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Dissertations / Theses on the topic 'Environment and children'

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Published: 4 June 2021

Last updated: 1 February 2022

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1

Gauntlett, David John. "Children, television and the environment." Thesis, University of Leeds, 1996. http://etheses.whiterose.ac.uk/2299/.

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This thesis seeks to explore the impact of the increased coverage of environmental issues on television since the late 1980s, on children’s awareness and concern about the environment. The rise of environmental concern and related media coverage is charted, and then research regarding the effects of mass media on behaviour is discussed. Frequent methodological flaws and oversimplistic approaches are seen to limit these studies. The theoretical approaches of Adorno, Gramsci, and others are then discussed in some detail in an attempt to renegotiate critical theory and cultural studies for the purposes of the thesis. Paradigms of research on children and the media are discussed. It is argued that research, particularly in psychology, has traditionally disenfranchised young people and not recognised their capacities. Previous research on environmental issues and media audiences is then considered, and interviews with the producers of three key British environmental TV programmes are discussed. It is found that programmes tend to focus on individuals, rather than social structures, as both the causes and potential solutions to environmental problems. The new research method developed for this study is introduced, and its methodological foundations are discussed. Children aged 7-11 were invited to make their own videos about the environment. (Total of 53 children, from seven Leeds schools, worked in small groups). Observation of this process, and the videos produced, formed the research data. Findings showed that the children were impressively media literate. Most children had environmental concerns, but these were not necessarily as indicated in preliminary interviews. Concerns were generally local and associated with individuals. It is argued that the children’s environmental concern was not a product of simple media ‘effects’, but that their understanding of the issues had been subject to ‘hegemonic bending’ by programmes which had emphasised individualistic rather than social accounts.

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2

Chan, Lai-kwan. "School behavioral problems and family environment." [Hong Kong : University of Hong Kong], 1993. http://sunzi.lib.hku.hk/hkuto/record.jsp?B13554074.

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3

McFarlin, Richard G. "Ministering to the social environment of children." Chicago, Ill : McCormick Theological Seminary, 1997. http://www.tren.com.

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4

Stern, Tamara I. (Tamara Ina). "NetScratch : a networked programming environment for children." Thesis, Massachusetts Institute of Technology, 2007. http://hdl.handle.net/1721.1/41677.

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Thesis (M. Eng.)--Massachusetts Institute of Technology, Dept. of Electrical Engineering and Computer Science, 2007.
Includes bibliographical references (leaves 63-64).
This thesis introduces NetScratch, a programming environment that enables children to make dynamic digital creations that interact across networks. The work is developed as an extension to Scratch, a multi-media programming environment designed for children to create interactive animations, art, games, and other dynamic creations. Particularly, NetScratch adds websensors, a tool to bring information from the web into a Scratch project, and shareable, a way to share information among projects. These features provide children with the tools to create their own web mashups, experiment with real-time changing data, and connect projects to each other. Using NetScratch, children can create personally meaningful networked projects, while learning important computational and design concepts. And, in designing these creations, children can think about how they want to interact across networks and how their creations affect their friends and communities.
by Tamara I. Stern.
M.Eng.

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5

Chan, Lai-kwan, and 陳麗君. "School behavioral problems and family environment." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1993. http://hub.hku.hk/bib/B31956270.

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6

Emenius, Gunnel. "Indoor environment and recurrent wheezing in young children /." Stockholm, 2003. http://diss.kib.ki.se/2003/91-7349-438-0/.

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7

Shih, Loren C. "Network Clubhouse : a constructive learning environment for children." Thesis, Massachusetts Institute of Technology, 1996. http://hdl.handle.net/1721.1/40597.

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8

Barratt, Robert John. "Special needs children and the environment : exploring the home environmental experience of 7 year old children with emotional and behavioural difficulties." Thesis, University of Sussex, 2000. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.299952.

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9

Wood, C. "Exercise environment and physical activity in children and adolescents." Thesis, University of Essex, 2012. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.574469.

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The majority of UK children and adolescents are not meeting physical activity (PA) recommendations, despite the benefits for physical and psychological health (PH). Natural environments facilitate PA and in adults performing PA whilst exposed to nature ('green exercise') results in additional benefits for PH. However, the effects of exercise environment have not been extensively studied in children and adolescents. The primary aim of this study was to examine the effect of exercise environment on the time spent in moderate to vigorous PA (MVPA) in children and adolescents. The secondary aim was to determine whether green exercise provides additional benefits for PH. Due to variation in PA patterns and opportunities for contact with nature, children and adolescents were examined separately. For children, accelerometers (ACCs) determined whether school playtime (SP) on the field and participation in nature- based interventions lead to greater MVP A than play on the playground and participation in playground-based interventions. A child version of Rosenberg's Self- esteem Scale (RSES), developed and reported in this thesis, examined the effect of the environmental conditions on self-esteem (SE). In adolescents, heart rate (HR) examined and compared the effect of indoor and outdoor environments on MVP A, whilst ACCs assessed the influence of acute exposure to urban and rural environments on P A. RSES and the adolescent profile of mood states (POMS-A) questionnaire compared the effect of the environments on SE and mood. In both children and adolescents, results indicated that natural environments led to higher levels of MVP A. No additional benefits for PH were provided by performing PA in natural environments. Unlike in adults, the current generation of youth do not seem to be connected to nature in a way that allows it to influence their PH. Nature can be used to promote PA in children and adolescents and should thus be incorporated into everyday routines.

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10

Waltenburg, Carley Ala'i-Rosales Shahla S. "Can analyzing infant imitation in the natural environment inform interventions in autism?" [Denton, Tex.] : University of North Texas, 2009. http://digital.library.unt.edu/permalink/meta-dc-9912.

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11

Sherman, Sandra Anne. "Healing effects of the built environment." Diss., Connect to a 24 p. preview or request complete full text in PDF format. Access restricted to UC campuses, 2008. http://wwwlib.umi.com/cr/ucsd/fullcit?p3321036.

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Thesis (Ph. D.)--University of California, San Diego and San Diego State University, 2008.
Title from first page of PDF file (viewed Aug. 1, 2008). Available via ProQuest Digital Dissertations. Vita. Includes bibliographical references (p. 120-127).

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12

Carroll, Colleen, and n/a. ""What is the Environment Anyway"?: A Study of Children's Perceptions of the Notion of Environment." University of Canberra. Education, 2002. http://erl.canberra.edu.au./public/adt-AUC20050331.122220.

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This interpretive study focused on the way in which children make sense of the notion of environment. This study attempted a comprehensive examination of children's perceptions of the notion of environment in an Australian context. There is a concerted effort to create environmental education programs targeted for children yet we have little understanding of how children make sense of the concept of environment. The study examined perspectives from children aged 11 to 13 living in close proximity in New South Wales, Australia. Children's perspectives were gathered through a drawing activity as well as small group interviews. In order to provide a larger conceptual picture of children's perceptions data was also gathered from the surrounding community. Parents, teachers, principals and local media's perspectives on the notion of environment were investigated. The study showed that children perceive the environment as nearly synonymous with nature. They also perceive the environment and nature to be a place without people. Children were very concerned about environmental issues, especially issues in their local areas. Children generally did not attribute individuals with responsibility for the environment. Children's ideas were examined alongside those from the broader community revealing relationships and links between community practices and children's perceptions of the environment. This study addresses a gap in the literature by providing a comprehensive exploration of children's perceptions of the notion of the environment and examining links to the portrayal of environment in the context of the surrounding community. Findings provided a solid basis upon which to augment the design of programs in environmental education.

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13

Marcello, Angelica. "Contemplating the evolution of attachment and cognition in a collaborative learning environment." Connect to a 24 p. preview or request complete full text in PDF format. Access restricted to UC campuses, 2006. http://wwwlib.umi.com/cr/ucsd/fullcit?p3213074.

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Thesis (Ph. D.)--University of California, San Diego, 2006.
Title from first page of PDF file (viewed June 26, 2006). Available via ProQuest Digital Dissertations. Vita. Includes bibliographical references (p. 192-213).

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14

Aliaga, Labun Inonge. "Children on the streets, welcoming daycare in the city environment." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1997. http://www.collectionscanada.ca/obj/s4/f2/dsk2/ftp04/mq23198.pdf.

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15

Giraud, Jeffrey B. (Jeffrey Brian). "Leadership Communication Among Kindergarten Children in a Structured Play Environment." Thesis, University of North Texas, 1995. https://digital.library.unt.edu/ark:/67531/metadc278628/.

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This study examines the enactment of leadership communication during videotaped play sessions of thirty kindergarten children. Eighteen of the children demonstrated skills in a cluster of five specific leadership behaviors. All five coders agreed that these eighteen children were sometimes leaders of their individual triad. The coders further agreed that the leadership in the triads flowed from one child to another as the session progressed. The study concluded that leadership is a facilitative process that is fluid rather than statically centered in one or more participants.

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16

Sfandyari, Fard E. "An investigation into the consideration of children and young peoples' preferences in children's hospital design." Thesis, University of Salford, 2013. http://usir.salford.ac.uk/30693/.

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This study was conducted to increase the understanding of the involvement of children in the design process of the children's hospitals environment from their perspectives. It was aimed to build rich picture of the process, methods, benefits and problems associated with engaging children during the design process of children’s hospital. It also provides a set of guidelines to apply for the process of involvement, which can be applied in future design projects conducted with children. This study was conducted to increase the understanding of the involvement of children in the design process of the children's hospitals environment from their perspectives. It was aimed to build rich picture of the process, methods, benefits and problems associated with engaging children during the design process of children’s hospital. It also provides a set of guidelines to apply for the process of involvement, which can be applied in future design projects conducted with children. The research methodology employed a case study approach, including two case studies: Royal Alexandra children’s Hospital and Royal Manchester Children’s Hospital. The process of identifying children’s preferences and considering them into the different stages of the design process is described. Different research techniques have been applied, including literature review and synthesis, interviews and content analysis. The contribution of this research is to address the gap identified in the literature and practice between the hospital design process and the needs of its users, i.e. children. It is intended to addresses the role of user perspective, the empowerment of the users, and the quality of the final outcome. These issues are examined from the points of view of hospital staff, designer, PFI. As a result, a better understanding of children and young people’s participation during the design process of hospital was achieved. The research has produced a set of guidelines for the process of involvement, which can be applied in future design projects to support project teams to define the process and tools for children’s participation.

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17

Ma, Oi Yee Regine. "Physical activity in school environment for students with mental retardation." HKBU Institutional Repository, 2002. http://repository.hkbu.edu.hk/etd_ra/449.

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18

Reynolds, Michele K. "Early intervention services in the natural environment." Virtual Press, 2002. http://liblink.bsu.edu/uhtbin/catkey/1236377.

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The purpose of this study was to investigate the different perspectives of familycentered, natural environment early intervention programs. Specifically, the family's perception of early intervention services were compared to that of the speech-language pathologists' (SLPs) perception of these programs. The perspectives of the speech language pathologist and the families receiving early intervention services were explored to determine the overall satisfaction with the current early intervention model and practices, related to the assessment procedures and intervention practices utilized by the SLP. Results of this research study indicated that the parents of children with special needs are generally satisfied with the early intervention services being provided to their child and family. Respondents of the speech-language pathologist survey indicated that the current service model is appropriate and useful when working with the majority of families receiving early intervention services. Strengths and weaknesses of the familycentered, natural environment early intervention program are further discussed.
Department of Speech Pathology & Audiology

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19

Kahriman-, Ozturk Deniz. "Preschool Children." Master's thesis, METU, 2010. http://etd.lib.metu.edu.tr/upload/12612365/index.pdf.

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The purpose of this study is to explore preschool children&rsquo
s attitudes towards environmental issues in terms of consumption patterns, environmental protection, recycling-reusing, and living habits and to investigate gender as a factor affecting environmental attitudes. The sample of the study is comprised of 40 preschool age children living in Ankara, Turkey. The research has been realized by qualitative design and the data were collected through interviews. The interview questionnaire was adapted from

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20

Granich, Joanna. "Electronic-based sedentary behaviour among children within the family home environment : a descriptive study." University of Western Australia. School of Population Health, 2009. http://theses.library.uwa.edu.au/adt-WU2010.0069.

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[Truncated abstract] This descriptive study identified correlates of electronic media use among pre-adolescent children (10-12 year olds). It specifically focused on the potential influence of individual factors and the social and physical environment within the family home setting. The prevalence of overweight/obesity in children is escalating. Sedentary behaviour in the form of electronic media use (comprised of television (TV) and video/DVD viewing, video and computer gaming, and computer use) is a contributing and a modifiable risk factor for overweight/obesity. To date, research focused on sedentary behaviour has been largely derived from physical (in)activity data where the absence or observed low levels of physical activity participation or TV viewing only has been used as a proxy for sedentariness. Little is known about the specificities of children's electronic media use; its impact on children's overall leisure and screen-time; and, the potential influencing factors that may operate at the home level. The family home is a context-specific setting where electronic media use is a daily practice for most children. To better understand electronic-based sedentary behaviour among children the following specific aims were addressed; 1) To describe children's leisure time, particularly time spent with electronic media. 2) To explore children and parents' perceptions about electronic-based sedentary behaviour. 3) To determine the prevalence of children's electronic-media use at home. 4) To examine the influence of individual, family social and home physical factors associated with different levels of electronic media use by children. ... The availability and accessibility of a variety of electronic equipment at home, especially in the child's bedroom (particularly among boys), was also associated with children's screen behaviour. Physical aspects of the family home (i.e., lay-out and yard size) had a mixed effect on children's electronic media use. Overall, the nature of electronic media use among children is complex and is influenced by dimensions that present at children's individual, family social and physical home level. The knowledge generated from this study about specific correlates of electronic media use has extended the understanding about its impact on children's discretionary time. Future prospective longitudinal research is warranted given that most studies investigating electronic media and sedentary behaviour are of cross-sectional design. Including other forms of sedentary behaviour such as sitting and talking with friends and family, reading and/or using telephones may provide a more comprehensive measure of sedentariness in the future. Further studies should use multivariate statistical analyses (i.e., modelling) to improve clarity of relationships between multiple variables and gauge mediating factors. This study also calls for future intervention research. Findings on gender-specific correlates of electronic media use provide superior information for the development of tailored behaviour modification strategies aimed at girls and boys respectively. Active involvement of household members in the intervention is also warranted. Utilising this study's findings may strengthen intervention outcomes towards a more directed and sustained behaviour change

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21

Bergstrom, Melissa K. "Efficacy of school-based teams conducting functional behavioral assessment in the general education environment /." view abstract or download file of text, 2003. http://wwwlib.umi.com/cr/uoregon/fullcit?p3095235.

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Thesis (Ph. D.)--University of Oregon, 2003.
Typescript. Includes vita and abstract. Includes bibliographical references (leaves 127-139). Also available for download via the World Wide Web; free to University of Oregon users.

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22

Oian, Corrine E. "Animal-assisted therapy using dogs the benefits to children /." Menomonie, WI : University of Wisconsin--Stout, 2007. http://www.uwstout.edu/lib/thesis/2007/2007oianc.pdf.

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23

Kim, Gail. "Impact of Sensory Adapted Dental Environment on Children with Developmental Disabilities." VCU Scholars Compass, 2018. https://scholarscompass.vcu.edu/etd/5295.

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Purpose: This was a pilot study assessing the impact of a sensory adapted dental environment (SADE) on children with developmental disabilities (DD) receiving routine dental care. Methods: A crossover study of 22 children with DD, aged 6 through 21, was conducted at Virginia Commonwealth University Pediatric Dental clinic. Each participant was randomized to a sequence of two dental cleanings, one regular dental environment (RDE) and one SADE with a 3-4-month recall. Outcomes included physiological measures (heart rate and oxygen saturation) and cooperation (Frankl scores). Results: Study subjects completed a total of 36 visits. None of the physiological measures differed at either time point between the two treatment settings. The Frankl scores were significantly higher with SADE setting than RDE (p =0.0368). Forty-six percent of parents strongly agreed that they would prefer the SADE for their child’s next visit. Conclusion: SADE may be associated with improved behavior in children with DD.

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24

Evanshen, Pamela A., E. Rubayyi, T. Ahmed, O. Mendoza, Q. Tian, E. Edokhamhan, K. Castanon, et al. "The Teaching and Learning Environment: Impact on Children, Families, and Teachers." Digital Commons @ East Tennessee State University, 2019. https://dc.etsu.edu/etsu-works/6014.

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25

Cheuk, Ka-leung Daniel. "Multilingual home environment and specific language impairment a case-control study in Chinese children /." Click to view the E-thesis via HKUTO, 2004. http://sunzi.lib.hku.hk/hkuto/record/B31971581.

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26

Snow, Laura. "False belief understanding among low-SES preschoolers : the role of language development and home environment /." Thesis, Connect to this title online; UW restricted, 2007. http://hdl.handle.net/1773/8231.

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27

Park, Se-Kyung. "Language development of young children exposed to multiple risk factors : the mediating effect of the home environment /." free to MU campus, to others for purchase, 2002. http://wwwlib.umi.com/cr/mo/fullcit?p3074436.

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28

Waltenburg, Carley. "Can Analyzing Infant Imitation in the Natural Environment Inform Interventions in Autism?" Thesis, University of North Texas, 2009. https://digital.library.unt.edu/ark:/67531/metadc9912/.

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A longitudinal study of infants and their mothers was conducted to explore the development of imitation and approximations to imitation. During a 10-minute unstructured play session, researchers observed two mother-infant dyads once per week for twelve weeks, while they played at home. The data presented represents infants between the ages 5 and 34 weeks. The methodology employed was based on the methods described by Hart and Rilsey (1999). Observations were coded based on the topography of the mother's and infant's behavior and included vocalizations, facial movements, motor movements, and object manipulation. The data are analyzed and discussed in terms of its relevance to autism intervention.

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29

Porto, Adonia F. Porto. "CONSTRUCTING NATURE WITH CHILDREN: A PHENOMENOLOGICAL STUDYOF PRESCHOOLERS' EXPERIENCES WITH(IN) A NATURAL ENVIRONMENT." Kent State University / OhioLINK, 2017. http://rave.ohiolink.edu/etdc/view?acc_num=kent1500474439832631.

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30

Young, Lorraine Catherine. "Surviving the city : the place of street children in Kampala's urban environment." Thesis, Coventry University, 2000. http://curve.coventry.ac.uk/open/items/2dffcf7d-7c24-4a9e-b714-6b77c89eb59b/1.

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Based on the recognition that children are important social actors, researchers within the geographical discipline are now calling for more research on children as a neglected grouping undergoing socio-spatial marginalisation.

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31

Smith, Liane. "Influential children : the linguistic environment of the language and learning disabled child." Thesis, University of Kent, 1994. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.240338.

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32

Jewell, Jeremy Dean. "The family environment of conduct disordered children and adolescents with depressed parents." Access restricted to users with UT Austin EID Full text (PDF) from UMI/Dissertation Abstracts International, 2001. http://wwwlib.umi.com/cr/utexas/fullcit?p3035956.

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NUNES, RENATA CRISTINA FERREIRA. "THE FACILITATING ENVIRONMENT: A ESTUDY WITH CHILDREN SHOWING ATTENTION PROBLEMS IN SCHOLL." PONTIFÍCIA UNIVERSIDADE CATÓLICA DO RIO DE JANEIRO, 2013. http://www.maxwell.vrac.puc-rio.br/Busca_etds.php?strSecao=resultado&nrSeq=21983@1.

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PONTIFÍCIA UNIVERSIDADE CATÓLICA DO RIO DE JANEIRO
COORDENAÇÃO DE APERFEIÇOAMENTO DO PESSOAL DE ENSINO SUPERIOR
PROGRAMA DE SUPORTE À PÓS-GRADUAÇÃO DE INSTS. DE ENSINO
Este trabalho apresenta uma reflexão sobre uma prática de estimulação através de atividades lúdicas, realizada com grupos de crianças que apresentavam um sintoma de dificuldade de atenção em atividades escolares. A pesquisa teórica teve por finalidade buscar bases para fundamentar o trabalho, considerando-se as referências culturais da atualidade e as influências que o diálogo e a relação de identificação com os profissionais envolvidos proporcionaram a essas crianças. Atenção e a falta dela foram os focos desta pesquisa.
This dissertation presents a reflection on the practice of stimulation through play activities, conducted with groups of children who presented a lack of attention as a common symptom in school activities. The theoretical research aimed to seek bases to support a group work with children, considering the current cultural references and influences that dialogue and relationship identification with the professionals involved have provided to these children. Attention and the lack of it were the focus of this research.

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Gibson, Oliver. "Health, environment and the institutional care of children in late Victorian London." Thesis, Queen Mary, University of London, 2017. http://qmro.qmul.ac.uk/xmlui/handle/123456789/25821.

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Using the example of the London-based children's organisation Barnardo's, this thesis examines the influence of contemporary ideas regarding the relationship between environment, health and disease on the organisation and everyday institutional practices of the charity. While autobiographical accounts and historical investigations have written on the 'man himself' as well as the discursive and representational strategies used by Barnardo's to justify child removal, the importance of environmental discourses to the institution remain underexplored. The thesis addresses this lacuna through a detailed analysis of archival materials relating to Barnardo's (committee minutes, pamphlets, reports, Dr Barnardo's personal notebooks) as well as through a textual analysis of Night & Day, the main outlet for publicising the work of the charity and stimulating support for it. The thesis covers the period from 1866, when Barnardo's was founded, to the death of Dr Barnardo in 1905. This is a period when the environmental idea was arguably at its strongest, with a host of social ills (from criminality and prostitution, to human health and vitality and later in the period racial degeneration) linked to the influence of the environment. Like many other social reformers and philanthropists, Dr Barnardo was a firm believer in environmental explanations for such social ills, as well as a committed evangelical Christian, and promoted the rapid removal of young people (not all were orphaned but the vast majority were destitute) from urban and familial environments believed to do harm to their physical, moral and spiritual health. Where the first part of the thesis covers the importance of environment to the Barnardo's justification for his child removal practices, the remainder of it considers the response of the institution to environmental ideas. In addition to examining the influence of environment on institutional design and on the everyday practices of the 'inmates', for example the promotion of light and air in the girl's home at Barkingside, emphasis is also placed on ideas of mobility and movement. Here the thesis explores the paradoxical relationship between the organisation's 'anti-institutional' projection and the institutional realities of constructing and policing 'out of home' care practices (trips to the country- and seaside, boarding-out, emigration). This thesis contributes to extant accounts of Dr Barnardo's; however, its primary contribution lies in its nuanced examination of the role of environmental ideas on shaping institutional design and on its influence on the everyday practices of Barnardo's young inmates.

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Allison, Amber L. "A Multi-Gene by Environment Perspective of ADHD Symptomatology in Young Children." ScholarWorks@UNO, 2013. http://scholarworks.uno.edu/td/1728.

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Attention deficit hyperactivity disorder (ADHD) is a heritable disorder, which has detrimental effects on childhood development and is associated with maladaptive functioning in adulthood. Despite this, we are far from an understanding of the etiology and possible trajectories of ADHD, possibly due to investigations focusing on the contribution of single genes. In fact, single genes are likely not influential enough to alter behavior, but the additive effect of many genes may predispose an individual toward certain behaviors. Further, environmental input can activate or suppress genetic expression, thereby leading to vast individual differences in both normative behavior and psychopathological illness, including ADHD. This study investigated the effect of cumulative genetic sensitivity across three dopaminergic polymorphisms (DRD2 A1, DRD4 7R, and DAT1 10R) on ADHD symptomatology in very young children. In addition, we were interested in the G x E associations with ADHD symptomatology. Findings provide novel evidence regarding the effects of dopamine polymorphisms on inattention, and thus ADHD, symptomatology in very young children. Specifically, the findings suggest that the cumulative effect of genetic sensitivity across several dopamine polymorphisms predicts severity of symptomatology, particularly in males. In addition, a robust G x E interaction emerged, whereby a specific genetic predisposition moderated the effect of family context on behavior. This finding, lending support to the BSC model and the differential susceptibility hypothesis, suggests that genetic sensitivity can moderate environmental influence, for better and for worse.

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Koni, Anna Christina. "Effects of the FTO gene and environment on obesity in European children." Thesis, University of Glasgow, 2013. http://theses.gla.ac.uk/4175/.

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Childhood obesity is considered to be one of the most serious public health problems of the 21st century. The worldwide prevalence of obesity has increased dramatically over the past three decades and while continuing to rise at a rapid rate, along with increasing levels of childhood obesity, are having a profound effect on healthcare development in many low- and middle-income countries, particularly in urban environments. Longitudinal and cross sectional studies have indicated clear associations between environment and obesity risk. In addition, childhood obesity leads to serious health conditions such as cardiovascular disease, type II diabetes and adulthood obesity. Environmental factors, however, do not seem to explain neither all of the variance in childhood obesity prevalence, nor all the variance in response to intervention studies. Although the human genome has not changed over the years, obesity levels and mortality rates have dramatically increased, thus it becomes more evident that environmental factors such as physical activity or sedentary lifestyle may have a key role in this increase of obesity prevalence. However, since the prevalence of childhood obesity is different in certain geographical areas of the world, it is important to investigate the genetic predisposition in relation to its interaction with environmental influences. Genetic studies have demonstrated a contribution of specific genetic variants to obesity in adults. Additionally, heritability studies of childhood obesity support the idea that genetic predisposition may also be a factor in determining childhood obesity or adiposity. The obesity prevalence research becomes even more complicated by gene-environment interactions, where individuals with different genotypes respond differently in certain environments and therefore it is more challenging to define the actual causes of this health problem. The overall aim of this study was to investigate the interplay between genetic and environmental influences such as physical activity on the predisposition to childhood obesity related traits in the IDEFICS cohort. This thesis focused on European children from eight countries participating in the IDEFICS Study including Germany, Italy, Spain, Cyprus, Estonia, Sweden, Belgium and Hungary aged two to ten. The main objective was to characterize the relative contributions of individual genes, environmental factors and gene-environment interactions to this risk. In doing so, this investigation also allowed comparisons between the different age groups and countries and also possible differences between the two sexes. These findings will add to the existing efforts aimed at finding appropriate treatments and effective preventative intervention programs around Europe. In order to explore how environment and genes interact and whether genes can modulate the development of obesity in children of this European population, a detailed characterization of body composition, physical activity patterns, socio-economic, and genetic factors was performed. The main findings from this thesis were that: (a) age is an important factor when studying childhood obesity as body composition changes in a significant way with age, in both boys and girls. These findings also highlight the fact that various environmental and lifestyle effects 4 © A. C. Koni (2013) related to childhood obesity, such as physical activity (PA), differ between the two sexes and among age groups; (b) physical activity and sedentary behaviours may influence obesity related phenotypes in children of European origin. These associations persist after adjustment for a comprehensive range of potential confounding factors; (c) the Fat Mass Obesity-associated (FTO) gene influences obesity related phenotypes in children of European origin. These associations persist after adjustment for a comprehensive range of potential confounding factors; (d) although there was no Gene*PA interaction, physical activity or inactivity seems to play a role in modulating the genetic predisposition to obesity in children. The findings of this study demonstrate that there was a trend of decreased obesity risk phenotypes in children that were more physically active overall. This observation has important public health value, as the data of this thesis indicate that being physically active may have a protective role in the genetic predisposition to obesity induced by variation in the FTO gene. Further studies into the mechanisms underpinning this effect are needed in order to more effectively develop accurate design, as well as implementation strategies to reduce childhood obesity and for advancing the basic understanding of the mechanisms behind human obesity and its relationship with genetics.

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Hutton, John S. "Home Reading Environment and Brain Activation in Preschool Children Listening to Stories." University of Cincinnati / OhioLINK, 2015. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1427962609.

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Karnas, Diana Maria Girardi. "The psychology of the environment in children's health care setting : James Whitcomb Riley Hospital for Children - Cancer Unit." Virtual Press, 1992. http://liblink.bsu.edu/uhtbin/catkey/845987.

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Hospitals are constantly evolving to keep pace with the latest medical technologies. Whether it is a refurbishment of an existing facility or the addition of a new unit, the design process usually focuses on the technological requirements rather than the human elements of such an undertaking. The Riley Hospital for Children in Indianapolis presents an architectural opportunity to incorporate psychology of the environment into the design and construction of a new Cancer Unit. By balancing the technological requirements with the physical and psychological needs of the pediatric bone marrow transplant and hematology/oncology patients, one can create a healing environment more conducive to a rapid recovery.
Department of Architecture

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Fox, Jill Englebright. "Young Children's Construction of Physical Knowledge on Swings in the Outdoor Play Environment." Thesis, University of North Texas, 1993. https://digital.library.unt.edu/ark:/67531/metadc278750/.

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This investigation examined the development of young children's behaviors on swings in the outdoor play environment and their emerging understanding of the physics principles associated with those behaviors. The children's language interactions were also examined in an effort to determine the relationship between language and cognitive development in their construction of physical knowledge. The procedures involved observing the children's behaviors and collecting samples of their spontaneous language interactions during their swinging activities. Informal interviews were also conducted with individual and groups of children. The findings indicate that young children's swinging behaviors develop in eight hierarchical stages. As these behaviors develop, children experiment with the physics principles of balance, gravity, force, resistance, and resonance. Children's swinging behaviors develop in a social context. Many early behaviors are acquired through observing and modeling other children. Language provides the medium for more-experienced peers to assist novice swingers through encouragement and direct instruction. The stage development of swinging behaviors is compared to Cratty's Theory of Perceptual-Motor Development and Harrow's Taxonomy of the Psychomotor Domain. Children's cognitive processing and language interactions are discussed in the context of Piagetian and Vygotskian theories of development. Implications for instruction and suggestions for further research are discussed.

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Johnson, Michelle E. "Feeding Environment Supplements to Nutrition and Wellness Tips for Young Children: Supplement C: Creating a Positive Meal Environment and Encouraging Healthful Foods." Digital Commons @ East Tennessee State University, 2014. https://dc.etsu.edu/etsu-works/8559.

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Mozaffar, Reyhaneh. "Creativity for children : assessing children's creativity in play and design : recommendations for educational outdoor environments to enhance children's creativity." Thesis, University of Edinburgh, 2018. http://hdl.handle.net/1842/31113.

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This research studied children’s educational outdoor environments in order to understand which contexts and environmental characteristics support children’s creativity in play. Creativity is an important factor in children’s cognitive development; children’s creativity can flourish in outdoor environments as they can engage in free play. Accordingly, this research had two central aims: Aim 1: To classify and assess children’s levels of creativity during play. Aim 2: To develop design principles for educational outdoor environments in order to nurture children's creativity in play. Initially, behaviour observation and the Leuven Wellbeing and Involvement Scale were used to collect data for a pilot study. Children’s play behaviours were observed and analysed, and based on the Evaluation of Potential for Creativity, the Creative Play Taxonomy was designed in relation to the first aim of the study. Then, at two study sites, experimental research was designed. At both study sites, children were observed in four different play contexts. At Study Site One, duration recording was used and the videorecorder observations were coded with the Creative Play Taxonomy using the software The Observer from Noldus. At Study Site Two, narrative recording was used in the observation sessions and focus group discussions were held with the children. The findings from both study sites achieved the second aim of this study. The current research makes two main contributions to knowledge. Firstly, it introduces the Creative Play Taxonomy, which can be used by researchers, psychologists, educationalists and related disciplines to understand, categorise and assess children’s creativity in play. Secondly, it increases the understanding of the particular play contexts that support children’s creativity in play, and the environmental characteristics that enhance these types of play. Accordingly, this research suggests that: - Outdoor play spaces should include a variety of different play contexts to encourage creative play amongst different groups of children. - The most effective play contexts for children’s creativity are those facilitated with flexible, changeable, mouldable, movable, multi-functional and open-ended play materials. - Children’s outdoor play spaces should be facilitated with loose parts, both natural and synthetic, as they are highly supportive of children’s creativity. - Natural outdoor environments and elements highly encourage creative play behaviours amongst children. The findings are intended to guide landscape architects and playground design professionals to produce informed design decisions based on the framework of creativity, in order to nurture children's creative thinking abilities.

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McNeill, Shelby Mae. "Family Environments and Children's Cognitive Skills: Accounting for Heritable Influences Through Comparing Adopted and Biological Children." BYU ScholarsArchive, 2017. https://scholarsarchive.byu.edu/etd/6465.

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Utilizing ECLS-K:2011 data, this study compares adopted and biological children to account for the role of heritable characteristics in explaining the relationship between family environments and children's cognitive skills. I find that cognitive skills do not differ across adopted and biological children after adjusting for the systematic differences between them. I also find that the relationship between family environment and children's cognitive skills does not differ across adopted and biological children. Taken together, these results suggest that the relationship between family environment and children's cognitive skills is not spurious.

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Chan, Wai-ping Kyle. "School for people with learning difficulties : environment for enchancing student-centered education /." Hong Kong : University of Hong Kong, 1998. http://sunzi.lib.hku.hk/hkuto/record.jsp?

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Thesis (M. Arch.)--University of Hong Kong, 1999.
Includes special report study entitled: Learning/teaching space typology : spatial features, activity patterns and its application for people with learning. Includes bibliographical references.

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Egnell, Maria. "SKOLSKÖTERSKORS MOTTAGNING SOM ETT OMVÅRDNADSVERKTYG : -Skolsköterskors erfarenhet av att använda fysisk miljö på skolsköterskemottagningen som stöd i arbetet med skolbarn." Thesis, Högskolan i Skövde, Institutionen för hälsa och lärande, 2015. http://urn.kb.se/resolve?urn=urn:nbn:se:his:diva-11115.

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ABSTRACT Title: The environment as a tool in nursing - School nurses experiences from using the physical environment in their office supporting schoolchildren Author: Egnell, Maria Department: School of Health and Education, University of Skövde Course: Master Degree project in Nursing, OM854A, 15 ECTs Supervisor: Thorstensson, Stina Examiner: Larsson, Margareta Pages: 28 Keywords: School nurses, environment, health environment, nursing, children Background: According to research, the physical environment effects children’s well-being. School nurses offer a range of nursing activities promoting health to schoolchildren and to support school performances. The nursing activities occur at school in a psychosocial as well as a physical environment. The school nurses office as a health environment, affects meetings and schoolchildren that occur within it. School nurses take support in the physical environment in their work with schoolchildren. The field has not yet been researched as an important part of nursing at school. Aim: The aim of this study was to elucidate the school nurses perceptions of using the ward atmosphere at their office, as a tool in nursing. Method: A qualitative research method was selected for the study. The result emerged through qualitative content analysis. Five school nurses from various schools in Gothenburg were interviewed, using semi structured interviews. Results: Three major categories and six subcategories emerged during the analysis. Major categories were: offering a health environment for well-being, to be present in the environment for the children and to use the environment for health education. Conclusion: The school nurses strived to make the office a place for well-being. They also used it for health information, as a sanctuary and as a connection point that considers children’s need for integrity. How the school nurses used the environment depended on who they were as individuals, as the field until now, not has gone through research. Obstacles depended on all those around, with too little knowledge in what school nurses work consist of and also from a complexity in being available to the children.

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Kasuya, Masayo, Yoshihiro Sawaki, and Minoru Ueda. "Spatial image of school environment in children with cleft lip and/or palate." Nagoya University School of Medicine, 2001. http://hdl.handle.net/2237/5366.

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Spencer, Michele Lynn. "Reliability and test environment of the SCAN-A with children ages 12-15." College Park, Md. : University of Maryland, 2007. http://hdl.handle.net/1903/7263.

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Thesis (Au. D.) -- University of Maryland, College Park, 2007.
Thesis research directed by: Hearing and Speech Sciences. Title from t.p. of PDF. Includes bibliographical references. Published by UMI Dissertation Services, Ann Arbor, Mich. Also available in paper.

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Noss, Richard. "Creating a mathematical environment through programming : a study of young children learning Logo." Thesis, King's College London (University of London), 1985. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.288487.

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The aim of the study was to investigate the nature and extent of the mathematical environment created through young children (aged 8-11) 1 earni ng computer programmi ng us i ng the 1 anguage Logo. There were three aspects to the problem: 1. How do children in a 'natural' classroom learn to program in Logo, and in what ways does this activity constitute a mathematical env i ronment? 2. What effect does the programming experience have on children's understanding of selected geometrical concepts? 3. How may the 1 earni ng of Logo provide a conceptual basi s for the understanding of elementary algebraic ideas? Investigation of issue 1 was based on an analysis of the children's learning over an eighteen-month period. This consisted of three phases. The introductory and programning phases, which took place during the first year of the study, involved the participation of 118 children in five classes. Characteristic mathematical/ programning strategies of the children's early activities were proposed. and an analYSis of the acquisition and application of six key computational ideas was undertaken. A model of children's 'learning modes' was developed, and its applicability and limitations were determined. The final phase consisted of detailed case-studies over a six month period of four pairs of children who had participated in the first year of the study. Issue 2 was investigated by means of a pencil-and-paper test designed to probe the children's understanding of three categories of the concept of length, and three categories of the concept of angle. The test was administered to the Logo children at the end of the first year of the study, and to a set of classes deemed suitable to act as 2 control groups. The findings indicated positive effects in favour of the logo groups in five out of the six categories. Evidence of a differential effect in favour of the logo girls was also found. Investigation of issue 3 was undertaken by a series of solve-aloud rule formulation problems. administered to the eight case study children. Evidence was provided of a conceptual linkage between aspects of the children's Logo experience. and the concepts of a) algebraic variable. and b) elementary algebraic formalisation.

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Sa'di, Imad T. N. "A programme for promoting positive attitudes towards the environment in primary school children." Thesis, Loughborough University, 1997. https://dspace.lboro.ac.uk/2134/6783.

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In a world where natural environments are under increasing threat, environmental education has become a global imperative. Research in the field has so far stressed its cognitive rather than its affective components. The development of positive attitudes towards the environment was identified as a goal in Jordanian schools, particularly in the primary school curricula. However, at present environmental education in Jordan remains oriented towards cognitive outcomes. The study follows systematic procedures for: developing and delivering a Fourth Grade Environmental Education Programme (FGEEP); designing a scale to assess children's attitudes towards the environment, and evaluating the impact of the programme on these attitudes. A representative random sample of 360 fourth grade primary school children (180 boys, 180 girls) aged 9-10 years attending government or UNRWA schools in Irbid/Jordan in the academic year 1995/1996, was selected for the research. The sample was divided into two equal and equivalent groups: the experimental which received FGEEP alongside their normal curriculum and the control group which did not. The programme involved the creation, development and evaluation of both teacher and pupil learning materials. Consisting of three books: a pupil's textbook, a pupil's workbook and a teacher's manual. A specially designed and trialled 30-items Environmental Attitudes Scale for Primary School Children (EASPSC) was found valid and reliable for use in Arabic and English. Also developed were an environmental knowledge scale and a scale for assessing parents' environmental attitudes. The scales were given to both the experimental and the control groups, pre- and post-programme exposure. Participating pupils are shown to have developed strong, positive attitudes towards the environment and high level of environmental knowledge, as did their parents. The results suggest that FGEEP was effective and appropriate for developing environmental understanding in primary school children in Jordan. Since content and methods of delivery of the programme differed from the normal curriculum, both contribute to the programme's achievement. The researcher advocates the adoption of the programme in Jordan and, with suitable modifications, in a wide range of schools in other societies.

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Mak, Tsz Ning. "Relationship of the eating environment and fruit and vegetable consumption in UK children." Thesis, University of Cambridge, 2013. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.607917.

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Katsiada, Eleni. "Children under three in Greek day-care relationships with adults, peers and environment." Thesis, Sheffield Hallam University, 2015. http://shura.shu.ac.uk/11328/.

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This thesis explores the experiences of ten children aged one year four months to two years eleven months old in two Greek day-care nurseries, with the aim of informing thinking about the future development of policy and practice in relation to Greek Early Childhood Education and Care (henceforth known as ECEC) services. The study’s framework is an ethnographic case study which took place in two settings over the course of six months. Children’s perspectives were researched using an adaptation of the Mosaic Approach (Clark and Moss, 2011). This approach employs a range of visual (cameras), verbal (informal discussions with children), and observational techniques to identify children’s experiences and requires their active participation. Furthermore, it requires an additional input of information from adults who are significant for children. Thus, children’s parents and practitioners were interviewed to provide their perspectives and interpretations on the children’s experiences. A significant contribution of the research stems from identifying the important role that ancillary staff members, such as cooks and cleaners, also had in children’s lives in the day-care settings. Photographic, observational and interview data was collected and then analyzed using data-driven thematic analysis. Three main themes were identified and are examined in depth within this thesis: children’s relationships with adults, their peers and their nursery environment. The broader theme of the environment refers to the nurseries spaces which appeared to be constituted by three elements: the space marked by a room (or outside area), particularly the floor, walls, and ceiling; the space defined by nursery toys and furniture, and the space defined by the positions of actors, the children and adults, within this space. In conclusion, this study is a contribution to the ‘new sociology of childhood’. It extends the literature of the Greek ECEC research field by identifying childhood as a social construction and children as social actors. The study emphasises methodological and ethical issues and it is anticipated that it will contribute to the literature and methodology on conducting research with children under three.

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