Dissertations / Theses on the topic 'Children's development'
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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 textNation, 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 textTse, 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"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.
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 textKase, Barbara E. "Parent education seminar: children's emotional development." [Denver, Colo.] : Regis University, 2008. http://165.236.235.140/lib/BKase2008.pdf.
Full textPine, 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 textYoung, 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 textEaton, 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 textHuman, 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 textThis 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.
Hutchings, Merryn. "Children's constructions of work." Thesis, London Metropolitan University, 1997. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.311629.
Full textBaker, 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 textDepartment of Educational Psychology
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 textChu, 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 textOuyang, 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.
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Public Health
Master
Master of Public Health
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 textFolk, Johanna B. "The Development of Children's Understanding of Incarceration." W&M ScholarWorks, 2012. https://scholarworks.wm.edu/etd/1539626700.
Full textAndersson, 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 textKampman, Jacqueline Ida. "The development of children's understanding of illness." Thesis, University of British Columbia, 1986. http://hdl.handle.net/2429/26544.
Full textArts, Faculty of
Psychology, Department of
Graduate
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 textSeth-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 textBatchelor, Sophie. "Dispositional factors affecting children's early numerical development." Thesis, Loughborough University, 2014. https://dspace.lboro.ac.uk/2134/17474.
Full textHopkins, Michelle. "The development of children's understanding of death." Thesis, University of East Anglia, 2014. https://ueaeprints.uea.ac.uk/51161/.
Full textSowden, 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 textAdams, 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 textDoherty, 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 textChau, 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 textThis 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.
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 textRenton, Margaret. "Primary school-children's strategies for addition." Thesis, University College London (University of London), 1992. http://discovery.ucl.ac.uk/10018781/.
Full textBuchanan-Barrow, Eithne. "Children's understanding of political concepts." Thesis, University of Surrey, 1996. http://epubs.surrey.ac.uk/843795/.
Full textJohnson, 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 textMoe, 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 textGillen, 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 textMoore, Natalie J. "Mothers' understanding of children's social and emotional development." Thesis, University of British Columbia, 2009. http://hdl.handle.net/2429/7096.
Full textPlatt, 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 textxii, 120 leaves : chart, plan ; 28 cm.
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 textVadehra, 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 textVADEHRA, 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.
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 textGonzález-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 textTeixeira, 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 textCorrea, 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 textMohana, Malini. "Children's constructions of gender: A participatory project." Master's thesis, Faculty of Humanities, 2019. http://hdl.handle.net/11427/30910.
Full textKirk, 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 textDepartment of Elementary Education
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 textSchulten, 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 textRitson, 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 textZimmer, 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 textLynch, 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 textNason, 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 textFodor, 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 textFermoyle, 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.
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