Relevant bibliographies by topics / Perception in children Victoria Melbourne

Academic literature on the topic 'Perception in children Victoria Melbourne'

Author: Grafiati
Published: 10 December 2022
Last updated: 29 January 2023

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Journal articles on the topic "Perception in children Victoria Melbourne"

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Land, Nicole, Catherine Hamm, Sherri-Lynn Yazbeck, Miriam Brown, Ildikó Danis, and Narda Nelson. "Doing pedagogical intentions with Facetiming Common Worlds (and Donna Haraway)." Global Studies of Childhood 10, no. 2 (January 27, 2020): 131–44. http://dx.doi.org/10.1177/2043610618817318.

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Working with stories of children’s relationships with place and technologies from an early childhood education pedagogical inquiry research project in Melbourne, Australia and Victoria, Canada, this article takes up the concept of “pedagogical intentions” to consider how educators and researchers might cultivate intentional teaching practices relevant to the complex worlds we inherit with children. We think with a common worlds pedagogies approach to extend conceptualizations of intentional teaching held in dominant Euro-Western early learning frameworks in Melbourne and Victoria. After situating our understanding of pedagogical intentionality as an ongoing, purposeful, answerable practice of shaping and caring with everyday pedagogical relationships, we share three stories of how we activate our Donna Haraway–inspired intentions with children. By questioning how our pedagogical intentions inform our work, we assert that sharing and putting at risk our intentions is a necessary practice for thinking collectively with children, more-than-human others, and technologies within early childhood education.
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Campbell, Lynda. "The Families First Pilot Program in Victoria: Cuckoo or contribution?" Children Australia 19, no. 2 (1994): 4–10. http://dx.doi.org/10.1017/s1035077200003898.

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The Families First Pilot Program in the then Outer East metropolitan region of Melbourne began in mid-1991 as an intensive family preservation and reunification service for children on the verge of state care. The service offered was brief (4-6 week), intensive (up to 20 hours per week), home-based and flexible (24 hour a day, 7 day a week availability) and all members of the household or family were the focus of service even though the goals were clearly grounded in the protection of the child. This paper begins with some of the apprehension expressed both in the field and in Children Australia in 1993, and reports upon the now completed evaluation of the pilot, which covered the first 18 months of operation. The evaluation examined implementation and program development issues and considered the client population of the service against comparative data about those children at risk who were not included. The paper concludes that there is room for Families First in the Victorian system of protective and family services and points to several developmental issues.
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O’Brien, Patricia M. "Coming in From the Margin." Australasian Journal of Special Education 13, no. 2 (January 1990): 52–59. http://dx.doi.org/10.1017/s1030011200022223.

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Des English was a person of great charm, innovation, and inner strength. His early death at the age of 44 in 1977 came as a bitter blow not only for his family but for the many teachers and parents he had influenced and guided in respectively providing and in seeking educational opportunities for children with disabilities. Des grew up in a small town in Victoria called Donnybrook, north of Melbourne. He was educated by the Marist Brothers at Kilmore College, and in the 50’s trained as a primary teacher at Geelong Teachers College, from which he gained an extension of one year to study as a Special Teacher at Melbourne Teachers College. His first appointment was as an Opportunity Grade teacher at North Melbourne State School. His talent for leadership surfaced early and in his second appointment he became Principal of Footscray Special School for children and adolescents with intellectual disability. Throughout the rest of his career he gained one promotion after another to the Principal positions at Ormond, Travencore and St. Alban’s Special schools. I was fortunate to work as a deputy principal with him throughout his last two appointments.
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Turner, J. Neville. "Representing children and young people: A lawyers practice guide Lani Blackman Melbourne, Victoria Law Foundation, 2002." Children Australia 27, no. 2 (2002): 41. http://dx.doi.org/10.1017/s103507720000506x.

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Dowell, Richard C., Elizabeth Winton, Shani J. Dettman, Elizabeth J. Barker, Katie Hill, and Graeme M. Clark. "Speech Perception Outcomes in Older Children Who Use Multichannel Cochlear Implants: Older is Not Always Poorer." Annals of Otology, Rhinology & Laryngology 111, no. 5_suppl (May 2002): 97–101. http://dx.doi.org/10.1177/00034894021110s520.

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Speech perception outcomes for early-deafened children who undergo implantation as teenagers or young adults are generally reported to be poorer than results for young children. It is important to provide appropriate expectations when counseling adolescents and their families to help them make an informed choice regarding cochlear implant surgery. The considerable variation of results in this group makes this process more difficult. This study considered a number of factors in a group of 25 children who underwent implantation in Melbourne between the ages of 8 and 18 years. Each subject completed open-set speech perception testing with Bamford-Kowal-Bench sentences before and after implantation and preoperative language testing with the Peabody Picture Vocabulary Test. Data were collected regarding the type of hearing loss, age at implantation, age at hearing aid fitting, audiometric details, and preoperative and postoperative communication mode. Results were submitted to a stepwise multiple linear regression analysis with postoperative open-set sentence scores as the dependent variables. The analysis suggested that 3 factors have a significant predictive value for speech perception after implantation: preoperative open-set sentence score, duration of profound hearing loss, and equivalent language age. These 3 factors accounted for 66% of the variance in this group. The results of this study suggest that children who have useful speech perception before implantation, and higher age-equivalent scores on language measures, would be expected to do well with a cochlear implant. Consistent with other studies, a shorter duration of profound hearing loss is also advantageous. The mean sentence score for this group, 47%, was not significantly different from the mean result across all children in the Melbourne program.
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Scott, Dorothy. "Inter-Agency Collaboration: Why is it so difficult? Can we do it better?" Children Australia 18, no. 4 (1993): 4–9. http://dx.doi.org/10.1017/s1035077200003643.

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This paper is based on a presentation at the Mission of St James and St John Forum ‘Protecting Our Children: Where Do We Draw the Line?’ in Melbourne on June 18, 1993. It provides an analysis of why inter-agency collaboration has often remained an elusive goal and identifies some of the structural obstacles to collaboration which are particularly relevant to the current context of child welfare in Victoria. While many of the obstacles to inter-agency collaboration are beyond the domain of the individual practitioner and agency, some suggestions are offered for strategies which can be pursued by practitioners and agencies.
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Tuckerman, Jane, Philippa Holland, Jessica Kaufman, Isabella Overmars, and Margie Danchin. "Examining catch‐up immunisation service use for migrant children in the City of Melbourne, Victoria: A quantitative study." Journal of Paediatrics and Child Health 59, no. 1 (January 2023): 197–98. http://dx.doi.org/10.1111/jpc.16284.

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Quigley, Ashley Lindsay, Mallory Trent, Holly Seale, Abrar Ahmad Chughtai, and C. Raina MacIntyre. "Cross-sectional survey of changes in knowledge, attitudes and practice of mask use in Sydney and Melbourne during the 2020 COVID-19 pandemic." BMJ Open 12, no. 6 (June 2022): e057860. http://dx.doi.org/10.1136/bmjopen-2021-057860.

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ObjectivesSince mask uptake and the timing of mask use has the potential to influence the control of the COVID-19 pandemic, this study aimed to assess the changes in knowledge toward mask use in Sydney and Melbourne, Australia, during the 2020 COVID-19 pandemic.DesignAn observational study, using a cross-sectional survey, was distributed to adults in Sydney and Melbourne, Australia, during July–August 2020 (survey 1) and September 2020 (survey 2), during the COVID-19 pandemic in Australia.Setting and participantsParticipants aged 18 years or older and living in either Sydney or Melbourne.Primary and secondary outcome measuresDemographics, risk measures, COVID-19 severity and perception, mask attitude and uptake were determined in this study.ResultsA total of 700 participants completed the survey. In both Sydney and Melbourne, a consistent decrease was reported in almost all risk-mitigation behaviours between March 2020 and July 2020 and again between March 2020 and September 2020. However, mask use and personal protective equipment use increased in both Sydney and Melbourne from March 2020 to September 2020. There was no significant difference in mask use during the pandemic between the two cities across both timepoints (1.24 (95% CI 0.99 to 1.22; p=0.072)). Perceived severity and perceived susceptibility of COVID-19 infection were significantly associated with mask uptake. Trust in information on COVID-19 from both national (1.77 (95% CI 1.29 to 2.44); p<0.000)) and state (1.62 (95% CI 1.19 to 2.22); p=0.003)) government was a predictor of mask use across both surveys.ConclusionSydney and Melbourne both had high levels of reported mask wearing during July 2020 and September 2020, consistent with the second wave and mask mandates in Victoria, and cluster outbreaks in Sydney at the time. High rates of mask compliance may be explained by high trust levels in information from national and state government, mask mandates, risk perceptions, current outbreaks and the perceived level of risk of COVID-19 infection at the time.
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Brown, Ted, and Carolyn Unsworth. "Evaluating Construct Validity of the Slosson Visual-Motor Performance Test Using the Rasch Measurement Model." Perceptual and Motor Skills 108, no. 2 (April 2009): 367–82. http://dx.doi.org/10.2466/pms.108.2.367-382.

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The aim of this study was to evaluate the construct validity of the Slosson Visual-Motor Performance Test by applying the Rasch Measurement Model to evaluate the test's scalability, dimensionality, differential item functioning based on sex, and hierarchical ordering. Participants were 400 children ages 5 to 12 years, recruited from six schools in Melbourne, Victoria, Australia. The Slosson Visual-Motor Performance Test requires a child to copy 14 different geometric designs three times each for a total 42 scale items. Children completed the test under the supervision of an occupational therapist. Overall, 13 of 42 of the test items exhibited poor measurement properties. As nearly one-third of the scale items were problematic, the Slosson Visual-Motor Performance Test in its current form is not recommended for clinical use.
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Rogers, Agatha. "The Tracing Problem: An aspect of outcome studies in Child Welfare." Children Australia 17, no. 1 (1992): 16–19. http://dx.doi.org/10.1017/s1035077200030108.

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Between the years 1960 and 1972, well over one thousand children in all spent a period of residence in the St. Vincent de Paul’s Children’s Homes situated at South Melbourne and Black Rock in Victoria. One wonders about the circumstances which bought these children into care and one also wonders where they are now, 20 or 30 years after leaving St. Vincent’s. How have they coped with the stresses of life during those years? Questions such as this led the author to embark on a research project. Few reports of research of this nature are to be found. The following description of one aspect of that project, the task of tracing the subjects, may go some way toward explaining the scarcity. It shows though, that tenacity can have some rewards.
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Dissertations / Theses on the topic "Perception in children Victoria Melbourne"

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Siddons, Heather Michelle. "Anxiety in young children : direct and indirect connections with asthma, protective parenting and parental adjustment." Monash University, Dept. of Psychological Medicine, 2004. http://arrow.monash.edu.au/hdl/1959.1/5194.

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Goodwin, Denise Anne Carmel. "Exploring the spirituality and religiosity of Dinka Children in Catholic Schools in the western suburbs of Melbourne, Victoria." Thesis, Australian Catholic University, 2011. https://acuresearchbank.acu.edu.au/download/770291ba45bc18daf4771abb3edd00362c2c2dd4c472a46339cfacbc88087040/29160404/64885_downloaded_stream_110.pdf.

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This research explored the religiosity and spirituality of newly arrived Catholic Dinka children in Catholic schools in the western suburbs of Melbourne. In particular, the study focused on Dinka children's spirituality borne of their experiences of war and trauma and sought to understand their perceptions of God, Jesus, Church and prayer. A disparity was highlighted between the available literature on children's spirituality, (Hay & Nye, 1998; Hyde, 2005; Mountain, 2005), which presented findings from children who were 'untraumatised', with the predisposition of the Dinka children who were traumatised. The research aimed to identify incongruities between these and Catholic religious education assumptions in their schools. This qualitative research was guided by an epistemology of constructivism, which aimed at gathering a Dinka community narrative that was subjected to interpretive analysis, specifically phenomenological hermeneutics.
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Agostino, Joseph, and jag@fmrecycling com au. "Workplace identity." Swinburne University of Technology. Australian Graduate School of Entrepreneurship, 2004. http://adt.lib.swin.edu.au./public/adt-VSWT20050805.134042.

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There have been a limited number of studies carried out on employee workplace identity. There have been many studies carried out on organizational change; however, they have been carried out mostly from an instrumentalist perspective where the topic of organizational change has been treated in isolation from other aspects of organization. The question of how a relationship exists between employee workplace identity and organizational change has been left unanswered. This thesis applies narrative theory as a conceptual bridge across identity and change. By considering how employees derive a sense of workplace identity from the workplace narratives, and organizational change as the destruction of existing workplace narratives and adoption of new workplace narratives, it is possible to gain new understandings of these concepts. A theory is developed which explains how narrative theory creates a relationship between identity and change. This new theory is further developed to explain how narrative theory creates a relationship between organizational identity, culture, leadership, conflict, and change. The new extended theory is applied to a narrative presentation of empirical data, which offers a powerful explanatory lens for understanding the relationship between these chosen aspects of organization.
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Smee, Cameron. "“If we were all, like, learning at the same time, we might have, like, the same experience”: an investigation into the development of physical subjectivities in early primary education." Thesis, 2019. https://vuir.vu.edu.au/40597/.

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There is growing consensus about the importance of physical activity and regular engagement is known to have a number of health and developmental benefits. Accordingly, research across a variety of fields has argued for the importance of laying the foundations for lifelong physical activity engagement in the early years. The school plays a central role in this effort by impacting children’s initial relationships with physical culture. Within the school, PE is often the primary vehicle for the promotion of physical activity. However, the problems with PE and its failure to connect with all children has been widely reported. Concurrently, there has been a significant physical activity dropout rate in adolescence for girls, and some boys. Scholarly attempts to address these concerns have focused mainly on late primary or high school settings, specifically curriculum and pedagogy. To date, very little research has focused on the early (Year One/Two) years of PE, when many children are developing their initial physical subjectivities. Rather than a period which all children enter as a ‘blank slate’, early PE is defined by the differing levels of experience that children bring to class. How these differing levels of embodied experiences are valued mean the children are constantly engaging in a range of stratified interactions. The outcomes of these interactions can have a profound impact on how students engage in physical activity, both in PE and on the playground. To examine how children are embodying and developing their physical subjectivities in these two spaces, a six- month ethnographic project was conducted at a primary school in Victoria. This allowed for the examination of the experiences of a Year 1/2 cohort through the implementation a variety of ethnographic and child-centred methods. Drawing on a theoretical approach, combining Bourdieu (1998) and Collins (2004), this thesis shows how the outcomes of PE activities, impacted the types of activities that children chose to engage in on the playground. Additionally, the findings show how the children play a key role in reproducing the dominant elements of the field (including the ‘naturalized’ gender order inherent in sport/PE) and the hierarchies that contextualized each activity. This research offers an in-depth focus into the complex social processes, in the playground and PE, which continue to usher children along seemingly pre-determined physical paths. This thesis concludes with a call for a critical approach to early PE that incorporates the different experiences of the children to create 2 curricula, with a particular focus on teaching children to be reflective of the impact of their embodied experiences. This also incorporates changes to the playground as a continuation of the PE space.
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Books on the topic "Perception in children Victoria Melbourne"

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Lynch, Kevin. Growing up in Cities: Studies of Spatial Environment and Adolescence in Cracow, Melbourne, Mexico City, Salta, Toluca and Warzawa. Bernan Associates, 1987.

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Book chapters on the topic "Perception in children Victoria Melbourne"

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Henson, Rebecca. "Reading and Literacy Development Manager, State Library Victoria, Melbourne, Australia." In Literacy and Reading Programmes for Children and Young People: Case Studies from Around the Globe, 157–63. New York: Apple Academic Press, 2021. http://dx.doi.org/10.1201/9781003189275-15.

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Henson, Rebecca. "Reading and Literacy Development Manager, State Library Victoria, Melbourne, Australia." In Literacy and Reading Programmes for Children and Young People: Case Studies from Around the Globe, 157–63. New York: Apple Academic Press, 2021. http://dx.doi.org/10.1201/9781003189275-15.

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