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1
Ntebe, Ntombenani Primrose. "Children's experiences and views on domestic violence." University of the Western Cape, 2012. http://hdl.handle.net/11394/5157.
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Magister Legum - LLMIn a country in which human rights feature prominently in our discourse about who we are, as well as in the South African constitutional and legal framework, so many wrongs continue to be perpetrated on women and children. However, children seem to be particularly affected by domestic violence, either physically, emotionally or socially. In order to adequately address these diverse experiences and understand what children say, an in-depth investigation into how children experience domestic violence, and what their views are, is required. The study will focus on those children who had been affected emotionally and socially in their homes. This study will make an attempt to expand on how children experience domestic violence, what the general reaction of a selected group of children, who have observed domestic violence, is and what their views of domestic violence are. Attention was given to the relevant literature as well to legislative and policy frameworks. The study employed a qualitative research method in order to obtain in-depth data from the children. Children were selected from three schools in a small Northern Cape town, which participated in the study and the schools were grouped as follows: one school from each area, which are Nonzwakazi, Sunrise and De Aar (town). Each high school had five participants. The participants‟ ages were between 12 and 17. All the participants reside at De Aar which is situated in Prixley kaSeme District about 300 kilometres from Kimberley, Northern Cape Province. Data was coded according to the themes that emerged from the study and were analysed. The results indicated that children are able to share their experiences when given the opportunity. It is further shown in the results that children view domestic violence as a wrong and that men are the sole abusers. It further indicated that children do not have confidence in the courts; they are of the view that the courts are being too lenient on the abusers and they further said that more protection orders should be issued in order to prevent domestic violence. They blame this on non-responsiveness of the police when they are called and the kind of punishments the courts impose when the abuser is brought before court.The majority of children expressed their wish to see justice being done. The study found that children are of the view that there is little support from the police and the courts. The study concluded that children, acting voluntarily and with appropriate ethical safeguards, can make a significant contribution to both describing their experiences of domestic violence, and to indicating the standard of services and other interventions that they can trust and use.
2
Webb, Clare Louise. "Young children's views of social behaviour." Thesis, University of Huddersfield, 1998. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.285589.
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Merrick, Rosalind. "Children's views and speech and language therapy." Thesis, University of the West of England, Bristol, 2009. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.501092.
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4
Stephens, Shanda. "Latino Children's Kindergarten Entry: Views of Parents and Teachers." DigitalCommons@USU, 2001. https://digitalcommons.usu.edu/etd/2651.
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This study examined parental and teacher expectations of kindergarten readiness of Latino children. The perceptions ofLatino mothers, Latino fathers, and kindergarten teachers were analyzed and compared. Specifically, parents' and teachers' responses were compared in three areas: perceptions of what parents can do to prepare children for kindergarten, priorities for requisite kindergarten entry skills, and rankings of the importance of specified skills to be emphasized in kindergarten. Differences between kindergarten teachers' expectations for nonnative English-speaking children and native English-speaking children were also examined. The parent sample consisted of 35 Latino mother/father pairs. AJI were parents of children who entered kindergarten Fall, 2000. The teacher sample consisted of 33 kindergarten teachers from two large school districts in a western state. Major findings indicate that some differences do exist between teachers' and Latino parents' priorities for requisite kindergarten entry skills as well as their rankings of the importance of specified skills to be emphasized in kindergarten. Supporting previous research, both mothers and fathers rated academic concepts such as counting, reading, and writing higher than teachers. By contrast, teachers rated more developmentally appropriate concepts higher. All groups agreed that parents could do more to prepare children for kindergarten, but parents and teachers differed in their responses of what parents could specifically do to encourage this preparation. Teachers mentioned reading to children, enriching the child 's environment, and communication more often than both mothers and fathers. Parents were more likely to mention emotional support and discussing school with their children as ways parents could foster kindergarten preparation. Teachers expected native English-speaking children to know how to follow directions upon kindergarten entry more than they expected it for nonnative English speaking children. Furthermore, teachers who had training in ESL education placed more emphasis on incorporating speaking skills in nonnative children's kindergarten curricula than did teachers without multicultural training. Also included in the study are concrete examples of concerns Latino parents have as their child enters school, challenges teachers face in having linguistic diversity in their classroom, as well as teacher suggestions for improving ESL kindergarten preparation. Implications of these findings for parents, schools, and children are discussed. Suggestions for future research are then offered.
5
Hayward, Clare A. "Children's views of their stepfamily : an investigation of children's attributions towards members of their stepfamilies." Thesis, University of Leeds, 2003. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.275540.
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Thelander, Nina. "We are all the same, but- Kenyan and Swedish school children's views on children's rights /." Doctoral thesis, Karlstad : Faculty of Arts and Education, Educational Work, Karlstads universitet, 2009. http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-4112.
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7
Vujanovic, Suzan. "Young Vietnamese children's conceptions of play." Thesis, Queensland University of Technology, 2005. https://eprints.qut.edu.au/16157/1/Suzan_Vujanovic_Thesis.pdf.
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Children benefit in many ways from play. Play provides children with an excellent way to express their feelings and conceptions of the world in which they live. Play also provides a forum in which researchers can capture, understand and interpret children's voices and views.
Like many countries around the world, Vietnam is currently reforming their early childhood education curriculum to provide a play-based, child centred and outcomes focused approach to early childhood education. In order to capture children's interest and promote child initiated and directed learning, educators and policy makers need to consider how children interpret their personal play lives. This study presents data from children's programs in nine kindergartens and cultural programs in Hanoi and Ho Chi Minh City. Children's drawings and stories were collected to document young children's conceptions of play in Vietnam at the turn of the millennium. Through these 353 drawings and stories, key themes in the children's play lives were identified.
The purpose of this study is to examine children's views about play. What do they like to play? How do they define play? How are young Vietnam's children's conceptions of their play influenced by cultural attitudes and expectations? In addition, the study proposes some new play-based, child centred and outcomes focused approaches to curriculum development for Vietnamese early childhood programs.
8
Johnson, Mercedes. "Regulating emotions : young children's views on what adults can do." Thesis, University of East London, 2016. http://roar.uel.ac.uk/5377/.
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The purpose of this exploratory study was to understand the emotion regulation experience of young children, aged three to four, attending a nursery school of a Local Authority. This study aimed to reveal young children’s perspectives on emotion regulation and in particular on the way the children see adults playing a part in the children’s emotion regulation. It also aimed to explore ways of engaging young children and eliciting their views. A sample size of 6 participants together with a qualitative triangulated data collection method, offered by the Mosaic approach, revealed unique insights into children’s lived experiences. The data was analysed using a thematic analysis approach. Findings showed that young children view adults playing an important role in supporting their emotion regulation and that there are a number of ways children found adults can do that successfully. Findings also showed that adults can sometimes be seen as unhelpful by the children, particularly when they were misinterpreting the child’s emotions. Other children were seen as helpful in supporting the emotion regulation of fictional characters or children’s own. Occasionally children also reported dealing with emotions on their own. All methods of data collection generated interesting data but some were more prevalent in generating the key themes around the adults’ role. The thesis offers a critical review of the strengths and limitations of this research together with potential directions for future research. It concludes with implications for the profession and researchers’ reflections on the study.
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Avramidis, Georgios. "Elected children's views on school elections and students councils in Greece." Thesis, Linköpings universitet, Tema Barn, 2018. http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-148858.
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The main aim of this paper is to highlight and investigate children’s perspectives on the ordinance of students’ elections and students’ councils in the country of Greece. This study is motivated by the huge lack of research on the topic in Greece and aim to seek student’s views in regards to students’ councils. This qualitative research endeavors to find how students decide to enter the school elections as candidates, what they hope to achieve through their candidacy and how they perceive democratization in education via these elections. Finally, it is asked from them to evaluate the utility of the whole ordinance of students’ communities. Six students, aged from 15 to 18, who are attending the Greek public High School (the name in Greek is Lykeio) were interviewed; three boys and three girls. The researcher chose one boy and one girl from each of the three years of High School. In order to hear children’s voice and allow them space and time to express their perceptions, semi-structured interviews were conducted with open ended questions while at the same time encouraging them to give clarifications on their answers. A thematic analysis was conducted on the transcribed material of the interviews and four primary themes were emerged: I) being candidates as a personal decision, II) aspirations for being candidates, III) Significance of the ordinance on school elections and on students’ councils and IV) democratization of children through school elections. In conclusion, this paper, by closely examining students’ perspectives and beliefs, seeks to shed new light on the neglected issue of students’ elections and councils in the country of Greece.
10
Palilla, Jessica Mae. "Mothers' Views of Their Children's Anxiety in Autism: A Qualitative Approach." BYU ScholarsArchive, 2015. https://scholarsarchive.byu.edu/etd/6170.
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Children diagnosed with autism spectrum disorders (ASD), which is marked by severe social disabilities, also present with higher rates of anxiety. Understanding the qualitative symptoms that underlie anxiety in ASD may help to better characterize the overlap of ASD and anxiety symptomology and suggest targeted treatment strategies. Twenty mothers with male children diagnosed with high-functioning ASD were interviewed using a follow-up interview to the SCAS parent rating scale, in order to better understand how mothers perceive their child's anxious thoughts, behaviors and cognitions. All interviews were transcribed and thematic analysis was used to analyze the results. Eight themes emerged from the analysis: first, anxious symptoms in children with autism negatively impacts the whole family; second, anxiety interferes with the child's life; third, mothers can identify anxiety by their child's anxious behavior; fourth, children with ASD utilize coping strategies to reduce their anxiety; fifth, children with ASD experience physiological symptoms with their anxiety; sixth, anxiety and anxious thoughts go together; seventh, mothers can identify the etiology of children's anxiety; and eighth, children's anxious thoughts are perceived by their mothers as reasonable. Interventions for anxiety in ASD should consider the whole family system including education, symptom reduction, and possible respite care.
11
Foggett, Albert Colin Sydney, and n/a. "How children view schooling: a study of the views of schooling held by year 6 pupils in selected government schools in New South Wales." University of Canberra. Education, 1986. http://erl.canberra.edu.au./public/adt-AUC20050711.160431.
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The purpose of this study was twofold. First,
it aimed to present an argument for the inclusion of
primary-age children's views in the decision-making
process in primary schools. Second, it aimed to
explore the potential of primary-age children to
contribute to better decisions about their own
schooling. The hypothesis is that primary-age
children have worthwhile views of schooling that
should be introduced into both classroom and school
decision-making processes. Authoritarianism, moral
development, childrenqs rights and active learning
were explored in relation to child participation in
decision-making.
This study attempted to explore children's views
of schooling from the viewpoints of the children
themselves. Children kept diaries of school for one
week and from these diaries an interview schedule
was constructed to allow the exploration of their
views.
The study shows that primary-age children have
views that can contribute legitimately and valuably
to decision-making at both the classroom and school
levels.
12
Vujanovic, Suzan. "Young Vietnamese Children's Conceptions of Play." Queensland University of Technology, 2005. http://eprints.qut.edu.au/16157/.
Full textAbstract:
Children benefit in many ways from play. Play provides children with an excellent way to express their feelings and conceptions of the world in which they live. Play also provides a forum in which researchers can capture, understand and interpret children's voices and views. Like many countries around the world, Vietnam is currently reforming their early childhood education curriculum to provide a play-based, child centred and outcomes focused approach to early childhood education. In order to capture children's interest and promote child initiated and directed learning, educators and policy makers need to consider how children interpret their personal play lives. This study presents data from children's programs in nine kindergartens and cultural programs in Hanoi and Ho Chi Minh City. Children's drawings and stories were collected to document young children's conceptions of play in Vietnam at the turn of the millennium. Through these 353 drawings and stories, key themes in the children's play lives were identified. The purpose of this study is to examine children's views about play. What do they like to play? How do they define play? How are young Vietnam's children's conceptions of their play influenced by cultural attitudes and expectations? In addition, the study proposes some new play-based, child centred and outcomes focused approaches to curriculum development for Vietnamese early childhood programs.
13
Koster, Keith A. "Demonstrator gender and the woodwinds : investigating children's differential views of gender propriety /." free to MU campus, to others for purchase, 1998. http://wwwlib.umi.com/cr/mo/fullcit?p9904854.
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Kauffman, Gloria. "Exploring children's views of themselves as learners within an inquiry-based curriculum." Diss., The University of Arizona, 1999. http://hdl.handle.net/10150/284033.
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The purpose of this study was to explore how children in a third grade classroom came to understand the processes that helped them revalue themselves as learners. In addition, they identified the types of support structures that helped them revalue themselves as learners in an inquiry based curriculum. Qualitative research was determined to be the most suitable methodology for this study, given the research questions and their relationship to the engagements and the learning experiences in this classroom. The curricular framework dictated that the research design needed to include data that reflected the ongoing nature of learning as a process of inquiry. Data analysis was based on open coding and a method of constant comparison. Multiple data sources included daily field notes with anecdotal notes on significant events; a teacher journal of reflections; collected student responses, Sketch to Stretches, picture reflections, portfolios, and journal entries. Children described, defined, and redefined themselves as learners through the continuous building of reciprocal relationships with their peers and teacher, encouraging them to find their voice through action and reflection. Children identified the roles of their class participants, the connection they made in and across the curriculum, their personal and social inquiries, and the expectation of change, as the multiple structures that supported them in their learning. My purpose was to contribute insights into how students and teachers might better address the issue of curriculum for the purpose of allowing learners to be more self-reflective learners. Findings suggest that reflective thinking is a tool for growth as a learner and needs to be a continuous part of the curriculum. Sign systems need to be tools for expanding learning potentials so classrooms can be critical thinking communities. Learning is enhanced when relationships are reciprocal. A curriculum that emphasizes a problem-posing approach motivates students and encourages both students and teachers to engage in curricular decisions making curriculum dynamic.
15
Sharon, Yael. "Meaning in life through children's eyes : the views and experiences of eight year old children in Israel." Thesis, University of Sussex, 2014. http://sro.sussex.ac.uk/id/eprint/48890/.
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The study reported here originated in my therapeutic work with children at risk and my search for a therapeutic approach which would help them develop the inner strength to cope with their difficulties. The concept of ‘meaning in life' as a source of strength has been extensively and richly studied among older age groups, both with respect to the different personal meanings which everyone finds in their life and with respect to the effect on one's life of possessing a sense of 'meaning in life', but it has been neglected almost entirely among children. As a result, the aim of this research was to further knowledge about the concept of 'meaning in life' for children. Due to the paucity of research with children regarding this issue, it was needed to first establish that meaning in life was at all a relevant and researchable concept for children. Consequently, the primary research questions were as follows: Does the concept of ‘meaning in life' have relevance for children? Relatedly, what are the (dis)connections between children's understandings of their own lives, and what matters to them, and, the adult concept of ‘meaning in life? To examine these over-arching questions, the following four sub-questions were devised: - What do children think are the most important and meaningful things in their lives? - What do children think is the best way to live life? - What nature of goals and purpose do children have for their lives and do they believe that they have character traits and strengths which would help them to fulfil their goals/purpose? - How do children's individuality and the differences between them show themselves in their perspectives on meaning in life? To what extent is gender associated with variations in response? The research adopted a Constructivist-Phenomenological approach, with the aim of getting as close as possible to the children's own perceptions and experience of their world. Thirty eight-year-old children in their third year at two primary schools in different neighbourhoods of the same central Israeli city were interviewed using semi-structured interviews. This data collection approach was complemented by two creative elements: a short semi-humorous story told at the start to set the tone of the interview, and a picture drawn at the end of the interview by the children to illustrate what was important in their life. Some interviews were carried out individually and some as a group. The data analysis method chosen was Smith's (1996) and Smith and Osborn's (2008) Interpretative Phenomenological Analysis (IPA). This thesis makes two original contributions to knowledge. The first is the discovery that meaning in life is as pertinent a concept among children as it is among adults. Children may not understand the concept of 'meaning in life' in as full a way as an adult might, but they do have clear and well-shaped opinions about the most important things in their lives (e.g. family and friends) and how they should best live (e.g. by helping others and living in peace). They have goals and plans for the future (e.g. Ambitions to become a pilot or teacher) and they believe that they have traits and strengths that will help them in reaching their goals (e.g. that being wise, kind or curious will help them in life). The second important contribution is methodological: the research technics developed in this study (the semi-structured interview enriched by story-telling and picture-drawing) has provided what appears to be a reliable way of generating valid responses from the participants. It could be used by researchers in the future to further understanding about how children perceive the notion of meaning in life.
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Maxwell, T. S. C. "In what way can children's drawings together with a personal construct discussion help to illuminate our understanding of their views of their educational experiences?" n.p, 2001. http://dart.open.ac.uk/abstracts/page.php?thesisid=105.
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Ingram, Rachel M. "Educational psychologists' rationales for different types of representation of children's views in written communication." Thesis, University of Manchester, 2010. https://www.research.manchester.ac.uk/portal/en/theses/representation-of-childrens-views-in-educational-psychologists-nonstatutory-written-communication(c105af31-3783-40f0-b22e-300531063a13).html.
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Writing about children's views is integral to EP work. Any written account of children's views is one of many possible interpretations, each of which may have a different impact. The choices EPs make about their writing may be informed by ethical, political and therapeutic considerations as well as the differing agendas of the readership. However, making a decision about how to represent children's views is problematic; EPs themselves report dilemmas and have been criticised for writing in ways that are disempowering for children. There is very little research on this aspect of EP practice. The aim of this thesis is to explore EPs' rationales for writing about children's views and how these link with their practice. I used discourse analysis to examine the representation of children's views. This involved focusing on the social functions of written communication rather than assuming that writing was a medium of communication. I considered both EP rationales about how they represented children's views and examples of EP writing. My data came from published work by EPs and from a focus group of my colleagues. I analysed papers on EP writing that contained an example of EP writing and an accompanying rationale. The focus group was asked to reflect on their practice in writing about children's views and to provide examples of their own writing. I looked for patterns in the arguments for different types of writing about children's views (known "as interpretative repertoires) and compared these with the styles in the examples of actual EP writing. I found that repertoires formed a hierarchical structure. There were two main repertoires used by the EPs: 'writing as a record', where writing is considered to be neutral; and 'writing as an event', where writing is understood to be one account of many and tailored to anticipate its impact on readers. These were subdivided into further repertoires, which I termed 'strands'. EPs used different repertoires in different situations rather than applying a consistent framework. I identified 'winning' arguments which seemed to mediate shifts between repertoires, but privileged one repertoire rather than resolving the differences in assumptions. EPs could use my analysis to reflect on their practice by comparing their own use of repertoires with those used by the EPs in this study, and challenging the assumptions which underpin the way they represent children's views. Potentially, further research on EP use of 'winning' arguments may reveal tacit rules which determine how children's views are represented. My analysis also suggests the need for a coherent theoretical framework to inform practice, as justifications which rely on using different assumptions on different occasions are vulnerable to criticism.
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Khoja, Nazeeha Samir. "Saudi children's views of learning center activities in their kindergarten classroom : a case study." Thesis, University of British Columbia, 2013. http://hdl.handle.net/2429/44725.
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The purpose of this research was to investigate: (1) Saudi kindergarten children’s views of learning center activities in their classroom, and the degree to which the children’s views were reflected in their everyday experiences; and (2) the children’s perceptions of themselves as learners within the classroom environment. This research is grounded in social constructivist theory, in particular, Vygotsky’s (1978) sociocultural theory and Bronfenbrenner’s (1979) ecological theory of human development. The site of this qualitative case study was a kindergarten classroom in an urban city in Saudi Arabia; the study used three main data sources: digital photographs taken by the children, photo-elicited interviews, and children’s drawings. Children’s comments on their drawings were a secondary source of data. Participants were six children between the ages of five and six; their participation included taking photographs, discussing their photographs, participating in two drawing tasks, and commenting on their drawings. The data was analyzed using the constant comparative method. Categories of analysis were combined across the data, resulting in nine categories representing the questions posed by the researcher and the topics raised by the children. These categories were then collapsed into five themes: preferences for open-ended activities and the outdoor environment; constructing gender identity and learner identity; experimenting with perspectives; negotiating and managing social relationships; and bridging home and school. The photographs taken by the participants showed the different perspectives through which children experiment and play in center time, and their interest in their social worlds. Moreover, the data reveal children’s assumptions about their gender and learner identities, which reflect beliefs held in the Saudi culture.
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Manful, Esmeranda. "Children's rights : exploring the views of child care professionals in Northern Ireland and Ghana." Thesis, Queen's University Belfast, 2008. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.501313.
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Elsley, Susan. "Heroes and heroines or just like us? : young people's views on childhood in children's books." Thesis, University of Edinburgh, 2009. http://hdl.handle.net/1842/3232.
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Childhood is socially constructed and holds profound meaning for contemporary society. Although children are increasingly seen as social agents, the dominant view is that children are unable to make substantial contributions to society due to their immaturity and minority status. Childhood theorists have countered this by emphasising the importance of seeking children’s views, an approach which underpins this study. Children’s books provide ideological sources for constructing and understanding childhood. They have a cultural role in representing childhood to children and adults and are widely perceived to be a resource for children’s education and socialisation. In addition, children’s books are written, produced and their use is mediated by adults. This study aims to find out if books provide a space for children in a predominantly adult constructed world by exploring what young people think about the ways in which childhood is represented in children’s books. The research was undertaken with young people aged 10 to 14 years, concentrating on the lower and higher end of the age group, and took place in schools. Quantitative and qualitative methods were used with 158 young people taking part in a questionnaire survey and 43 participating in interviews. The study found that young people were active co-constructors, rather than passive recipients, of representations of childhood in children’s books. Young people demonstrated that they were skilled text handlers who acknowledged the influence of other media on their engagement with books although there were marked differences in their reading interests depending on age and gender. Young people were interested in fiction which portrayed assertive and competent depictions of childhood which they could relate to their own experience as well as enjoying reading about young characters with powers and skills which were extraordinary. Young people did not view childhood or the depiction of childhood negatively, accepting it as a state of being rather than one of becoming, hence contributing to their own understandings of childhood.
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Kim, Chae-Young. "Investigating educational policy responses to children's work : views and approaches in the Cambodian education sector." Thesis, University of Cambridge, 2007. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.613088.
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Wibowo, Retno. "Do adults listen to children's vioces?: Understanding the views of Indonesian children from a low-income background in relation to schooling." Thesis, University of Birmingham, 2005. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.422718.
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This thesis is a qualitative analysis of the views and experiences of 13 Indonesian children from low-income families in relation to education. The thesis discusses issues concerning the social background of the children, their experiences in schooling, and their right to participation. Data was collected from out-of school and in-school children through semi-structured interviews, correspondence, fieldnotes and supported documentary analysis. Supplementary information was gathered from the perceptions of parents and policy makers at various levels. The main conclusion of the study is that children from low-income families in Indonesia are conditioned and developed in the circumstances where adults often treat them with an authoritarian attitude which undermines their courage to express their opinions and ideas. Their ability to participate both at home and at school is not fully recognised by adults. Most children can express themselves in terms of their ideas and experiences of school. They have similarities and differences in their views as a result of the different cultural contexts of the places and situations they are involved in. Several factors influence children's views on schooling. The family process in terms of parents' attitudes, parental support, family climate and parents' education are all essential influences on the perceptions of the children. Other factors are the influence of community including the school climate, behaviour and attitude of peers and others. In terms of decisions, parents and policy makers at all levels make decisions related to children's needs based primarily on adult perspectives. The children's right to participation was neglected as adults mostly focused on the provision and protection of the children. Considering that the life condition of the children, particularly from low-income families, is one of economic and material adversity, promoting their quality of life is essential both in school and at home, including promoting resilience and seeking children's views.
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Close, Mark. "The Forest School initiative and its perceived impact on children's learning and development : an investigation into the views of children and parents." Thesis, Cardiff University, 2012. http://orca.cf.ac.uk/41186/.
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The study investigated the perceptions of children and parents relating to the Forest School initiative. The aims of the research were to explore children’s and parents’ perceptions of Forest School and consider the potential influence Forest School can have on children’s learning and development. The study explored these views within a setting that had implemented the Forest School initiative at a whole primary school level for a number of years. A qualitative approach was taken and the study used thematic analysis of key concepts and codes. Emerging themes were drawn from children’s and parents’ comments and main themes were identified. The study found that children were able to communicate the fun, excitement and enjoyment they had experienced when talking about Forest School as an initiative. Children conveyed a caring attitude and respect for nature and the outdoor environment and that it was important for them to look after their surroundings. Parents expressed that they valued the initiative and that supporting their children’s education at home was important. However, they felt that children took the Forest School initiative for granted and perhaps saw it as a privilege. In relation to children’s learning, a key theme was children’s apparent enthusiasm and desire to learn. The Forest School experience enabled children to develop and reinforce a multitude of key skills. With regard to children’s development, references were made to a growing sense of awareness and maturity. Concepts of trust and responsibility were conveyed with some reference to a growing sense of freedom being afforded to children as they get older. Further research could seek to establish which professionals are aware of the existence of Forest School and gain their perceptions of its potential benefits. Also, further exploration focusing on the difference in Forest School experiences between the Foundation Phase and Key Stage 2 could provide interesting results. This takes into account the perceived impact the Forest School initiative appears to have contributed to, in relation to the children’s and parents’ perspectives and the context of this study.
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Nugent, Denis. "The views of directors of children's services and head teachers in relation to educating children below their expected national curriculum year group." Thesis, University of Manchester, 2007. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.489525.
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The study focuses on the views expressed by Local Authorities Directors of Children's Services (DCS) and by head teachers in respect of children being educated below their expected National Curriculum year group. Such children are commonly referred to as 'held back' or retained.
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Dunn, Jill Elizabeth. "Children's views on the use of popular culture in the teaching of writing in the primary classroom." Thesis, Queen's University Belfast, 2013. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.601370.
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The current educational climate of concern for children's achievement in literacy has resulted in a plethora of policies aimed at raising standards. Considerable research has been carried out in the field of popular culture and its potential for motivating and engaging children in literacy learning. However, there has been li ttle research on children's views on this issue. This study was influenced both by the changing perceptions of childhood, which recognises children's capabilities and agency, and by the United Nations Convention on the Rights of the Child with its commitment to children's rights, and particularly to their participation. It aims to add to the literature on popular culture by presenting children's views on the use of popular culture in the teaching of writing. A variety of participatory methods was used to gather views from children from two Primary Three classrooms in two primary schools drawing from different socioeconomic catchment areas. A Children's Research Advisory Group (CRAG) was used in each school to assist with developing the research methods and interpreting the data. The results show that children have a strong desire for more choice when writing in school and, when given this choice, popular culture features strongly in what they would like to write about. All children, both boys and girls and chi ldren from different socio·economic backgrounds, demonstrated their diverse knowledge and enjoyment of a wide range of popular culture. However, Bourdieu's concept of habitus appears to be influential in the children's views on what their parents and teachers would think about the inclusion of popular culture in the classroom. This small scale study provides valuable insights into children's views on the use of popular culture for the teaching of writing and raises challenging questions for policy and practice in the continuous quest for a meaningful curriculum for contemporary children.
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Wilson, Abigail. "Exploring children's views and experiences of having a learning difficulty and the support they receive at school." Thesis, University of East London, 2017. http://roar.uel.ac.uk/6358/.
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Few studies have focused on gaining the views and experiences of primary aged children with the highest level of SEN – those with Statements of SEN (SSEN) or Education, Health and Care Plans (EHCPs). This exploratory study aimed to understand from the perspective of children with moderate or general learning difficulties what they think of school, the additional support they receive, and what they would change about it in the future. It also aimed to investigate the extent to which these children are involved in the decision-making process around their provision and whether their views are considered. Six children were interviewed using pictorial prompts and the data were transcribed and analysed thematically from a social constructivist standpoint. The study found that the pupils with SSEN or EHCPs held generally positive views of schools, preferred creative subjects, but experienced a range of difficulties at school. Friends and the support of a considerate adult were viewed as important elements of school. However, close TA support and appearing different from their learning-abled peers seems to promote physical isolation, a lack of agency and bullying. Pupils placed more value on support linked to developing their interaction skills rather than support that helped them to learn, or support related to changes in their environment. Overall, the most valued support was ‘Working with different adults’. The most important change for children was a desire to have more opportunities to interact with their peers within the learning environment. The children showed mixed experiences of being involved with decision-making at the school, but generally findings showed that children were mostly left out of decision-making. These developments have the potential to inform schools, EPs and other professionals' practice. Additionally, this study highlights the difficulties that schools face over inclusion and provides readers with thoughts on the actual level of inclusion for some pupils with a SSEN or EHCP.
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Laverack, Michelle. "An exploratory investigation into children's concept of well-being, from a developmental perspective." Thesis, University of Manchester, 2015. https://www.research.manchester.ac.uk/portal/en/theses/an-exploratory-investigation-into-childrens-concept-of-wellbeing-from-a-developmental-perspective(106048df-3af4-4f5b-b17c-dc357c74913e).html.
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Background: There is a considerable body of research linking child well-being with future outcomes for children. In recent years monitoring and promoting child well-being has been high on the UK government agenda and has attracted a great deal of theoretical interest. Despite existing research and given the importance of a precise definition, there remains a lack of knowledge about what well-being actually means to children. An independent literature search highlighted that while researchers have made some effort to understand what well-being means to children there are still significant gaps in the literature, including an understanding of how children’s views of well-being vary across different age groups. Participants: Nine participants were selected from three different age groups (four, seven and eleven year olds). The sample included a mix of males and females and all participants were reported to have adequate language skills and none were identified as having special educational needs. Method: This is a purely qualitative study utilising an in depth survey research design. Semi-structured interviews were carried out with each child and each participant was asked to take photographs of and describe artifacts which they considered to be important to their well-being. Analysis/Findings: Data were analysed using thematic analysis. Data analysis was conducted in discrete data sets defined by age group. Then compared across age groups to gain understanding of how children’s views of well-being develop with age. Well-being appeared to be conceptualised as an evaluative judgement which was influenced by well-being domains/factors and emotional experience. The complexity of the children’s evaluative judgements appeared to become increasingly sophisticated with age. The four year olds were found to understand well-being in egocentric terms whereas the seven and eleven year olds seemed to understand well-being in terms of both their own experiences and the experiences of the perceived other. Two specific developmental considerations were identified which influenced the children’s evaluative judgements including individual difference and children’s views regarding their ideal life. In addition to this, the component ‘self-view’ was identified for the eleven year olds. Three domains of well-being were identified which included: ‘my relationships’, ‘my lifestyle and ‘myself’ and the individual factors relating to these domains appeared to vary and increase in complexity with age. The generalisability of these finding is critically considered within the limitations of the research design. Conclusion/Implications: The findings led to the development of an exploratory developmental model of child well-being. Suggestions are made for future research and potential implications for practice are considered.
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Morrison, Vivienne Frances. ""You have to find a way to glue it in your brain": children's views on learning multiplication facts." Thesis, University of Canterbury. Education, 2007. http://hdl.handle.net/10092/1059.
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While there has been research on development of multiplicative reasoning, and how to teach multiplication facts, there is little research on how children consider they learn these. This study explores the children's learning as they consider how they commit their multiplication facts to memory, discover calculation strategies and develop multiplicative thinking. A group of eleven Year 4 children (8 years old) participated in a series of 13 lessons where they became coresearchers in the exploration of their learning. A contextually based thematic approach was provided through 'Crocodilian Studies'. The mixed-method approach to this study included formal assessment, participant observation, individual interviews, the children's written ideas, and individual case studies. The most significant finding of this study was the powerful influence of peer learning. The children enriched and directed each other's learning as they shared ideas and reflected on their own mathematical learning as they observed and critiqued the thinking of peers. As the children were involved in thinking about how they learn they were able to identify gaps and construct their own learning pathways. A significant finding was that children can develop their multiplicative strategies while they commit their multiplication facts to memory, in a relatively short time provided that the learning process facilitates strategy development and understanding. By exposing the children to multiplication facts in sequenced clusters provided them with a manageable number of facts to be learnt at one time. Another finding related to how children develop calculation strategies through lesson activities rather than being explicitly taught them. The children considered practice important for memorisation. Parental support was significant in enriching the children's learning.
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Voight, Margaret M. "Is a view different from a wish? Considering the child's view in parenting disputes in Australian family law matters." Thesis, Queensland University of Technology, 2017. https://eprints.qut.edu.au/104438/1/Margaret_Voight_Thesis.pdf.
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This thesis explored the significance of and the intended purpose of the child custody law 2006 child 'voice' provision amendments to the Family Law Act of ascertaining a child's view instead of a child's wish. This thesis conducted both doctrinal and qualitative analysis to examine whether parliament intended that the amendment would translate to a change in statutory meaning which should in turn change the way Independent Children's Lawyers and Judges practiced. This thesis recommended legislative amendments to the Family Law Act to facilitate a clearer legislative pathway for a child's voice to be heard in parenting disputes.
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Bertagno, Paula. "Promoting children's emotional well-being in pre-school settings : a grounded theory study exploring the views of early years practitioners." Thesis, University of Essex, 2016. http://repository.essex.ac.uk/18664/.
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Working to promote the emotional well-being of children is currently a key area of development for the UK government. The increasing responsibility that professionals have for supporting children and young people’s mental health needs has been reflected in recent policy and legislation with particular prominence in the new Special Educational Needs and Disability (SEND) Code of Practice (DfE & DoH, 2014). In the context of early years education, the new legislation makes specific reference to the importance of early identification and provision in improving long-term outcomes. In that respect pre-school settings can offer the ideal context where the early intervention and prevention of mental health difficulties can take place. However, at present there is limited research in the UK which focuses on the views of early years practitioners particularly on their role in supporting children’s emotional needs. Semi-structured interviews were used to gather the views of seven early years practitioners from 4 different pre-school settings across an inner London Borough. The study aimed to explore and explain the contexts and mechanisms which facilitate or hinder the promotion of children’s emotional well-being in pre-school settings. A grounded theory methodology was used to analyse the data. The emergent theory proposes that early years practitioners’ experience of promoting children’s emotional well-being can be best understood as an interactive relationship between internal and external influences summarized by the overarching category labelled “Balancing internal and external factors to promote well-being”. The findings are discussed in relation to existing psychological theory and research and the implications for early years practitioners and Educational Psychologists considered.
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Jaeger, Jessica. "Experts in play : the development and use of play-based evaluation methods in facilitating children's views of non-directive play therapy." Thesis, University of York, 2010. http://etheses.whiterose.ac.uk/858/.
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Aims: This study investigates the use of play-based evaluation methods, developed by the author, in non-directive play therapy practice. A review of the child therapy literature demonstrates that there has been limited development of child-centred methods to ascertain children's views. Whilst there has been development of appropriate methods for gathering children's views in other settings, these do not fully translate to the complex setting of therapeutic interactions. The study aims to record children's views of play therapy as expressed through play-based evaluations; explore their use as a new method and, finally, explore what conditions are needed to fully facilitate children's exploration and sharing of their views when using play-based evaluations. Methods: The study employs a qualitative methodology utilising video observation as a less intrusive method for data collection of the children's views that are expressed during play-based evaluation. The videos are analysed in two main ways: to record the children's views and to explore the process between therapist and child during the interaction. Pre- and post- questionnaires are used to gain information regarding the children in the study and the therapists' perceptions. Utilisation of computer-assisted software, visual methods of analysis and in-depth micro-analysis of video observation are combined to create an innovative and thorough methodological approach. Exciting new methods of visual representation are employed to present the findings in a way that respects the need for participant anonymity whilst allowing the reader greater access to the non-verbal processes described. Conclusions: The study shows that play-based evaluation techniques are important and flexible methods for facilitating children's views of child therapy. The study shows how therapists take different approaches to delivering the sessions. It is argued that those therapists who incorporate their therapeutic skills effectively, maintain flexibility and sensitively attune to the child during the session, enable the child to explore their views more fully.
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Lafferty-Jenkins, Caroline. "Pupil participation in decision making and the role of school councils in primary schools : an exploration of the views of school council members and staff." Thesis, University of Exeter, 2017. http://hdl.handle.net/10871/29654.
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A child’s right to have their opinion in decisions which affect them given due regard forms the basis of Article 12 of the United Nations Convention on the Rights of the Child (UNCRC) (1989) which was ratified by the UK government in 1991. The term ‘pupil voice’ has been used by schools as a way of encapsulating this and a survey in 2007 suggested that 92% of primary schools in England and Wales had a school council in place (Whitty & Wisby, 2007a). The aim of the current study was to elicit the views of key stage 2 school councillors and staff members about the role of school councils and pupil participation in decision making. In Phase One staff from three primary schools in the south west of England were interviewed about school councils and pupil participation in school. Data were analysed using thematic analysis and three themes emerged. In Phase Two 16 key stage 2 pupils, who were members of their own school’s school council, took part. Mixed gender paired interviews were conducted to elicit their views about their role and pupil participation in decision making in their school. Interviews were followed by five weekly group sessions involving participatory activities to support and develop their understanding of their role as school councillors. Pupils from each school council had input into the topics explored in this part of the research. Findings from Phase One suggest that staff regard school councils as being positive for the children involved but they differ in opinion in terms of the impact they have on the wider school population. Findings from Phase Two suggest school council members value being responded to by adults when they have been asked to express their views about a specific decision. School council members also perceive trust as being one of the main factors involved in their election by peers. Findings are discussed in relation to recent research about participation in decision making, the effectiveness of school councils and the importance of a participatory ethos within schools. Overall findings lead to the proposal of a model for use in schools to support the participation of pupils in decision making. The model is based on the existing model conceptualising Article 12 of the UNCRC by Lundy (2007) but incorporates a shared participatory ethos and adult response as required factors. Limitations of the current study as well as suggestions for future research and implications for EP practice are discussed.
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Jäger, Jessica. "Experts in play : exploring the development and use of play-based evaluation methods in facilitating children's views of non-directive play therapy." Thesis, University of York, 2010. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.556197.
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Aims This study investigates the use of play-based evaluation methods, developed by the author, in non-directive play therapy practice. A review of the child therapy literature demonstrates that there has been limited development of child-centred methods to ascertain children's views. Whilst there has been development of appropriate methods for gathering children's views in other settings, these do not fully translate to the complex setting of therapeutic interactions. The study aims to record children's views of play therapy as expressed through play-based evaluations; explore their use as a new method and, finally, explore what conditions are needed to fully facilitate children's exploration and sharing of their views when using play-based evaluations. Methods The study employs a qualitative methodology utilising video observation as a less intrusive method for data collection of the children's views that are expressed during play-based evaluation. The videos are analysed in two main ways: to record the children's views and to explore the process between therapist and child during the interaction. Pre- and post- questionnaires are used to gain information regarding the children in the study and the therapists' perceptions. Utilisation of computer-assisted software, visual methods of analysis and in-depth micro-analysis of video observation are combined to create an innovative and thorough methodological approach. Exciting new methods of visual representation are employed to present the findings in a way that respects the need for participant anonymity whilst allowing the reader greater access to the non-verbal processes described. Conclusions The study shows that play-based evaluation techniques are important and flexible methods for facilitating children's views of child therapy. The study shows how therapists take different approaches to delivering the sessions. It is argued that those therapists who incorporate their therapeutic skills effectively, maintain flexibility and sensitively attune to the child during the session, enable the child to explore their views more fully.
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Duffy, Oonagh. "An exploration of parents' views of managing their children's type one diabetes with insulin pumps : a qualitative study and clinical research portfolio." Thesis, University of Glasgow, 2015. http://theses.gla.ac.uk/6673/.
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Background: Insulin pumps have the potential to improve glycaemic control and health in childhood type 1 diabetes (T1D) but they require intensive monitoring and their impact on parental quality of life (QoL) is less well understood. Aims: To explore the views of parents who manage their children’s T1D with insulin pumps, with a particular focus on the impact of this method of insulin delivery on parental QoL. Method: A qualitative, cross-sectional study was conducted. Seven parents with a child aged 12 or younger with T1D, who have used the insulin pump, were recruited using purposive, volunteer sampling. Semi structured interviews were carried out and analysed using interpretative phenomenological analysis (IPA). Results: Four super-ordinate themes describe parents’ experiences adjusting to caring for their child using an insulin pump; ‘life before the pump’, ‘transition to the pump’, ‘life on the pump’, and the ‘perceived impact for their child’. Each super-ordinate theme comprised several sub-themes, and a concept that crossed all themes was ‘fluctuating feelings of control’. Conclusions: Parents were generally positive about using the insulin pump to care for their child with T1D, and most wished to continue with this method of insulin delivery. Parents faced challenges at particular times with the pump, but with support regained control over difficult aspects of pump use. Understanding parents’ experiences will assist diabetes teams to implement care practices centred on the needs of the family.
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Gavin, Niamh. "An exploratory study of children's understandings of well-being : a comparison of two groups of children in primary school, and the views of parents regarding the impact of the FRIENDS For Life programme on their children." Thesis, University of East London, 2017. http://roar.uel.ac.uk/6336/.
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Supporting children’s well-being is regarded as a key task within early educational contexts in the Republic of Ireland (RoI). The school-based programme FRIENDS for Life (FRIENDS), based on Cognitive Behaviour Therapy (CBT) principles, shows high levels of efficacy, both at a targeted and universal level with children and young people (CYP). This programme is widely implemented throughout the RoI and is the leading preventative well-being programme endorsed by the RoI’s National Educational Psychology Service (NEPS). However, little is known about how children who have participated in this programme conceptualise well-being, compared with children who have not participated in it. This study aims to explore this gap and also elicits the views of parents in relation to the programme with a view to understanding how the programme impacted upon their children. In this qualitative study the perceptions of rural primary school children who have received this programme were compared with perceptions of children who have not received it, in relation to well-being. Child questionnaires (N=40) and six focus groups (N=6-8 in each group) were used to elicit the children’s views. A questionnaire was also administered with parents in relation to their views of the FRIENDS programme (N=21). Research findings evidenced differences in understanding of well-being between FRIENDS and Non-FRIENDS participants in the language and terms they used, their ability to elaborate on the subject of well-being and in their ideas about it, beyond the meaning of well-being. In addition to this, results from the parents’ questionnaire suggest that FRIENDS is considered a positive programme which builds emotional intelligence and life-long coping skills in their children. The research findings indicate that the FRIENDS programme provides children with language which points to a deepened conceptualisation of their well-being. The research also affirms that children are knowledgeable about issues relating to them and that given the appropriate platform these opinions can inform curricular and pedagogical approaches in relation to well-being. Additionally, NEPS has an in-depth knowledge of the benefits of this programme, through training, and as such is well placed to support a broader implementation in schools in order to bring the benefits (of the skills and strategies) of FRIENDS to a wider audience of children.
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Andrews, Darren Matthew. "Meeting the duty? : an explorative study of four Welsh local authority looked-after children's education (LACE) teams and views of their interventions from looked-after young people." Thesis, Cardiff University, 2017. http://orca.cf.ac.uk/99703/.
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Almost a decade ago, Berridge, Dance, Beecham and Field (2008, p.49) noted a worrying absence of research into the UK picture of education support teams in terms of their organisational structure and priorities. This thesis represents an original contribution to knowledge in regard to the educational support provided for Looked-After Children in Wales. The overall sample (n=28) comprised four Looked After Children Education (LACE) coordinators, seven LACE team practitioners and seventeen young people with looked-after status, aged 14-16 years old, from across four local authorities in south Wales. This qualitative research is informed by constructionist ontology and is positioned within an interpretivist framework. Data were subjected to a coding framework and thematic analysis. The research yields useful insights with some clear implications for policy and practice. It has sought to address that void and add to a slowly growing knowledge base as little is known about the ways in which LACE Coordinators and their team practitioners interpret and enact relevant policy in their day to day work. Research findings include: The LACE team relationships with young people being described by workers were typically in administrative and procedural terms; LACE practitioners’ support typically lasts for an hour, once a week, and which was described by some young people as of welcome but limited value. Thus, the perennial discourse of ‘low attainment’ that surrounds looked-after children might be more aptly be re-cast as ‘low investment’ by the state, national and local; LACE practitioners’ described their work practice as a specialist knowledge area, but also disclosed how their knowledge and expertise was often undervalued or rejected by other external practitioners; young people’s identities appeared to be fashioned, by LACE practitioners, through occupational assumptions derived from a broader public welfare child discourse. In contrast the young people’s own identities did not coalesce with the perceptions of LACE practitioners. Instead, their comments indicated a more ‘normalised’, non-stigmatised, and pragmatic but also care (as affect) related sense of self. The thesis has argued that there needs to be a new framework that unites the way workers understand looked-after children and the relationships that will optimise meaningful achievement.
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Weikle-Mills, Courtney. "The child reader and American literature, 1700-1852." Columbus, Ohio : Ohio State University, 2007. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1181758570.
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Rodriguez, Adriana. "Stakeholder Views on Children’s Mental Health Services." VCU Scholars Compass, 2012. http://scholarscompass.vcu.edu/etd/2891.
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Identification of evidence-based treatments (EBTs) has been an important development; however recently, some shortcomings of the approach have been highlighted. These complexities have led to a surge in transportability research in mental health services science with goals of identifying needed strategies to encourage the adoption of innovations. The mental health system ecological (MHSE) model is an approach necessary to assist with closing this gap effectively as it integrates mental health contexts: client-level, provider-level, intervention-specific, service delivery, organizational, and service system characteristics. The aim of this study is to use the MHSE model to examine perspectives of mental health stakeholders on their needs. Data consists of qualitative transcripts from parent, therapist, and administrator interviews/focus groups. Mixed methods were used to develop and analyze codes according to the MHSE model. Results suggested that stakeholder groups mentioned needs relevant to the group of interest and thus have implications for future dissemination efforts.
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Carter, Victoria Chillik. "An Approach to Authoring and Publishing Children’s Literature." Ohio University / OhioLINK, 2007. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1185390312.
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ALSADAH, ZAINAB. "Using Electronic Media and Children’s Social Development: Parent’s Views." University of Toledo / OhioLINK, 2018. http://rave.ohiolink.edu/etdc/view?acc_num=toledo149460325668019.
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Nordin, David. "Children's View of Conversational Differences Among Adults." Thesis, Högskolan Dalarna, Engelska, 2004. http://urn.kb.se/resolve?urn=urn:nbn:se:du-867.
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Rowe, Hayley. "Key Stage 2 children's view of testing." Thesis, University of Warwick, 1998. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.297994.
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Bengtsson, Ingrid, and Ingrida Törmänen. "Educators view on children's alianation in preschool." Thesis, Malmö högskola, Fakulteten för lärande och samhälle (LS), 2017. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-29101.
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Syftet med vår undersökning är att synliggöra några verksamma pedagogers syn på barns utanförskap i förskolan samt deras förebyggande arbete för att förhindra utanförskap i förskola. Studien grundar sig på en kvalitativ enkätundersökning, där totalt 13 förskollärare, barnskötare och fritidspedagoger medverkade. Resultat visar en samstämmighet bland pedagoger i synen på utanförskap samt flerdimensionell syn på förebyggande arbete. Svaren i undersökningen korrelerar med forskning inom barns utanförskap. Vi utgår från Vygotskijs teorier som kan visa på relationer mellan människor och hur relationer kan forma en individ genom sociala samspel. Juul och Jensen har också en teori om huruvida pedagogers relationskompetens kan ha betydelse i arbetet med barn. Meads teori kan visa på hur ett barn kan hamna i utanförskap och genom Bowlbys anknytningsteori försöker vi visa på hur barns tidiga relationer med vuxna kan påverka barnets framtida sociala samspel med andra barn. I vår studie kom vi fram till att pedagoger uppfattar ett barns utanförskap när ett barn står utanför gemenskapen och inte får vara med i leken. Pedagogernas svar på våra frågor i studien om vad som kan orsaka barns utanförskap inriktade sig särskilt på barns bristande sociala kompetens, problem med kommunikationen eller blyghet.The survey´s aim is to identify the view on alienation in preschool and to identify methods to prevent alienation. The questionnaire survey is qualitative and answered of totally 13 preschool educators. The result in the survey shows that there is harmony in the view of alienation and multidimensional view on avoidance efforts. These views agree well with scientific research of children alienation. Keywords: alienation, preschool, companionship, fellowship.
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Wang, Yuxin, and Mengbing Zhang. "Domstic Violence against Children : views from social work." Thesis, Högskolan i Gävle, Avdelningen för socialt arbete och psykologi, 2011. http://urn.kb.se/resolve?urn=urn:nbn:se:hig:diva-10718.
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Domestic violence against children is well known on the social problem aspect, and Sweden has become the first country clarifying its stance on physical punishment and child abuse since established “anti-spanking” law in 1979. The purpose of this research was to investigate how Swedish social workers deal with the issue about domestic violence against children. The research was developed with hermeneutics approach and ecological systems theory, and carried out by four respondents from Social Services Gävle. With the answers claimed by the respondents, constitute the results and conclusions, that is all kinds of tackling methods about child abuse should be regulated by laws, and cooperate with police or citizens comprehensively, especially in the period of investigation. This paper might be a general pattern, but we do hope it could make people rethinking about child abuse issues, that probably may reduce a little bit pressure to children in the future.
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Turpin, Kelly Marie. "Are children overstructured? involvement in adult-organized activities and children's outcomes /." Columbus, Ohio : Ohio State University, 2008. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1228250961.
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Gurria, Juan P. "Thrombocytosis Following Pancreatectomy with Islet Autotransplantation in Children: Cincinnati Children's Hospital Experience." University of Cincinnati / OhioLINK, 2018. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1521191336859138.
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Turpin, Kelly Marie. "Are Children Overstructured?: Involvement in Adult-Organized Activities and Children’s Outcomes." The Ohio State University, 2008. http://rave.ohiolink.edu/etdc/view?acc_num=osu1228250961.
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Mead, Robin S. "Children and Music: An Exploration of the Impact of Music on Children's Lives." Marietta College / OhioLINK, 2008. http://rave.ohiolink.edu/etdc/view?acc_num=marietta1208554391.
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Axell, Cecilia. "Barnlitteraturens tekniklandskap : En didaktisk vandring från Nils Holgersson till Pettson och Findus." Doctoral thesis, Linköpings universitet, Lärande, Estetik, Naturvetenskap (LEN), 2015. http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-113687.
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Syftet med denna studie är att utifrån ett didaktiskt perspektiv undersöka budskap om teknik i ett urval svenska skönlitterära barnböcker samt undersöka hur berättelsernas tekniksyner förhåller sig till deras natur- respektive framtidssyn. Analyserna grundar sig på sex svenska författares skönlitterära barnböcker: Selma Lagerlöf, Otto Witt, Elsa Beskow, Karl-Aage Schwartzkopf, Sven Wernström och Sven Nordqvist. Dessa böcker innehåller frågeställningar och problematiker som i dag anses betydelsefulla och relevanta inom teknikens didaktik. Studien har tre analytiska perspektiv: att identifiera tekniken som finns representerad i barnböckerna, att undersöka barnböckernas tekniksyner i förhållande till natur och framtid samt att finna gemensamma och särskiljande teman berättelserna emellan. Analyserna visar att de olika tekniksynerna i barnböckerna är mångfacetterade. Hur tekniken gestaltas kan delas in i sex övergripande teman: tekniken som metafor eller liknelse, som antropomorf, som autonom, som resultat av kreativ drivkraft, männens teknik samt som icke tidsbunden. Det förekommer också olika syn på teknik och dess inverkan på såväl individ som samhälle. Natursynen som dominerar kan beskrivas som svagt antropocentrisk och en majoritet av berättelserna förmedlar bilden av det effektiva framtidssamhället där tekniken löser människans problem. En slutsats är att barnlitteraturens tekniklandskap kan bidra till att både vidga och fördjupa det teknikdidaktiska perspektivet. Det ambivalenta budskapet i böckerna gör att teknikens mångskiftande natur lyfts fram samt problematiseras på ett sätt som läroböcker sällan gör. Skönlitterära barnböcker skulle därför kunna fungera som utgångspunkter för didaktiska diskussioner om teknikens natur samt dess inverkan på människa, samhälle och natur i såväl nutid som dåtid.The aim of this study is to examine, from a didactic perspective, messages conveyed about technology (view of technology) in a selection of Swedish children’s books containing elements of technology education, and to explore how these views of technology relate to nature and futures perspectives. The analysis is based on children’s books by six Swedish authors: Selma Lagerlöf, Otto Witt, Elsa Beskow, Karl-Aage Schwartzkopf, Sven Wernström and Sven Nordqvist. These books contain depictions of technology, but also depict issues and problems relevant in the field of technology education. The study has three analytical perspectives: the identification of technologies represented in the books; interpretation of the views of technology transmitted in the stories in relation to nature and futures perspectives; and identification of shared and divergent themes in the stories. The analysis shows that in general, the books present technology in diverse ways. Various facets of technology appear in the material and these are categorized into six themes: technology as metaphor or analogy; as anthropomorphic; as autonomous; technology as a result of a creative driving force; masculine technology; and technology as enduring. There are also different views of technology and its impact on individuals as well as society. The dominant view of nature in the books is weak anthropocentric and a majority of the stories convey the image of an effective future society in which technology solves human problems. A conclusion is that the technology landscapes in children’s fiction could contribute to broadening technology education. The ambivalent messages in these books reveal technology’s multifaceted nature and its complexity. The messages in children’s literature could also make it possible to problematize the nature of technology in ways that textbooks seldom can. Children’s fiction could thereby be jumping boards for creative discussions about the nature of technology, and technology’s effects on individuals, society and nature in past and present time.
The published thesis is the second edition. Minor changes has been made in the second edition such as correcting grammatical errors, correcting a footnote, missing letters and two missing references.
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Mykkänen, A. (Arttu). "Young children’s success in learning situations:actions, views and appraisals in learning contexts." Doctoral thesis, Oulun yliopisto, 2016. http://urn.fi/urn:isbn:9789526211534.
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Abstract This study investigates young children’s views of successful learning situations in their classroom activities and factors that contribute to their achievement in those situations. It is investigated how self-regulated learning is supported in these situations and how children appraise support as part of their success. The study consists of three different data sets that are reported in three empirical articles. The first empirical study investigated resilience displayed by young children in dyadic task performance. The second empirical study investigated views and appraisals that primary school children give to their success in classroom learning activities and how self-regulated learning is supported in the classrooms. The third empirical study investigated how primary school children appraise the reasons for their peers’ successes in learning situations. The data collection methods include video observations, stimulated recall interviews and photo elicitation interviews. The results of this dissertation indicated that success in learning activities results from individual and external factors. Among the individual assets that children bring to learning situations, the support that children receive from their teachers and peers were crucial for successful achievement. This study showed that, in general, the children’s self-regulated learning was supported in the classroom, especially through the support from a teacher and non-threatening evaluation. Children described their success through concrete actions that they took in the situations, such as the ability to accomplish the particular tasks or doing academic activities in order to achieve the task. The methodological findings indicate that it is possible to develop child-centred participatory methods in learning research. Results of this study contribute to the discussion of how successful learning experiences and self-regulated learning can be supported in the first years of primary schoolTiivistelmä Tässä väitöstutkimuksessa tarkastellaan pienten lasten onnistumisen kokemuksia ja niiden syitä aidoissa oppimistilanteissa. Tavoitteena on selvittää, kuinka itsesäätöistä oppimista tuetaan ja kuinka lapset näkevät saamansa tuen auttavan heitä onnistumaan. Tutkimus koostuu kolmen aineiston analyyseista jotka on raportoitu kolmessa empiirisessä artikkelissa. Ensimmäinen tutkimus tarkasteli pienten lasten osoittamaa sinnikkyyttä yksilö- ja paritehtävässä. Toinen tutkimus selvitti, kuinka alakouluikäiset lapset selittivät onnistumistaan koululuokan oppimistilanteissa ja kuinka itsesäätöistä oppimista tuettiin kyseisissä tilanteissa. Kolmas tutkimus tarkasteli, kuinka alakouluikäiset oppilaat selittivät koulukavereidensa onnistumista oppimisessa. Tutkimusaineisto koostuu videohavainnoinneista sekä videoin ja valokuvin tuetuista haastatteluista. Tämän tutkimuksen tulokset osoittavat, että koululuokassa tapahtuvaan onnistumiseen vaikuttavat sekä ulkoiset että sisäiset tekijät. Sisäisiä tekijöitä ovat lasten yksilölliset taidot, kuten sinnikäs työskentely ja kyky suorittaa tehtävä onnistuneesti. Selittäessään omia ja kavereidensa onnistumisia lapset kuvailivat onnistumista konkreettisten toimien kautta. Lapset näkivät onnistumisen johtuneen toimista joita he tekivät tehtävien aikana, kuten tehtävien aktiivinen suorittaminen ja kyvykkyys suoriutua tehtävistä onnistuneesti. Ulkoisiin tekijöihin kuuluu tuki, jota lapset saavat oppimisen aikana. Tutkimuksessa havaittiin, että seuratuissa luokkahuoneissa lasten itsesäätöistä oppimista tukivat erityisesti opettajien tarjoama apu ja kannustava arviointi, jotka loivat luokkaan ymmärtävän ja rohkaisevan ilmapiirin. Metodologisesti tämä tutkimus näyttää, että oppimisen tutkimuksessa on mahdollista kehittää lapsilähtöisiä, osallistavia tutkimusmenetelmiä. Tutkimuksen tulokset lisäävät tietoa siitä, miten lasten onnistumisen kokemuksia ja itsesäätöistä oppimista voidaan tukea jokapäiväisissä luokkahuonetilanteissa