.

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Patenaude, Renée Lili. "Moderators of children's exposure to interparental conflict, control and role responsibility beliefs." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2000. http://www.collectionscanada.ca/obj/s4/f2/dsk2/ftp03/NQ51910.pdf.

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Heiphetz, Larisa Alexandra. "The Influence of Beliefs on Children's and Adults' Cognition and Social Preferences." Thesis, Harvard University, 2013. http://dissertations.umi.com/gsas.harvard:10860.

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Beliefs--mental representations of particular propositions as true--are fundamental to social cognition. Among the most influential beliefs are ideologies, which concern the way things should be and help people understand the social structures within which they live. Ideologies occupy a unique position because they contain elements of other types of beliefs. For example, to a Biblical literalist, the belief that the earth is 4000 years old may seem fact-like. Because not everyone agrees about ideologies, however, such beliefs may seem somewhat preference-like even to their strongest adherents. To investigate the role of social experience in reasoning about ideologies, we examined children and adults. Because children have significantly less experience with ideologies, their reasoning may diverge from adults. On the other hand, if children and adults respond similarly, this would indicate that vast amounts of experience are not necessary for adult-like belief-based cognition to emerge. Part 1 showed that 5-10 year old children and adults distinguished ideological beliefs from factual beliefs(a domain in which, if two people disagree, at least one must be wrong) and preference-based beliefs(a domain in which it is acceptable for people to disagree), indicating that much experience is unnecessary for this ability to emerge. Given that even young children recognize that those who disagree with their ideological beliefs are not necessarily wrong, it is possible that children would not show strong social preferences in this domain. On the other hand, given children’s propensity toward group-based preferences in other areas, even young children may show religion-based preferences. In Part II, 6-8 year old Christian children showed implicit pro-Christian preferences regardless of the comparison target’s religion but only reported pro-Christian preferences when the two targets were very different from one another. In Part III, 6-11 year old children preferred peers who shared their religious, factual, and preference-based beliefs and selectively attributed pro-social behaviors to individuals who shared their religious views. Taken together, these findings suggest that children and adults differentiate ideologies from other types of mental states and that, despite its complexity, ideology influences social judgments even among young children.
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Mistry, Rashmita. "A multidimensional analysis of elementary school children's beliefs about wealth and poverty /." Digital version accessible at:, 1999. http://wwwlib.umi.com/cr/utexas/main.

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Hughes, Suzanne Chung-A.-On. "Children's receipt of routine health care : the role of parental health beliefs /." Diss., Connect to a 24 p. preview or request complete full text in PDF format. Access restricted to UC campuses, 2002. http://wwwlib.umi.com/cr/ucsd/fullcit?p3071178.

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Kamal, A. "Children's compensatory health beliefs : an exploration of capacity, context, scope and measurement." Thesis, University of Derby, 2015. http://hdl.handle.net/10545/576936.

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Hu, Weiming. "Effects of parents' health attitudes and beliefs on children's preventive care utilization." PDXScholar, 1992. https://pdxscholar.library.pdx.edu/open_access_etds/4315.

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This thesis was designed to test the relationship between parents' health attitudes and beliefs and utilization of preventive health services of their children. Four measures of health attitudes and beliefs (HAB) were examined in this study, they were: 1) Interest in and concern with health; 2) Skepticism about physicians; 3) Tendency to consult physicians; and 4) Efficacy. Preventive care utilization included well-child care and immunization.

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Sirrine, Nicole K. "CHILDREN'S SOCIAL GOALS AND RETALIATION BELIEFS: A COMPARISON OF MULTIPLE RELATIONSHIP CONTEXTS." Bowling Green State University / OhioLINK, 2006. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1158267210.

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Wickett, Karen Lesley. "Beliefs and relationships during children's transition to school : parents, practitioners and teachers." Thesis, University of Plymouth, 2016. http://hdl.handle.net/10026.1/5177.

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Young children’s experiences, which include their transition to school, can influence not only their academic outcomes but also their life chances. This understanding has led to governments in England investing in the Early Childhood Education and Care (ECEC) sector over the past 20 years. Over time a “discourse of readiness” has become increasingly apparent in ECEC policies. The revised Early Years Foundation Stage (EYFS) (DfE, 2012a) framework states that the purpose of the framework is to ensure children are ready for school. Increased political involvement in the sector has led to parents/families, ECEC practitioners and teachers sharing the task of preparing children for school. The aim of this research is to explore parents’, ECEC practitioners’ and teachers’ beliefs about the nature of children’s school readiness and the relationships between them as they prepare and support children during their transition to school. A case study approach was adopted. There are two cases, each comprising a school and an ECEC setting (sharing the same site) and their respective groups of parents. Interviews and focus groups were used to gain insights into parents’, ECEC practitioners’ and teachers’ beliefs and relationships. In this thesis the conceptual framework ‘The Relational Transition to School’ has been developed. The framework identifies both readiness and adjustment as two aspects of a transition. Also represented are the relationships between those who prepare and support children. Four types of relationships were identified: a distant relationship, a dominant relationship, a familiar relationship and a utopian relationship, with each relationship having different qualities. Certain relationships and the associated interactions were prone to change during the transition. Findings highlight practices that foster the qualities of relationships which are more likely to support children’s adjustment to school. Using these findings ECEC practitioners, teachers and local and national political administrators of education can aim to create transition policies and practices that foster these relationships between the adults. Through maintaining the focus on these relationships, children are likely to have a successful transition and positive attitude to school.

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Walls, Lauren E. "Literacy Beliefs and Practices of Anguillian Parents of Kindergarten Children." Miami University / OhioLINK, 2021. http://rave.ohiolink.edu/etdc/view?acc_num=miami1619180735596965.

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Moura, Sergio Luiz de. "Perspectives of health and illness amongst adolescents in Sao Paulo, Brazil." Thesis, London South Bank University, 2000. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.300593.

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Aldridge, Kay Diane. "The relationship between beliefs about symptom etiology and adult responses to depressed children." Diss., The University of Arizona, 1988. http://hdl.handle.net/10150/184438.

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Recent research has demonstrated that depressed people elicit rejection and induce negative mood in those with whom they interact. The present study sought to replicate earlier research which demonstrated these effects in adult-child interactions when the child was depressed. It also was designed to determine how establishing a mental set about the etiology of a particular child's depression would mediate these findings. A total of 80 male and 80 female undergraduates viewed one of three tapes of a child actress interacting with an adult. The roles portrayed were those of a depressed child, a nondepressed but highly stressed child, and a normal nondepressed control child. Subjects who viewed the depressed child were also assigned to three different groups which either received no information about the child's mood and behavior, were told she was depressed due to physical causes, or that she was depressed due to a pattern of negative thinking. Subjects provided an explanation of the depression were also given an informative summary to read about the etiology of the depression. The depressed child was more rejected than the normal and stressed child, but providing a physical explanation of the depression significantly mediated the effect. Subjects did not differ in their expressed desire for further interaction with the normal and depressed child, but did express greater desire to interact when the depression was explained as a physical disorder than when no information was presented. The nondepressed normal child was viewed as significantly higher in general functioning than the child in any other role. Two mood induction findings were significant. Subjects viewing the normal control expressed higher degrees of positive affect than those viewing any other child. Subjects who viewed the depressed child without any further information were significantly more depressed than those in any other condition. Groups did not differ on measures of anxiety and hostility. Subjects did endorse differential intervention suggestions based on the role portrayal. These results are discussed in relation to the interpersonal model of depression and in terms of their implications for clinical practice.

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Stelter, Rebecca Lynn. "The Relationships Between Parental Beliefs About Children?s Emotions, and Children?s Perceptions and Behavior." NCSU, 2007. http://www.lib.ncsu.edu/theses/available/etd-05162007-125341/.

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The purpose of the current research was to investigate how parents? beliefs about children?s emotions are related to children?s outcomes. There were three specific aims of the current research: 1) assess the direct relationship between parents? beliefs about children?s emotions and children?s engagement during a problem solving discussion, 2) assess the direct relationships between parents? beliefs about children?s emotions and children?s security in the parent-child relationship and children?s perceptions of their parents emotional availability as well as the moderating effect of parents? stress on this relatinship, and 3) explore the moderating and mediating relationships between parents? beliefs about children?s emotions, children?s perceptions of the parent-child relationship, and children?s engagement behavior during a problem solving discussion with their parent. Participants were African American (n = 41), European American (n = 4), and Lumbee Native American (n = 38) parents and their 4th or 5th grade children. Contrary to hypotheses, parents? beliefs did not directly relate to children?s engagement or children?s perceptions of the parent-child relationship. Howerver, parents? stress in the last 24 hours moderated the relationship between parents? beliefs and children?s perceptions of their attachment security. The relationship between parents? beliefs that negative emotions are good and children?s engagement was moderated by children?s security in the parent-child relationship. In addition, parents? reported daily stress from the last 24 hours was related to children?s engagement during the problem solving discussion.

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VanDover, Teresa. "The development of a Missouri teacher beliefs scale for inclusive practices /." free to MU campus, to others for purchase, 1998. http://wwwlib.umi.com/cr/mo/fullcit?p9924936.

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Adamcewicz, Melissa S. "Coping with emotions in childhood, maternal beliefs regarding the socialization of children's coping." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2000. http://www.collectionscanada.ca/obj/s4/f2/dsk2/ftp03/MQ47302.pdf.

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Norman, Rebecca C. "Do Parents' Literacy Beliefs and Home Literacy Experiences Relate to Children's Literacy Skills?" Diss., CLICK HERE for online access, 2007. http://contentdm.lib.byu.edu/ETD/image/etd2244.pdf.

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Hamel, Eryn D. "Relating Children's Social Competence to Maternal Beliefs and Management Strategies of Peer Relationships." DigitalCommons@USU, 1999. https://digitalcommons.usu.edu/etd/2457.

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This study explored the links between maternal beliefs about the importance of children's social skills, modes of obtaining social skills, management strategies, and children's social competence. Subjects were 67 mothers whose 3- and 4-year-old children attended one of five preschools in Cache Valley, Utah. Mothers completed questionnaires assessing their beliefs about the importance of social skills, their beliefs about how children acquire social skills, and the ways they are involved in their children 's peer relationships. Demographic measures were also completed by the mothers. Classroom teachers completed the Child Behavior Scale on every child in their class, regardless of maternal participation, in order to measure the child's social skills with peers. The results showed that mothers who returned the questionnaires were significantly more likely to have children with lower social competence. Mothers believed that social skills were important for preschool children and rated resolving conflicts, making friends, and sharing as more important than sticking-up for oneself or being a leader. Mothers were slightly more likely to believe that social skills were acquired as a result of innate characteristics. However, they were also more likely to choose an experience explanation for not being considerate of others ' feelings and choose an innate explanation for children who were considerate of other children's feelings. When ranking modes of acquisition, mothers who chose an experience or teaching explanation were less likely to believe that social skills were influenced by innate characteristics of the child. Mothers who believed that children gain social skills through experience were also more likely to have children with lower social competence. When testing the hypotheses, links between maternal beliefs about the importance of social skills, maternal management strategies, and children 's social competence were not found. No differences were found between maternal beliefs or management strategies of mothers of 3-year-olds and mothers of 4-year-olds. There were also no statistically significant differences in mothers' beliefs or management strategies based upon children's gender. Children's age and gender were not found to be related to children's social competence.

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Jones, Katharine. "Teaching children to read : an investigation of teachers' self-efficacy beliefs." Thesis, University of Newcastle upon Tyne, 2016. http://hdl.handle.net/10443/3472.

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The systematic review and empirical research presented in this thesis investigates the development of teachers’ self-efficacy beliefs in teaching children to read. The Systematic Review examines the effectiveness of professional development on increasing teachers’ self-efficacy (TSE) in teaching children to read whereas the empirical research focusses on exploring the development of high teacher self-efficacy beliefs about teaching reading, specifically in relation to struggling readers. Both pieces are concerned with how to support the development of TSE beliefs about reading instruction. The systematic review investigates professional development in relation to methods of teaching children to read and the impact of this on teachers’ self-efficacy. The study focuses on eight empirical studies whereby the effectiveness of professional development on in-service and pre-service teachers’ self-efficacy is considered. Findings suggest that overall there is evidence to suggest that professional development on teaching children to read has a positive impact on teachers’ self-efficacy beliefs in teaching children to read. The Bridging Document discusses the conceptual framework which links the Systematic Review with the Empirical Research. It also explores and reflects upon methodological issues. The empirical research considers the development of teachers’ self-efficacy beliefs, in teaching children who are struggling to read. Audio-recorded, individual, interviews were conducted with six Key Stage one teachers with Critical Realist grounded theory used to analyse the transcripts. Teachers described and reflected upon their experiences of teaching children to read, who were struggling. The emergent theory tells us that teachers’ perception of success and failure, developing subject knowledge within a supportive school ethos are factors which contribute to the development of positive teacher self-efficacy beliefs.

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Alexander, Aryriana. "Beliefs About Children Who Have Been Incarcerated: What Do Parents Know?" CSUSB ScholarWorks, 2015. https://scholarworks.lib.csusb.edu/etd/142.

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The purpose of this study is to explore the relationship between traditional African-American American parenting and the overrepresentation of African-Americans in America’s jails and prisons. This qualitative study utilized semi-structured interviews of twelve parents who have had a child incarcerated in their adult life to gather data. Study participants were asked their experiences with several traditional happenings, supported by research, in some traditional African-American households. Topics discussed included religion, spanking, and single parenthood. The study found that many of the traditional happenings of African-American parenting occurred within the homes of parents with children who were incarcerated, which supports previous research. Additionally, the study found that negative views of law enforcement officers were held by several participants and passed down to their children. Moreover, the majority of participants believed that race had some bearing on the treatment of their child by law enforcement and the legal system. The findings of the study suggest that there is room for social workers to be more aware of the unique needs of the African-American community and advocacy is necessary for programs and resources to reach this special population. Furthermore, social workers should continue to seek cultural competence and demonstrate racial awareness when working with clients.

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Pacheco, Schweitzer Marisel. "Parental beliefs, values, and knowledge affecting kindergarten readiness among Latino children." Thesis, Northern Arizona University, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10252101.

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For decades, researchers have investigated strengths and challenges promoting early healthy childhood development, in terms of physical, social emotional and linguistic aspects, for a variety of children groups in the United States. Due to the limited availability of research on the Latino population, addressing the needs of the growing population of Latino children throughout the United States is challenging. Latino students living in the United States are academically behind students of other ethnicities. In 2011, Latinos were identified as the largest and fastest growing minority group in the U.S. with the lowest education attainment levels. Unfortunately, less than 50% of Latino children are less likely to be enrolled in early childhood programs.

The purpose of this research was to examine the Latino parents’ beliefs, values and knowledge affecting their decision-making process in opting to send their children to Early childhood programs (ECPs), impacting their readiness for school. Both quantitative and qualitative data were gathered from Latino parent/guardians, Preschool to first grade teachers, and administrators from 9 schools in a school district in Phoenix, Arizona and analyzed. Qualitative data were collected in the form of in-depth interviews and surveys as sources of data from participants. Qualitative data were analyzed using two cycles of coding and represented through matrices. Quantitative data were analyzed using a descriptive analytical method. Five themes emerged that informed the research questions.

Findings of this study suggested that capitalizing on the Latino parents’ cultural wealth can help district administrators and policy makers to maximize opportunities for this growing minority group to increase their readiness to kindergarten and success in school. It is important to increase access to high quality early programs to help children begin kindergarten with the necessary tools to succeed in school and in life.

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Morake, Keneilwe Samantha. "The cultural beliefs of parents as caregivers of adult children living with schizophrenia." Diss., University of Pretoria, 2016. http://hdl.handle.net/2263/60395.

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The integration of mental health services into primary health care and the shift toward community- and family-based care for people with chronic mental disorders have been widely advocated globally (Breen, Swartz & Flisher, 2009:327). This resulted in people with mental illnesses staying within their communities during their recovery, accessing care mainly from their family members and secondarily from health care professionals within communities. Families predominantly relied on cultural African explanations for disease and illness, which usually motivated the choice of treatment options (Curationis, 2002). Unfortunately, most clinicians are not adequately trained to understand how culture influences the clinical manifestation of mental disorders (Breen et al., 2009:327). This sometimes results in people consulting African healers who are considered to understand illnesses much better. It is for the above-mentioned reasons that the study seeks to explore the cultural beliefs of parents as caregivers of adult children living with schizophrenia. The study is expected to extract insightful information regarding the cultural beliefs in relation to metal illness to promote a better understanding of the phenomenon with the African cultural sphere. The goal of the study was to explore and describe the cultural beliefs of parents as caregivers of adult children living with schizophrenia in a community day care centre in Klipgat. The data was collected through non-probability purposive sampling. Rich, in-depth data was collected through semi-structured interviews from a random sample of 12 participants selected from the enrolment list of attendees at Mfihlakalo Day Care Centre. The research findings indicate that there is an evident existence of cultural beliefs that perceive the cause of mental illnesses, especially schizophrenia, as birth complications, communication from ancestors, witchcraft or stress. Mental health care users are as a result excluded from society and labelled as aggressive and abnormal. The families of mental health care users have a positive perception of their family members living with mental illness, regarding them as special people suffering from natural diseases, birth complications, and lack of nurturing. The research study concludes that even though the communities have negative perceptions of mental illnesses, the situation has vastly evolved through the years. Educational and awareness strategies have played a role in educating families and communities about mental illnesses, although the exposure has been noted as minimal. The research study suggests strong and effective psycho-educational programmes and support to promote knowledge empowerment and insight with regard to mental illness. Additionally, transparency regarding mental illness to reduce the stigma of those living mental illness and their immediate families, in turn promoting social inclusion.
Mini Dissertation (MSW)--University of Pretoria, 2016.
Social Work and Criminology
MSW
Unrestricted

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Dissertations / Theses on the topic 'Children’s beliefs'

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