Log in

Relevant bibliographies by topics / Children's development / Dissertations / Theses

To see the other types of publications on this topic, follow the link: Children's development.

Dissertations / Theses on the topic 'Children's development'

Author: Grafiati

Published: 4 June 2021

Last updated: 1 February 2022

Create a spot-on reference in APA, MLA, Chicago, Harvard, and other styles

Select a source type:

Consult the top 50 dissertations / theses for your research on the topic 'Children's development.'

Next to every source in the list of references, there is an 'Add to bibliography' button. Press on it, and we will generate automatically the bibliographic reference to the chosen work in the citation style you need: APA, MLA, Harvard, Chicago, Vancouver, etc.

You can also download the full text of the academic publication as pdf and read online its abstract whenever available in the metadata.

Browse dissertations / theses on a wide variety of disciplines and organise your bibliography correctly.

1

Parkin, Lindsay John. "Children's understanding of misrepresentation." Thesis, University of Sussex, 1994. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.260822.

Full text

Abstract:

The introduction provides a theoretical analysis of a conceptual link between the ability to predict action based upon a false belief, and the ability to describe the contents of a misrepresenting representational artefact. This justifies an empirical comparison of these two abilities in three and four year old normally developing children, and high functioning children with autism (those having a Verbal Mental Age greater than four years). The first half of the empirical work describes the development and investigation of two procedures that test non-mental misrepresentation (false models and misleading direction signs). These are compared with performance on established false belief tasks to examine both levels of absolute difficulty, and developmental coincedence in task ability. It is found that there is a strong relationship in normally developing children between the ability to pass a false belief task, and to interpret the contents of a misrepresenting artefact. This close relationship is not found in children with autism, where tasks in the mental domain present greater difficulty than, and are unrelated to, the tasks in the non-mental domain. This suggests that the children with autism do not follow the same conceptual developmental course as normal children. Two subsequent experiments examine the abilities of children with autism in understanding the appearance reality distinction. It is found that this group and normally developing children are better at a colour transformation task than a deceptive objects task. An existing suggestion in the literature that children with autism produce a majority of phenomentist errors was not replicated. Experiment 6 exploited children's good performance on the colour transformation task in a new paradigm to produce a genuinely misrepresenting photograph. This task was of equal difficulty and highly correlated with false belief in the normally developing group. For children with autism this task was easier than and uncorrelated with false belief. These findings are discussed in relation to existing theories of normal development and the condition of autism.

APA, Harvard, Vancouver, ISO, and other styles

2

Nation, Katie Anne. "Children's spelling : phonological and lexical influences." Thesis, University of York, 1994. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.282277.

Full text

APA, Harvard, Vancouver, ISO, and other styles

3

Tse, Lai-man Jane. "Children's development of conceptual knowledge structures." Click to view the E-thesis via HKUTO, 1997. http://sunzi.lib.hku.hk/hkuto/record/B36209533.

Full text

Abstract:

Thesis (B.Sc)--University of Hong Kong, 1997.
"A dissertation submitted in partial fulfilment of the requirements for the Bachelor of Science (Speech and Hearing Sciences), The University of Hong Kong, April 30, 1997." Also available in print.

APA, Harvard, Vancouver, ISO, and other styles

4

Macedo, Ana Patricia. "The development of children's argument skills." Thesis, University of London, 2011. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.542418.

Full text

APA, Harvard, Vancouver, ISO, and other styles

5

Kase, Barbara E. "Parent education seminar: children's emotional development." [Denver, Colo.] : Regis University, 2008. http://165.236.235.140/lib/BKase2008.pdf.

Full text

APA, Harvard, Vancouver, ISO, and other styles

6

Pine, Karen Jane. "Implicit and explicit representations in children's learning." Thesis, University of Hertfordshire, 1997. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.361261.

Full text

APA, Harvard, Vancouver, ISO, and other styles

7

Young, James Stark. "Young children's apprenticeship in number." Thesis, London Metropolitan University, 1995. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.295011.

Full text

APA, Harvard, Vancouver, ISO, and other styles

8

Eaton, Judith H. "Evaluative explanations in children's narratives." Thesis, University of Warwick, 1996. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.362562.

Full text

APA, Harvard, Vancouver, ISO, and other styles

9

Human, Karen Hannah. "The development of children's social growth through a subjective approach." Thesis, Cape Peninsula University of Technology, 2010. http://hdl.handle.net/20.500.11838/1441.

Full text

Abstract:

Thesis (BTech (Surface Design))--Cape Peninsula University of Technology, 2010
This research is inspired by my own personal experience and views on Post Modem family life and the negative effects it can have on a growing individual. I have found Post Modem family life fractured and non-communicative. I then look at my own tactics of how I have personally dealt with the fractured state and how this can benefit children that are at the beginning fazes of their emotional, physical and mental development. Growing up communication and consistency in my family has always been lacking, due to my parents business trips and strange working hours. This made me detached socially as a child and left me to my own devices. My coping mechanism was to illustrate. Whenever I felt disconnected or alone from my family members I illustrated. While illustrating I formed a dialogue between me and the paper and suddenly I did not feel so alone. When reflecting on my life I realized that I do not want other children to resort to these lonely pastimes of placing their imagination on paper. I want to create a range of products where the emphasis is on how family should stick together and the products must form a natural platform for communication between child and parent. I also feel my products must stimulate the imagination which is linked to the right side of the brain that steers social and emotional development. Theorists that I will for my research is Maria Montessori, she was the creator and founder of Montessori Schools and teachings. She focussed on the holistic development of the child. Rudolf Steiner is the creator and founder of the Wahldorf Schule and teachings. He believed in developing children imagination. We live in the Post-Modem era and to solidify that I will look at Jean-Francois Lyotard's theories on Post Modem sociology. Vygotsky is a Child development psychologist who believed that children's social development happens by interacting with their parents. Roger Sperry is a Brain Dominance Theorist that believed that the right side of the brain is connected to social development and to stimulate the right side is by using your imagination.

APA, Harvard, Vancouver, ISO, and other styles

10

Hutchings, Merryn. "Children's constructions of work." Thesis, London Metropolitan University, 1997. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.311629.

Full text

APA, Harvard, Vancouver, ISO, and other styles

11

Baker, Sandra Michelle. "Measuring stress in children : the development of the Children's life situation scale." Virtual Press, 1995. http://liblink.bsu.edu/uhtbin/catkey/952813.

Full text

Abstract:

The purpose of the present study was to continue the development of the Children's Life Situation Scale, in an attempt to create a scale which answered some of the methodological and statistical problems with existing scales and to establish psychometric evidence for its use. The participants were 210 fifth, sixth and seventh graders. Respondents were primarily from the middle class with approximately equal numbers of males (n=105) and females (n=106).The following research questions were addressed: 1. How well do individual items relate to a central concept and what is the internal consistency of the scale?2. What is the internal factor structure of the scale? 3. What is the criterion related validity of the scale in relation to the Behavior Assessment System for Children (BASC; Reynolds & Kamphaus, 1992)? 4. Do positive events affect outcome measures in a different way than do negatively stressful events?Results of reliability analysis suggested that the scale was highly internally consistent, and that all items equally related to the central concept of stress. However, Principal Axis Factoring revealed two factors which were conceptualized as "Life Events," and "Daily Hassles." When the total stress score as well as individual factor scores were correlated with the BASC, they were found to correlate significantly with all subscales, with the strongest correlations involving scales of an internalizing nature such as depression. The "Daily Hassles" factor was found to correlate most strongly with students' reports of psychological distress. Not only do the results support the use of the present scale as a reliable and valid measure of stress in children, results support the conceptualization of stress as involving two components, both "Life Events" and "Daily Hassles."
Department of Educational Psychology

APA, Harvard, Vancouver, ISO, and other styles

12

Kirtley, Clare Louise Mackenzie. "Onset and rime in children's phonological development." Thesis, University of Oxford, 1989. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.253131.

Full text

APA, Harvard, Vancouver, ISO, and other styles

13

Chu, Maria Teresa Pui Yan. "The development of children's understanding of advertising." Thesis, University of Sheffield, 2010. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.555890.

Full text

Abstract:

This thesis examined the development of children's understanding of the persuasive intent of advertising, which was defined as their understanding of the purpose of advertisements to persuade people to buy the advertised products. Previous research has found age-related changes in the development of this understanding. However, little is known about the sources of developmental changes in this understanding. A series of 6 experimental studies explored children's understanding of the persuasive intent of advertising and their scepticism towards advertisements in relation to their theory of mind and their understanding of the marketplace. Children's understanding of the persuasive intent of advertising and their scepticism towards advertisements were assessed in interviews. Established false belief tasks were used to assess children's theory of mind, and novel measures were developed to measure children's understanding of the marketplace. It was found that children's understanding of the persuasive intent of advertising was positively related to their second order theory of mind and to their understanding of how advertising is causally related to economic variables such as sales and demand. However, children's understanding of the persuasive intent of advertising was not related to their understanding of persuasion in social contexts. Moreover, children who recognised the persuasive intent of advertising did not necessarily evaluate advertisements on the basis of the advertisers' motives. Rather, children who believed the priority of businesses was to pursue financial gain, rather than to serve the welfare of customers, were more likely to be sceptical towards advertisements because of the advertisers' self-serving interests. This thesis provides some evidence that the development of children's understanding of advertising is related to their cognitive development and their understanding of the marketplace.

APA, Harvard, Vancouver, ISO, and other styles

14

Ouyang, Sining, and 欧阳斯宁. "Effect of music on children's cognitive development." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2013. http://hdl.handle.net/10722/193786.

Full text

Abstract:

Background Music as a part of our daily life, it can make people feel pleasure, peaceful, or exciting. Children as the future generation in our society are expected to have optimal development and growth. During childhood, cognitive development plays an important role in construction of thought processing ability and it is associated with physical development and nervous system development. As we know music is considered to be the efflorescence of human thought, this project aims to evaluate the effect of music listening and training on children’s cognitive development, as well as investigate effect of different types of music such as calm music, aggressive music, familiar music and unfamiliar music on cognitive development. The systematic review will identify and appraise the evidence of studies that related to our research question. Methods All relevant studies published from 1990 to 2013 were searched and identified when conducting an electronic literature search. There were 338 papers found through the database including Pubmed, SAGE and Google Scholar with a combination of specific keywords. After considering the inclusion and exclusion criteria, ten studies were found related to research questions and adopted for this systematic review. Results The ten studies were from four countries and included a total number of 8,836 subjects aged 4 to 12 years old. Randomized controlled trials, quasi-experimental studies, longitudinal studies, cross-sectional study were used in this systematic review. The studies included short-term and long-term effect of music listening and training on children. Most of the studies assigned participants to one group that had exposure to music and another group that had no exposure to music. For music listening groups, their performance of cognitive test was better than the group without music listing. Calm and pleasant music was more positive than aggressive music. Familiar music also had more impact on children’s cognitive ability. For music training groups, the effect of music gave impact on children’s cognitive development positively. Children received music training had increased cognitive ability. Conclusions Overall, the effect of different music listening and music training had been evaluated. The impact of music will be more effective if music is enjoyed by the listener. However, due to the publications of articles were only in English, not all of the studies design of articles were randomized control trials and some studies had small sample size such as thirty to seventy in this systematic review, further research is needed.
published_or_final_version
Public Health
Master
Master of Public Health

APA, Harvard, Vancouver, ISO, and other styles

15

Blythe, Hazel Isobel. "Children's development of oculomotor control during reading." Thesis, University of Southampton, 2007. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.443064.

Full text

APA, Harvard, Vancouver, ISO, and other styles

16

Folk, Johanna B. "The Development of Children's Understanding of Incarceration." W&M ScholarWorks, 2012. https://scholarworks.wm.edu/etd/1539626700.

Full text

APA, Harvard, Vancouver, ISO, and other styles

17

Andersson, Maria, and Sara Einarsson. "Aesthetic shaping -Children's book on sustainable development." Thesis, Malmö högskola, Lärarutbildningen (LUT), 2010. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-33759.

Full text

Abstract:

Vi presenterar vårt examensarbete i form av projektredogörelse med tillhörande estetiskgestaltning i form av en barnbok. Vi har genomfört kvalitativa intervjuer med fyraförskolepedagoger som arbetar aktivt med hållbar utveckling. Syftet med intervjuerna var attsamla in material om deras arbetssätt gällande motivations och inspirationsarbete om hållbarutveckling. Resultatet tillsammans med litteratur och teorier presenterar vi i en barnbok.Barnbokens syfte är att motivera och inspirera barn att arbeta med hållbar utveckling.

APA, Harvard, Vancouver, ISO, and other styles

18

Kampman, Jacqueline Ida. "The development of children's understanding of illness." Thesis, University of British Columbia, 1986. http://hdl.handle.net/2429/26544.

Full text

Abstract:

This project addressed the issues of how children's understanding of illness and its underlying dimensions might change over development as a function of age, cognitive level, or experience with particular illnesses. Sixteen subjects at each of four age groups were recruited: kindergarten, grade 3, grade 7, and adults. The child groups were selected to correspond roughly to the preoperational, concrete operational, and beginning/basic formal operational levels of cognitive development. Firstly, subjects were asked to give verbal definitions and diagnoses for illness in general as well as for five specific illnesses (colds, chicken pox, allergies, diabetes, cancer) which were selected to vary on a hypothetical continuum of familiarity, visibility, severity, contagiousness, and the control one has over onset or healing. Secondly, subjects were asked to rate on a 7-point scale the dimensions of severity, susceptibility, control over onset and control over healing for illness in general, for the five specific illnesses, and for ill persons of four different age groups (infants, children, adults, elderly). In their descriptions of illness in general, it appears that subjects were more likely to focus on the ill person rather than illness itself; whereas, subjects were more likely to focus on an illness1 specific symptoms and its etiology in their descriptions of specific illnesses. Significant developmental trends were apparent even in definitions and diagnoses of those illnesses which are most familiar and have the most visible symptoms (ie. colds, chicken pox); however, within particular age groups, the level of sophistication in both definitions and diagnoses of specific illnesses was dependent on the familiarity/visibility of the particular illness under discussion. There were also age differences in subjects' ratings of the illness dimensions; these differences were most pronounced for severity and susceptibility. Interestingly, all subjects appear capable of significantly and accurately ranking specific illnesses on these four dimensions. With development, increasing differentiation was made between specific illnesses on the bases of these dimensions. As well, there were age differences in subjects' differentiation between different aged ill persons on the bases of these dimensions. These results suggest that young children are aware of and understand (albeit in a limited way) these four dimensions of illness before they are able to convey this information in their verbal descriptions of illness.
Arts, Faculty of
Psychology, Department of
Graduate

APA, Harvard, Vancouver, ISO, and other styles

19

Jensen, Sarah Kathinka Georg. "Effects of early adversity on children's development." Thesis, King's College London (University of London), 2016. https://kclpure.kcl.ac.uk/portal/en/theses/effects-of-early-adversity-on-childrens-development(cadc0950-cc25-4ea9-b15c-6c44bf79271b).html.

Full text

Abstract:

Previous research indicates that psychosocial risks and contextual risks such as poverty can have detrimental effects on children’s development. In this thesis I use data from the Avon Longitudinal study of Parents and Children (ALSPAC) to examine prospective relationships between risk factors present early in life and later child outcomes related to cognitive functioning, psychopathology, and brain structure. In Chapter 1 and Chapter 2 I describe theories and methods behind the research presented in this thesis. Chapter 3 examines how maternal depression, contextual risks, and interpersonal stress early in life relate prospectively to children’s cognitive outcomes at the age of 8 years. Chapter 4 introduces a metaTanalysis of brain imaging studies I conducted to identify brain regions showing reduced metabolism in depression. Chapter 5 examines how early adverse experiences within the first six years of life relate to children’s internalising symptoms during childhood, and how early adversity and internalising symptoms relate to variation in grey matter structure in early adulthood in the regions of interest identified in Chapter 4. In Chapter 6 I examine how preT and postnatal psychosocial adversity (prenatal maternal stress, childhood adversity, and peer victimisation) relate to psychosisTlike experiences in adolescence, and how psychosocial adversity and psychosisTlike experiences relate to altered white matter microstructure in adolescence. Finally, Chapter 7 presents a summarising discussion of the general themes emerging from my research, as well as limitations and future directions for this field of research. The results presented in this thesis indicate that different types of risks during prenatal and early postnatal development relate to poorer child outcomes, including poorer cognitive functioning, increased levels of psychopathological symptoms, and altered grey and white matter. These findings have implications for intervention since they highlight the importance of intervening early in life.

APA, Harvard, Vancouver, ISO, and other styles

20

Seth-Smith, F. "How do teachers influence children's emotional development?" Thesis, University College London (University of London), 2006. http://discovery.ucl.ac.uk/1445055/.

Full text

Abstract:

Children vary in their capacities to interpret other's emotional states and to understand, express and control their own emotional responses. Due to their role as significant adults in children's lives, teachers can be argued to play a critical role in the development of these capacities. A range of findings which support this premise, in educational and psychological literature, suggest that a child's emotional development can be affected by his or her experiences of teachers, both in the classroom and within the whole school environment. Several studies have documented cross-sectional and longitudinal associations between categories of teacher-pupil relationships and child outcomes moreover, in recent years, numerous manualised and non-manualised school programmes posit teachers as active agents in preventative interventions which promote emotional development and emotional regulation. A selection of these is critically reviewed.

APA, Harvard, Vancouver, ISO, and other styles

21

Batchelor, Sophie. "Dispositional factors affecting children's early numerical development." Thesis, Loughborough University, 2014. https://dspace.lboro.ac.uk/2134/17474.

Full text

Abstract:

Children show large individual differences in numerical skills, even before they begin formal education. These early differences have significant and long-lasting effects, with numerical knowledge before school predicting mathematical achievement throughout the primary and secondary school years. Currently, little is known about the dispositional factors influencing children's numerical development. Why do some children engage with and succeed in mathematics from an early age, whilst others avoid mathematics and struggle to acquire even basic symbolic number skills? This thesis examines the role of two dispositional factors: First, spontaneous focusing on numerosity (SFON), a recently developed construct which refers to an individual's tendency to focus on the numerical aspects of their environment; and second, mathematics anxiety (MA), a phenomenon long recognised by educators and researchers but one which is relatively unexplored in young children. These factors are found to have independent effects on children's numerical skills, thus the empirical work is presented in two separate parts. The SFON studies start by addressing methodological issues. It is shown that the current measures used to assess children's SFON vary in their psychometric properties and subsequently a new and reliable picture-based task is introduced. Next, the studies turn to theoretical questions, investigating the causes, consequences and mechanisms of SFON. The findings give rise to three main conclusions. First, children's SFON shows little influence from parental SFON and home numeracy factors. Second, high SFON children show a symbolic number advantage. Third, the relationship between SFON and arithmetic can be explained, in part, by individual differences in children's ability to map between nonsymbolic and symbolic representations of number. The MA studies focus primarily on gender issues. The results reveal no significant differences between boys' and girls' overall levels of MA; however, there are gender differences in the correlates of MA. Specifically, boys' (but not girls') MA is related to parents' MA. Moreover, the relationship between MA and mathematical outcomes is stronger for boys than it is for girls. Possible causal explanations for these gender differences are explored in two ways: First, by examining the reliability of the scales used to assess MA in boys and girls. Second, by investigating the relationship between girls' (and boys') mathematics anxiety and their societal math-gender stereotypes. The findings from both sets of studies draw a link between children's emerging dispositions towards mathematics and their early numerical skills. Future research needs to examine how these dispositional factors interact with other (cognitive and non-cognitive) predictors of mathematics achievement.

APA, Harvard, Vancouver, ISO, and other styles

22

Hopkins, Michelle. "The development of children's understanding of death." Thesis, University of East Anglia, 2014. https://ueaeprints.uea.ac.uk/51161/.

Full text

Abstract:

This study explored British primary school-aged children’s (N = 92) understanding of death as a biological event. By examining the impact of age, cognitive ability, religious beliefs, previous experience of death and/or serious illness, and socioeconomic status (SES) in one study, it was anticipated that a more detailed account of children’s developing death understanding would be revealed. Four groups of children (4-5 years, 6-7 years, 8-9 years, 10-11 years), were compared in relation to their acquisition of the five subcomponents of death, as assessed by the Death Interview (Slaughter & Griffiths, 2007). Consistent with a recent study (Panagiotaki, Nobes, Ashraf & Aubby, 2014), children aged 4-5 understood irreversibility first, and had started to grasp the ideas of applicability, cessation and inevitability. However, they had not yet developed what is considered to be a mature concept of death. Whereas the majority of 6-11 year olds understood the five subcomponents of death to varying degrees, with causality the last concept to be understood. Knowledge of irreversibility changed in 10-11 year olds indicating a more sophisticated understanding. Explanations for death not being final were justified with religious/spiritual beliefs in an afterlife, and offered a dualistic approach to reasoning (Astuti, 2007). Children with a lower than average academic ability experienced difficulties understanding the death concepts, compared with average and high average achieving children. These findings highlight that British children do develop their understanding of death at different rates according to their age and cognitive competence. More specifically, there was a marked change in children’s understanding of death between the ages of 4-5 and 6-11, particularly in 10-11 year olds with reference to the idea that death is irreversible. This provides preliminary support for children’s understanding of death developing according to a U-shaped curve rather than the staged model, as reported in previous literature.

APA, Harvard, Vancouver, ISO, and other styles

23

Sowden, Steve. "The development of children's understanding of spatial relations." Thesis, University of Sheffield, 1996. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.245697.

Full text

APA, Harvard, Vancouver, ISO, and other styles

24

Adams, John W. "Phonological working memory and children's mental arithmetic." Thesis, Lancaster University, 1997. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.387650.

Full text

APA, Harvard, Vancouver, ISO, and other styles

25

Doherty, Martin John. "Children's theory of mind and metalinguistic awareness." Thesis, University of Sussex, 1994. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.241689.

Full text

Abstract:

This thesis advances the hypothesis that the child's theory of mind and metalinguistic awareness are both based on a general understanding of representation. A priori considerations lead to a definition of metalinguistic awareness as representation of language as a representational medium. Since no existing tasks tap this competence reliably and validly, three novel tasks based on the understanding of synonymy in naming situations were developed. Experiments 1 and 2 examined preschoolers' ability to produce synonyms. This associated highly with their false belief understanding (r = .73, p<.OOI and r = .64, p<.OOl, respectively) and persisted beyond a common association with verbal mental age and general production difficulties. The danger remained, however, of success through some associative strategy or failure through word finding difficulties. To avoid these possibilities, in Experiments 3 and 4 children judged the synonym production of a puppet. With these sources of error removed, association was even higher (r =.76, p<.OOI, r = .84, p<.OOl, respectively) beyond a common association with age or verbal mental age. Experiment 9 examined the ability of autistic children on a version of the judgement task to see whether their understanding of mental arid. non-mental representation was also related. Results were suggestive of a relationship, but inconclusive. The possibility remains that normal children may represent form in a nonrepresentational way. Experiment 5 and 6 showed that although even very young children could recall synonyms verbatim, most preschool children deny that one of the synonyms applies. I argued that children assume that categories, not words, are mutually exclusive. Experiment 7 showed a similar rejection effect for hierarchical terms. In Experiment 8, more metalinguistic terminology aided only younger children to accept both words, consistent with the assumption that the use of two "is a" phrases prompts children to employ their category mutual exclusivity assumption. Finally, the synonym judgement task was modified for use with autistic children to test the theory that autistic children have general difficulties understanding representation. Results were inconclusive, although they suggest that autistic children have similar difficulties with the false belief and synonym tasks. The overall conclusions are-that metalinguistic awareness and theory of mind have a common basis in representational understanding, but that prior to this children can employ the form of language to make judgements about category membership.

APA, Harvard, Vancouver, ISO, and other styles

26

Chau, Clement L. "Positive Technological Development for Young Children in the Context of Children's Mobile Apps." Thesis, Tufts University, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=3624692.

Full text

Abstract:

This dissertation examines the extent to which children's tablet software applications, commonly called apps, are designed appropriately to promote the optimal development of preschool children aged three to five. This study extends previous research, particularly the theoretical frameworks of developmentally appropriate practice and Bers' positive technological development. The researcher argues that, for children's mobile apps to be developmentally meaningful, they need to satisfy three conditions: (1) apps must be designed appropriately to accommodate the developmental stages and needs of young children; (2) content must be designed to promote young children's development in the areas of cognition, academic skills, social-emotional skills, and physical development; and (3) digital interactions engage children in activities and behaviors that foster optimal developmental assets. The researcher devised three instruments to evaluate and examine the breadth, depth, and design quality of 100 children's apps from the Apple's App Store for iPad. Content analysis revealed that only a non-significant majority of apps (58%) were meaningfully designed for preschool children in terms of user interface, audio and visual design, and instructional support. The apps selected for this sample included games and learning activities, interactive eBooks, as well as creativity and utility apps. The content of these apps tended to cluster around school skills and they rarely engaged children in activities beyond academic drill-and-practice. These apps largely ignored the social, emotional, and physical aspects of children's development. Using numerous vignettes and examples as illustrations, the analysis highlights design techniques, content offering, and technological features that could be productive toward children's development, as well as those that distract from meaningful user experiences. This study underscores the need for developmentally meaningful children's mobile apps for preschool children.

APA, Harvard, Vancouver, ISO, and other styles

27

Smith, David. "The politics of young children's behaviour." Thesis, University of Warwick, 1993. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.387232.

Full text

APA, Harvard, Vancouver, ISO, and other styles

28

Renton, Margaret. "Primary school-children's strategies for addition." Thesis, University College London (University of London), 1992. http://discovery.ucl.ac.uk/10018781/.

Full text

Abstract:

Children use a range of addition strategies during the primary years and progress from using mainly counting based strategies to retrieval of known number facts. This thesis looks at the cognitive developmental and social factors which influence children's strategy choices for addition sums during these early years. Siegler and Jenkins's (1989) model for the distribution of strategies based on the speed and accuracy of a strategy for a particular sum, and Baroody and Ginsburg's (1986) schema based theory of a search for relationships and cognitive economy are challenged. The studies in this thesis reveal a large proportion of children whose conceptualisation of these abstract concepts seems to be at variance with that of adults. Contrasting theories about the conceptual basis for the transition from counting all to using min are investigated through a comparison of performance on commutativity tasks and strategy choices for sums. The studies trace development over the primary years and show an informal knowledge of commutativity in very young children. Curriculum interest in number patterns prompted an investigation into possible links between retrieval of number facts for sums and retrieval for number patterns. Performance on the patterns varied, and though a relationship was found more research in this area of curriculum development is needed before any conclusions can be reached. When questioned, most of the children aspired to using retrieval, though analysis of performance showed that strategy choice was governed by type of sum, age and rated ability.

APA, Harvard, Vancouver, ISO, and other styles

29

Buchanan-Barrow, Eithne. "Children's understanding of political concepts." Thesis, University of Surrey, 1996. http://epubs.surrey.ac.uk/843795/.

Full text

Abstract:

Previous examinations of young children's political cognition have mainly followed a socialization framework, through large-scale surveys of children's developing comprehension of the adult political world as a knowledge-goal. However, this research was formulated in the belief that children's political understanding develops as a consequence of their attempts to comprehend the political realities present in their own social environment. Therefore, as the school represents an important micropolitical context in children's lives, this study investigated their understanding of the system of the school. The empirical work reported in this thesis first presents a broad picture of the developmental trends in children's understanding as they attempt to make sense of the school, with their perceptions of such political concepts as power, authority, rules, roles and decision-making exhibiting differences with age. However, further empirical studies, examining the children's thinking for wider influences, suggested that the children's perceptions of the social environment are subject to a very complex pattern of influences, which are not necessarily the consequences of either age or cognitive differences. There was evidence of contextual effects on children's differentiation of school rules and of links between the children's attitudes and the attitudes of both teachers and parents. More importantly, there were indications that the children's perceptions of school were also subject to influences associated with their social categories, such as socio-economic class, gender and birth order. Given the extent and significance of these influences on the children's thinking which were revealed in this research, it is argued that the development of social cognition in children is much too complex for an interpretation based solely on changing cognitive capacities. It is therefore concluded that this study presents compelling evidence in favour of a social representations perspective on the developmental trends in children's political thinking.

APA, Harvard, Vancouver, ISO, and other styles

30

Johnson, Philip Michael. "The development of children's concept of a substance." Thesis, Online version, 1995. http://ethos.bl.uk/OrderDetails.do?did=1&uin=uk.bl.ethos.295715.

Full text

APA, Harvard, Vancouver, ISO, and other styles

31

Moe, Joanna E. "The development of children's spoken and written explanations." Thesis, University of Bristol, 1989. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.329912.

Full text

APA, Harvard, Vancouver, ISO, and other styles

32

Gillen, Julia Kay. "An investigation into young children's telephone discourse." Thesis, Manchester Metropolitan University, 1998. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.243722.

Full text

APA, Harvard, Vancouver, ISO, and other styles

33

Moore, Natalie J. "Mothers' understanding of children's social and emotional development." Thesis, University of British Columbia, 2009. http://hdl.handle.net/2429/7096.

Full text

Abstract:

This qualitative study was used to examine mothers’ understanding of children’s social and emotional development in terms of the ways it is seen to manifest in children, indicators and facilitators of competence, and the parental role in fostering development. This research also intended to provide an avenue through which parents’ voices might be reflected in the child development literature. Utilising a multiple case study method, data were collected from 5 mothers of preschoolers via a series of interviews and journal entries. Thematic analysis indicated that mothers understood their preschoolers’ social and emotional development as the increasingly spontaneous use of prosocial behaviours, and that they understood this development as a product of processes that included adult intervention, children’s direct experiences, observation and maturation. This analysis also revealed specific tasks that mothers performed in supporting the social and emotional development of their preschoolers. However, their articulation of the ways in which children’s social and emotional competencies develop was not fully reflected in the tasks they performed. That is, the mothers reported that they supported their preschoolers’ social competencies in ways that have been substantiated in the research literature. However, a majority did not report performing tasks central to facilitating their preschoolers’ emotional competencies. This finding suggests that although parents may appear to be well able to support their children’s developing social and emotional competencies, children may be missing out on some necessary parts of their emotional learning.

APA, Harvard, Vancouver, ISO, and other styles

34

Platt, David Ian, and University of Lethbridge Faculty of Education. "The use of journals in children's writing development." Thesis, Lethbridge, Alta. : University of Lethbridge, Faculty of Education, 1991, 1991. http://hdl.handle.net/10133/46.

Full text

Abstract:

The purpose of this study is to analyze the content of dialogue journals of selected third grade students in order to discover the predominant themes in their writing. A second purpose is to explore how a teacher used the information gained from journals with her students to make curriculum decisions in her classroom. Although many reasons have been given for using journals in school writing programs, few studies have examined the role and impact of dialogue journals in primary grade classrooms. It is hoped that this study will add to the knowlege concerning dialogue journals in primary grades. This study is rooted in the desire to explore and explain what it means for a teacher to enter into a dialogue through journal writing with his or her students. It is hoped that this investigation will not only provide new insights into this relationship but also describe what grade three students and their teacher write about in the process of utilizing a journal. Six grade three students and thier teacher were involved in this study. Student journal entries, the teacher responses to the students' journal entries, and subsequent teacher interviews were all subjected to content analysis. The principal finding of this study was that dialogue journals not only provided a safe and secure environment in which children could express their ideas and knowledge, but it also became an important curriculum tool where specific writing needs and/or instruction based on interest could be met cooperatively. All student wrote on a variety of topics, regardless of their writing ability, and the teacher always responded in a positive manner. This study may provide added awareness of the possibilities of utilizing dialogue journal writing for cooperative curriculum planning. If teachers provide opportunities for students to become partners in curriculum planning, based on their needs, perhaps schools may become more personally fulfilling for both teachers and students.
xii, 120 leaves : chart, plan ; 28 cm.

APA, Harvard, Vancouver, ISO, and other styles

35

Brown, Ian, and n/a. "The effect of culture on children's drawing development." University of Canberra. Education, 1990. http://erl.canberra.edu.au./public/adt-AUC20060614.172038.

Full text

Abstract:

Few would deny the importance of art education in the total educational development of the child. Drawing is an integral component of art education. Drawing for children appears to be a natural form of expression. Studies involving the observation of children's drawing development have had a long history in relation to child art. Recognition that children pass through identifiable stages of development in drawing and that these stages could be affected by cultural and individual differences is an important focus in art education research. This study is concerned firstly with drawing development and secondly, with differences in drawing development across cultures. Eight year old children with predominantly European background and eight year old children with Vietnamese/Kampuchean background were chosen for this study. The study was concerned with determining whether there were any significant differences in drawing development between the two ethnic groups, using a modified scale of the Rouse "Descriptive Scale for Measurement of Art Products". The results of this study indicate that there are differences in drawing abilities between the two ethnic groups.

APA, Harvard, Vancouver, ISO, and other styles

36

Vadehra, Pooja. "Co-resident grandparents and children's early cognitive development." Thesis, The University of North Carolina at Greensboro, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=3722563.

Full text

Abstract:

VADEHRA, POOJA, Ph.D. Co-resident Grandparents and Children?s Early Cognitive Development. (2015). Directed by Dr. Danielle Crosby. 112 pp. Cross-cultural research on parent?maintained multigenerational families with co-resident grandparents has shown largely positive outcomes for children, but few studies have explored the potential impact of this type of household structure on children in the American context. The goals of the current study were to investigate the association between grandparent co-residency in stable two-parent families and children?s early cognitive development (at ages 9 months and 2 years), and to examine whether grandparents? provision of child care moderated this association. A secondary set of questions asked whether the pattern of associations under study varied by children?s ethnoracial background (White, Black, Hispanic, Asian, or Other). Data for this study were drawn from the first two waves of the Early Childhood Longitudinal Study-Birth Cohort (ECLS-B), a unique, prospective study of development for a nationally representative sample of children born in the U.S. in 2001. Analyses focused on the 6,950 children who lived in stable two-parent families during their first two years of life. Descriptive results show that 11.3% of infants living in stable two-parent families in this national sample had at least one grandparent living with them during their first two years of life. A series of multivariate logistic regressions indicated that grandparent co-residency was a more likely occurrence for children with younger mothers, children in families below the poverty threshold and those receiving federal benefits, children in families with higher incomes (once poverty was accounted for), first born children and Asian children. Interesting differences emerged in the pattern of correlates of grandparent co-residency across ethnoracial groups. Poverty and federal assistance were the strongest predictors of co-residency for White, Hispanic, and ?Other? families; whereas higher income was associated with co-residency for Black and Asian families. Hypotheses about the association between grandparent co-residency and children?s early cognitive development were not supported (for the full sample or any of the ethnoracial groups); however, supplementary analyses provided suggestive evidence of higher test scores at 9 months for children with co-resident grandmothers, and higher test scores at age 2 for children with co-resident grandfathers. I found no evidence that grandparent provision of child care moderated this association. Implications for future research and recommendations are further discussed.

APA, Harvard, Vancouver, ISO, and other styles

37

Taylor, G. T. "The development of style in children's narrative fiction." Thesis, University of East Anglia, 1988. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.384607.

Full text

APA, Harvard, Vancouver, ISO, and other styles

38

González-Sancho, Carlos. "Educational homogamy, parenting practices and children's early development." Thesis, University of Oxford, 2014. http://ora.ox.ac.uk/objects/uuid:69d45235-1fee-4f4b-a8f6-0f53a76fa2a2.

Full text

Abstract:

This thesis investigates the pattern of parental educational homogamy and its implications for parenting practices and children’s early development in contemporary Britain. At the heart of the thesis lies an interest in the mechanisms behind the intergenerational transmission of educational success and, more specifically, the consequences for children of new patterns of parental resemblance in education. The thesis is composed of three empirical chapters, each of which is concerned with a different outcome: 1) trends in educational attainment and educational assortative mating amongst parental couples; 2) parents’ childrearing values and stimulation-oriented interactions with children; and 3) children’s early cognitive and behavioural skills. The first chapter combines data from four birth cohort studies from 1958, 1970, 1990 and 2000-01 while the second and third chapters rely exclusively on the latter study. The empirical analyses use Log-linear and Diagonal Reference models. With regard to trends in educational assortative mating, the thesis finds that the strength of homogamy increased between 1958 and 1970 to decrease thereafter and remain stable, at its lowest level, throughout the 1990s. Moreover, amongst recent cohorts of parental couples the percentage of unions where mothers are more educated than their male partners equalled that of unions exhibiting the opposite pattern. The findings concerning the dynamics of parenting in heterogamous couples suggest a pattern of female dominance in the attitudinal domain as fathers align with the views that can be expected on the basis of the mother’s level of education rather than their own; however, no significant adjustments between partners are observed in parenting behaviours. Lastly, the thesis finds a positive gradient in the association between parental education and children’s early cognitive and socio-emotional development but little or no support for the hypotheses of differential effects for sons and daughters or gender biases in parental preferences for children. That is, no significant interactions are observed between the gender of children and the impact of parents’ absolute and relative levels of education. Taken together, the findings of the thesis qualify concerns about the increase of educational assortative mating in industrialised societies and its potential consequences for the intergenerational reproduction of inequalities in education.

APA, Harvard, Vancouver, ISO, and other styles

39

Teixeira, Francimar Martins. "A cross-cultural study of children's biological knowledge." Thesis, University of Bristol, 2000. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.324370.

Full text

APA, Harvard, Vancouver, ISO, and other styles

40

Correa, Jane. "Young children's understanding of the division concept." Thesis, University of Oxford, 1994. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.259886.

Full text

APA, Harvard, Vancouver, ISO, and other styles

41

Mohana, Malini. "Children's constructions of gender: A participatory project." Master's thesis, Faculty of Humanities, 2019. http://hdl.handle.net/11427/30910.

Full text

Abstract:

Studies on the construction of gender have largely focussed on adolescents and young adults in South Africa. This leaves a significant gap in understanding the ways in which gender is constructed and negotiated by younger children. This study, therefore, investigated how younger children narrate and experience their gendered lives, and whether these stories resisted or maintained dominant narratives of gender. Twelve participants between the ages of eight and fourteen participated. The research used participatory action research (PAR) methods. Specifically, Photovoice, journaling, collages and drawing were used to represent the stories and narratives that the participants chose to share. The Photovoice component culminated in a community exhibition which showcased the participants’ photos. In addition, the participants took part in focus groups and individual interviews. The focus group transcripts, individual interview transcripts, collages, photographs, drawings and journal entries were analysed using thematic narrative analysis. The study showed that children construct gender based on contradictory messaging, and exercise defiance of normative gendered constructs within the limits of heteronormative gender identity. Four main narrative themes emerged: Negotiating gendered expression; Normalisation of gendered violence; Subjugating female bodies; Narratives of conformity and resistance. Based on the findings, the recommendation was made to use play as both a means of exploration and education in children’s understanding of gender.

APA, Harvard, Vancouver, ISO, and other styles

42

Kirk, Elizabeth W. "Dictation and dramatization of children's own stories : the effects on frequency of children's writing activity and development of children's print awareness." Virtual Press, 1999. http://liblink.bsu.edu/uhtbin/catkey/1137577.

Full text

Abstract:

The first purpose of the present study was to determine whether the duration of preschool children's drawing and writing activity could be increased by introducing the process of dictation and dramatization of children's own stories. The second purpose of this study was to determine whether taking dictation from preschool children and facilitating the dramatization of children's dictations had an impact on print awareness. Samples of convenience were selected from a child care center in a small midwestern city. Results were based on the participation of 16 3- to 5-year-old children in the intervention group and 21 3- to 5-year-old children in the control group.Each participant's print awareness level was measured at the beginning and end of the study using the Print Awareness Test (Huba & Kontos, 1986). Videorecordings were made of the activity that occurred at a designated writing table. The duration of each child's writing and drawing activity was recorded (in seconds). For three hours a week during the eight weeks of the treatment period, children in the treatment group were encouraged to dictate their own individual stories to an adult who wrote their stories and read the stories back to the children. During the last four weeks of the treatment period, children in the treatment group also were encouraged to dramatize their own stories.The findings of the study were:1. A significant difference in children's print awareness was found in both the treatment and control groups (p<.05). There was no difference in print awareness change scores between the treatment and control groups.2. There was a moderate positive correlation (.471) between the number of stories dictated during the first four weeks of intervention and changes in print awareness scores within the treatment group.3. There was no significant difference between the control and treatment groups in the duration of writing and drawing at the end of the study. However, within the treatment group, during the time children were dictating and dramatizing their own stories, the duration of writing and drawing was significantly greater than either before or after intervention.
Department of Elementary Education

APA, Harvard, Vancouver, ISO, and other styles

43

Hill, Roslyn. "Young children's understanding of the cognitive verb forget." Thesis, University of Warwick, 1995. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.389451.

Full text

APA, Harvard, Vancouver, ISO, and other styles

44

Schulten, Ute Ursula. "Co-operation and conflict in German children's conversations." Thesis, University of Essex, 2001. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.343581.

Full text

APA, Harvard, Vancouver, ISO, and other styles

45

Ritson, Irene Laura. "The development of primary school children's understanding of probability." Thesis, Queen's University Belfast, 1998. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.284395.

Full text

APA, Harvard, Vancouver, ISO, and other styles

46

Zimmer, Elly Jane, and Elly Jane Zimmer. "Children's Awareness of Syntactic Ambiguity." Diss., The University of Arizona, 2016. http://hdl.handle.net/10150/620862.

Full text

Abstract:

This dissertation probes children's metalinguistic awareness of syntactic ambiguity (as in the sentence The man is poking the monkey with a banana, where the PP with a banana can be understood in two ways, associated with either the monkey or the poking). Several studies suggest that children do not spontaneously detect syntactic ambiguity until the second grade (e.g., Wankoff, 1983; Cairns et al., 2004). However, syntactic ambiguity detection contributes to reading comprehension skills in second and third graders (e.g., Cairns et al., 2004; Yuill, 2009). This research suggests the hypothesis that syntactic ambiguity awareness should contribute to reading development. Specifically, the theoretical model known as the Simple View of Reading posits that the main components of reading are decoding and linguistic comprehension. Syntactic ambiguity detection could contribute to linguistic comprehension because it helps a listener to overcome comprehension difficulties caused by misinterpreting an ambiguous sentence. Thus, it is important to better understand the early development of syntactic ambiguity awareness. If its connection to reading begins younger than second grade, it might be incorporated into early reading curricula and intervention strategies, which are more effective when applied earlier. This dissertation includes three manuscripts that are or will be submitted for publication. The first manuscript reports on a study that laid the foundation for the following two by testing whether 3- to 5-year-olds access both interpretations of a syntactic ambiguity using a truth value judgment task. The results showed that children do entertain both interpretations, indicating that comprehension should not be an impediment to syntactic ambiguity detection. This study is currently in revisions at First Language (Zimmer, 2016a). The second manuscript reports on a study that tested whether 4- to 7-year-olds can detect ambiguous sentences using a task that differs from those used in previous studies. My study used a picture selection task that tested for conscious awareness by having children teach a puppet why multiple pictures could match one sentence. I developed a scoring system for children's explanations that allowed for more gradient measures of early ambiguity awareness than previous research. The results showed that a small proportion of 4- to 7-year-olds are aware of syntactic ambiguity, and many others are beginning to show indications of such awareness (e.g., they select both pictures but their explanations are not yet adult-like). This manuscript is submitted to The Journal of Psycholinguistic Research (Zimmer, 2016b).The third manuscript reports on a study that tested whether 6- to 7-year-olds can learn syntactic ambiguity detection and whether the learning correlates with improvement at reading readiness measures. Participants were divided into two groups: an ambiguity group that did four weeks of games to teach syntactic ambiguity detection, and a control group that did four weeks of math games. I found that children in the ambiguity group improved more at ambiguity detection and at reading readiness tests than those in the control group. This showed that syntactic ambiguity detection is a learnable skill for children as young as 6 and suggests that its connection to reading is in place that young as well. Thus, this skill could be a valuable addition to early reading curricula and intervention strategies. This manuscript will be submitted to Applied Psycholinguistics (Zimmer, 2016c).

APA, Harvard, Vancouver, ISO, and other styles

47

Lynch, Dianne. "Rehearsing the real : children's identity development in virtual spaces." Thesis, McGill University, 2005. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=100647.

Full text

Abstract:

Children who have grown up with the Internet as a dominant form of cultural production bring to their identity development a complex and unique set of expectations and assumptions about identity fluidity and presentation. In addition, these "cyberchildren" are spending much of their social-interaction time in environments populated and controlled by adults, and yet beyond the purview or authority of the adults in their "real" lives. Understanding the nature of their identity development in virtual spaces and its implications for their real-world behaviors offers new opportunities for interventions that more effectively empower children to navigate and negotiate their experiences in relationship with online audiences. The study proposes that Goffman's dramaturgical metaphor can be productively applied to cyberspace, where children are rehearsing their identity performances in backstage, virtual environments; transferring their most salient and valuable identities to middle-stage spaces in real life, where they are performed for their peers and friends; and finally adopting them for presentation in front-stage, public spheres. The work draws on sociological interaction, dramaturgical analysis, information flow theory, and cyberstudies theory to propose a new theoretical framework. Its mixed-methodology approach incorporates a quantitative online survey, including benchmark questions drawn from three national surveys, and open-ended questions analyzed through qualitative methodologies. Taken together, the results confirmed the author's hypotheses that: (1) Cyberchildren have access to adult information and situations; (2) Traditional interventions to protect children in cyberspace are largely ineffective; (3) Cyberchildren maintain distinct online and real-life identities; and (4) Cyberchildren perceive of their virtual identities as valuable and salient.

APA, Harvard, Vancouver, ISO, and other styles

48

Nason, Rodney Allan, and mikewood@deakin edu au. "Production system model of children's development of number concepts." Deakin University. School of Education, 1988. http://tux.lib.deakin.edu.au./adt-VDU/public/adt-VDU20051110.152425.

Full text

Abstract:

The purpose of the present research study was to produce a global, cumulative model of number concept development for children between the ages of two and eight years old. The theoretical and methodological orientation of this study was greatly influenced by Richard Young's production system analysis of seriation by young children (Young, 1971, 1976) and by Newell's (1973) seminal paper, You can't play twenty questions with nature and win. The methodology used in this investigation thus was as follows. A series of complex number tasks encompassing many aspects of the concept of number were developed. Five children aged between three and seven years then were videotaped while performing some of these complex number tasks. From a detailed protocol analysis of the video-recordings, computer simulation models written in the production system language PSS3 (Ohlsson, 1979) were produced. Specific production system models were produced for each of following aspects of the children's number knowledge: (i) sharing of discrete quantities; (ii) comparison of shares; and (iii) conservation/addition/subtraction of number. These domain-specific models were based on the converging experimental evidence obtained from each of the childrens responses to variants of the complex number tasks. Each child thus received a different set of problems which were chosen systematically in order to clarify particular features of the child's abilities. After a production system model for each child had been produced within a domain, these models were compared and contrasted. From this analysis, developmental trends within the domain were identified and discussed. The research and educational implications of these developmental trends then were discussed. In the concluding parts of this study, the children's domain-specific production system models were cumulated into global, comprehensive models which accurately represented their behaviour in a variety of number tasks. These comprehensive models were compared and contrasted and general developmental trends in young children's number knowledge were identified and discussed.

APA, Harvard, Vancouver, ISO, and other styles

49

Fodor, Annabella Ildiko. "Using fantasy to enhance young children's development and education." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1999. http://www.collectionscanada.ca/obj/s4/f2/dsk2/ftp03/MQ37528.pdf.

Full text

APA, Harvard, Vancouver, ISO, and other styles

50

Fermoyle, Catherine Ann. "A longitudinal study of children's spelling and reading development." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2000. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape3/PQDD_0016/MQ54451.pdf.

Full text

APA, Harvard, Vancouver, ISO, and other styles

We offer discounts on all premium plans for authors whose works are included in thematic literature selections. Contact us to get a unique promo code!