To see the other types of publications on this topic, follow the link: Philosophy for Children programme.
Dissertations / Theses on the topic 'Philosophy for Children programme'
Create a spot-on reference in APA, MLA, Chicago, Harvard, and other styles
Consult the top 50 dissertations / theses for your research on the topic 'Philosophy for Children programme.'
Next to every source in the list of references, there is an 'Add to bibliography' button. Press on it, and we will generate automatically the bibliographic reference to the chosen work in the citation style you need: APA, MLA, Harvard, Chicago, Vancouver, etc.
You can also download the full text of the academic publication as pdf and read online its abstract whenever available in the metadata.
Browse dissertations / theses on a wide variety of disciplines and organise your bibliography correctly.
1
Roberts, Anthony Francis. "The effects of a teacher development programme based on Philosophy for Children." Thesis, University of the Western Cape, 2006. http://etd.uwc.ac.za/index.php?module=etd&action=viewtitle&id=gen8Srv25Nme4_3162_1190192298.
Full textAbstract:
This study explored the effects of a teacher development programme based on Philosophy for Children. One of the challenges facing education in South Africa is that the school curriculum has to promote the development of values, such as respect for life, equality, protection of freedom and the right to an opinion, through creative and critical thinking. The theorists, Jean Piaget and Lev Vygotsky inform our understanding of cognitive development with the important notions of active involvement, mediated learning and the development of thinking skills. Many programmes have been developed to assist learners in this regard. One such programme is Philosophy for Children. This study located Philosophy for Children and the locally developed material, Stories for thinking, in Vygotskian theory and explored its application within a South African context.
2
Taylor, Rob, and n/a. "Moral education: a critique of stage development theory and the philosophy for children programme as a moral education alternative." University of Canberra. Education, 1995. http://erl.canberra.edu.au./public/adt-AUC20050816.142025.
Full textAbstract:
This thesis considers aspects of Piaget's and Kohlberg's
theories of the moral development and education of children.
It takes into consideration an old but valuable study of the
development of character in children. As a possible
alternative model to that provided by Kohlberg we suggest the
inclusion of the Philosophy for Children programme into
schools. Prior to the elaboration of this proposition we
critically analyse certain philosophical concepts put forward
by both Piaget and Kohlberg. Our aim here has been to suggest
that there are underlying philosophical weaknesses which have
a hidden but important impact on the acceptability of aspects
of their work. We express our concern at the acceptance of
Kohlberg's work in schools and point out why this is
unsatisfactory. We put forward what we take to be an
acceptable position in introducing moral education into
schools and we put forward an approach where this can take
place within the context of a broader educational programme
and which includes the Philosophy for Children programme.
3
Galloway, David Watson. "Finitism--an essay on Hilbert's programme." Thesis, Massachusetts Institute of Technology, 1991. http://hdl.handle.net/1721.1/13939.
Full text
4
Lui, Ching Salina. "A talent development programme from students' perspective." Click to view the E-thesis via HKUTO, 2007. http://sunzi.lib.hku.hk/hkuto/record/B40040215.
Full text
5
Lightfoot, Eleanor C. "The development of a therapy programme for children." Thesis, University of Canterbury. Psychology, 1991. http://hdl.handle.net/10092/6702.
Full textAbstract:
The present research was undertaken to develop a therapeutic programme for children who were identified as either disruptive or withdrawn. Four studies were carried out involving children from five schools. Study One included 79 subjects from two primary schools and each school was divided into four contrast groups - Movement to Music, Counselling, Art and a control group. The programmes compared treatments and were between six and nine sessions long. Pre- and Post-treatment assessments were undertaken on a number of measures and multivariate analyses of variance revealed no significant differences between groups. However, there were significant differences between schools and between sexes for some of the scores on the photographic analyses.
There were also a number of significant correlations. Comparisons between the children's drawings and the analyses of their body structures revealed that children who were developing particular "holding patterns" in their bodies, also tended to include indicators of conflict and tension in their drawings.
Study Two included 27 subjects who were slow learners at a secondary school. These programmes were six sessions and compared Movement to Music, Exercises to Music, and a combination of these two activities. The subjects were resistant to these programmes and it was necessary to develop alternative activities for them.
Studies Three and Four each included sixteen subjects aged between seven and nine years, and each included a Movement to Music group and a control group. The programmes with these children were twenty-eight sessions long and involved a number of different activities. Although the statistical analyses were inconclusive, these programmes appeared to enhance the development of some children as reported by their teachers.
The results were discussed in terms of the factors that influence the effectiveness of such programmes, and the implications raised by the apparent structural patterns perceived in the bodies of such young children.
6
Feigenbaum, Pat. "Bereavement in children : a school based intervention programme." Master's thesis, University of Cape Town, 1998. http://hdl.handle.net/11427/26575.
Full textAbstract:
The consequences of childhood bereavement are two-fold, in the pain he/ she suffers at the time of the death, and in future psychiatric disorders which can follow unresolved mourning. The bereaved child needs a familiar and responsible adult outside the family to help him/her cope with his/her grief, because parents are sometimes emotionally absent from him/her due to their own grief or they seek to "protect" the child from the pain of the loss. This study presents a programme given to 164 primary school teachers from nine schools in Cape Town to educate them in how to help the bereaved child in the classroom situation, so that they can fill the role of an outside responsible adult in the life of the bereaved child. 78 bereavements occurred in the nine schools in the year of the study. It was found that the teachers responded positively to the training programme and that they perceived it to be helpful in dealing with a bereaved child.
7
Rayner, Janet Ailsa. "A dental health education programme for nursery school children." Thesis, University of Edinburgh, 1990. http://hdl.handle.net/1842/27240.
Full textAbstract:
The purpose of this controlled investigation was to test the effectiveness of three dental health programmes designed to improve oral cleanliness and gingivitis in groups of 3-4 year old nursery schoolchildren. A total of 349 children completed the study. The children were divided into 4 groups; a control group that received no dental health education and three experimental groups. One of these groups received daily toothbrushing instruction at school, a second group also took part in the school based brushing but in addition their parents were given dental health education at home. The third group of children received the home based dental health education only. Following baseline measurements, the dental health education programmes continued for about 5 and a half months when the children were re-examined. The programmes then ceased over the 6 week period of the summer vacation and the children were again examined on returning to school. A dental health education programme was deemed to have been successful only if there was no statistically significant and clinically important relapse in oral cleanliness and gingivitis at the third examination. There was a relapse in the oral hygiene of the school brushing only group during the summer holiday but oral cleanliness and gingivitis had not relapsed in the two groups of children whose parents had received dental health education at home. A cost benefit analysis (effort effectiveness) showed that of these two programmes, the programme that consisted of home based dental health education only cost the least for a unit improvement in oral cleanliness and gingivitis. A questionnaire was used to record parents' attitudes towards toothbrushing practices at home. Children whose parents always helped them with toothbrushing had cleaner mouths and less gingivitis than children who always brushed their teeth by themselves. It is concluded that dental health education, which included home visits, was more effective than daily supervised toothbrushing at school in improving and maintaining oral health in pre-school children and that parents should be encouraged to help young children with toothbrushing at home. Such an approach demands considerable resources and may only be suitable for groups of children with special needs.
8
Juuso, H. (Hannu). "Child, Philosophy and Education:discussing the intellectual sources of Philosophy for Children." Doctoral thesis, University of Oulu, 2007. http://urn.fi/urn:isbn:9789514285509.
Full textAbstract:
Abstract The study analyzes the theoretical basis of the Philosophy for Children (P4C) program elaborated by Matthew Lipman. The aim is, firstly, to identify the main philosophical and pedagogical principles of P4C based on American pragmatism, and to locate their pedagogization and possible problems in Lipman's thinking. Here the discussion is especially targeted to the thinking of John Dewey and George H. Mead as well as Lev Vygotsky, whom Lipman himself names as the most pivotal sources for his own thinking. On the other hand, the study aims at opening up new perspectives and thematizations on P4C from the viewpoint of the continental tradition of thought. The essential principles of P4C connected with reasonableness and judgment are ultimately interpreted as a neo-Aristotelian effort to contextualize philosophy by tracing it back to moderation, the man's ability to consider and solve problems that he meets in practical life kata ton orthon logon – by doing right things in the right place at the right time in the right way. This phronetic idea of 'humanizing modernity' combined with the evolution of the adult-child concept is argued to be one of the conditions for the possibility of P4C, yet leaving unsolved the basic problems involving pedagogical action as such. John Dewey's ideas arising from the critique of the modern philosophy of consciousness, focusing on the significance of philosophy in practical human life and linked to the basic nature of human knowing and intellectual growth and, further, to the ideal of a democratic community, are shown to form the main intellectual sources of P4C. Dewey's philosophy as a general theory of education means a solid linking of the concepts of experience and inquiry to the practice of education. This is based on the naturalistic conception of man according to which man is built in dynamic transaction with his environment, experiencing the true meanings of his ideas in the consequences of his actions as he tries to solve problematic situations. So, inquiry as a method of reflective thinking forms the basis for education based on intellectual growth. A condition for it is a context meaningful for the child in which the paradigm of inquiry can be realized authentically. It is therefore important in education to provide circumstances that stimulate the child's curiosity, initiating a process of inquiry that further enables, through the formation of reflective habits, the development of a democratic community. The purpose of the pedagogical interaction taking place in the process of inquiry is to produce educative experiences for the child, making the pedagogical relationship vanish at the same time. The idea is that in pedagogical action the child's subjectivity, his desire and impulses are adapted to the tradition, yet generating at the same time a prospective, reflective habit, thus freeing the educatee to think intelligently for himself. The study shows the articulation of these principles in Lipman's practical effort to convert the classroom into a community of inquiry, but it also argues that the above-mentioned Bildung theoretical core problem of pedagogical action, related to its paradoxical special characteristics to produce autonomous subjectivity, is not thematized. In connection with this issue, the educational thinking of Kant and Hegel is discussed especially from the viewpoint of philosophy teaching. To provide a new perspective for the discussion, the study outlines the community of inquiry as an 'educative space' from the viewpoints of the pedagogical relationship typical of hermeneutic pedagogy and of non-reflective functional structures and phenomena based on pedagogical intuition that are linked to itTiivistelmä Tutkimuksessa eritellään Matthew Lipmanin kehittelemän Filosofiaa lapsille (P4C) ohjelman teoreettisia perusteita. Tarkoituksena on ensinnäkin identifioida P4C:n amerikkalaiseen pragmatismiin palautuvat filosofiset ja pedagogiset pääperiaatteet sekä paikallistaa niiden pedagogisoituminen sekä mahdolliset ongelmat Lipmanin ajattelussa. Tällöin tarkastelun kohteena on erityisesti John Deweyn ja Georg H. Meadin ajattelu sekä lisäksi Lev Vygotsky, jotka kolme Lipman itse nimeää oman ajattelunsa merkittävimmiksi lähteiksi. Toisaalta tutkimuksessa pyritään avaamaan P4C:lle uusia näkökulmia ja tematisointeja mannermaisen ajatteluperinteen näkökulmasta. P4C:n keskeiset järkevyyteen ja arvostelukykyyn liittyvät periaatteet tulkitaan viimekädessä uusaristotelisena pyrkimyksenä kontekstualisoida filosofia palauttamalla se kohtuullisuuteen, ihmisen kykyyn harkita ja ratkaista käytännöllisessä elämässä kohtaamiaan ongelmia kata ton orthon logon – tekemällä oikeita asioita oikeassa paikassa oikeaan aikaan oikealla tavalla. Tämä 'modernin inhimillistämisen' froneettinen idea yhdistyneenä aikuinen-lapsi käsitteen evoluutioon argumentoidaan P4C:n yhdeksi mahdollisuusehdoksi, joka jättää kuitenkin pedagogiseen toimintaan sinänsä liittyvät perusongelmat ratkaisematta. John Deweyn modernin tietoisuusfilosofian kritiikistä nousevat, filosofian merkitystä ihmisen käytännöllisessä elämässä korostavat näkemykset, jotka liittyvät inhimillisen tietämisen ja älyllisen kasvun perusluonteeseen sekä edelleen demokraattisen yhteisön ideaaliin osoitetaan P4C:n keskeisiksi intellektuaalisiksi lähteiksi. Dewey'n filosofia yleisenä kasvatuksen teoriana merkitsee kokemuksen ja tutkimuksen käsitteiden kiinteää kytkemistä kasvatuksen käytäntöön. Tämä perustuu naturalistiseen ihmiskäsitykseen, jonka mukaan ihminen rakentuu dynaamisessa transaktiossa ympäristönsä kanssa kokien ideoidensa todet merkitykset toimintansa seurauksissa pyrkiessään ratkaisemaan ongelmallisia tilanteita. Tällöin tutkimus reflektiivisen ajattelun metodina muodostaa perustan älylliseen kasvuun perustuvalle kasvatukselle. Sen ehtona on sellainen lapselle merkityksellinen konteksti, jossa tutkimuksen paradigma voi toteutua autenttisena. Kasvatuksessa on siten tärkeää luoda olosuhteet, jotka stimuloivat lapsen uteliaisuutta käynnistäen tutkimuksen prosessin, joka edelleen mahdollistaa reflektiivisten tapojen muodostumisen kautta demokraattisen yhteisön kehittymisen. Tutkimuksen prosessissa tapahtuvan pedagogisen interaktion tarkoituksena on tuottaa lapselle kasvattavia kokemuksia häivyttäen samalla pedagogista suhdetta. Ajatuksena on, että pedagogisessa toiminnassa lapsen subjektiviteetti, hänen halunsa ja impulssinsa sovittuvat traditioon generoiden samalla kuitenkin tulevaisuuteen suuntautuvaa, reflektiivistä tapaa vapauttaen näin kasvatettavan ajattelemaan älykkäästi itse. Tutkimuksessa osoitetaan näiden periaatteiden artikuloituminen Lipmanin käytännöllisessä pyrkimyksessä muuntaa koululuokka tutkivaksi yhteisöksi, mutta samalla kuitenkin argumentoidaan, että mainittu pedagogisen toiminnan sivistysteoreettinen ydinongelma liittyen sen paradoksaaliseen erityisluonteeseen autonomisen subjektiviteetin tuottamiseksi ei tematisoidu. Tämän kysymyksen yhteydessä tutkimuksessa tarkastellaan Kantin ja Hegelin kasvatusajattelua erityisesti filosofian opetuksen näkökulmasta. Uutena avauksena tutkimuksessa hahmotellaan tutkivaa yhteisöä 'kasvattavana tilana' hermeneuttiselle pedagogiikalle ominaisen pedagogisen suhteen ja siihen kytkeytyvien ei-reflektiivisten, pedagogiseen intuitioon perustuvien toimintarakenteiden ja ilmiöiden näkökulmasta
9
Hassan, Sufi Ahammad Sirinan Kittisuksathit. "Evaluation of programme factor affecting childhood immunization in Bangladese /." Abstract, 2005. http://mulinet3.li.mahidol.ac.th/thesis/2548/cd381/4738653.pdf.
Full text
10
Lui, Ching Salina, and 呂靜. "A talent development programme from students' perspective." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2007. http://hub.hku.hk/bib/B40040215.
Full text
11
Davies, Catherine Elizabeth. "A play technique programme for autistic children in middle childhood." Pretoria : [s.n.], 2007. http://upetd.up.ac.za/thesis/available/etd-08062008-104801.
Full text
12
Gillespie, Nathan Rodger. "Evaluation of the Ka Mahuri Programme." Thesis, University of Canterbury. Health Sciences, 2009. http://hdl.handle.net/10092/5118.
Full textAbstract:
This study evaluates the effects of the Ka Mahuri programme, which is a multicomponent 10-week intervention for 5-8 year-old children displaying antisocial and off
task behaviours in their mainstream classrooms. The intervention was evaluated by evaluating the progress of five children across two intakes on nine measures. Although substantial difficulties were experienced in collecting the planned data on the children’s progress, it was
apparent from the results that the programme effectively managed the children’s negative classroom behaviour during the intervention. Little evidence of academic gains was apparent and the intended parental involvement only occurred in one case. Further follow up data for
each child will be required to determine whether the changes made through the intervention were maintained in the long term.
13
Cronjé, Kotie. "An ESL programme for preprimary children in Ikageng / Kotie Cronjé." Thesis, Potchefstroom University for Christian Higher Education, 2001. http://hdl.handle.net/10394/10098.
Full textAbstract:
The purpose of this study was to design an ESL Programme for preprimary children in lkageng (a
township near Potchefstroom). In order to do this, literature on course design was reviewed
which included curriculum design, syllabus design and the teaching-learning situation. From this,
a theoretical framework was constructed. A circular model for course design was decided upon
and this included doing a situation analysis, determining the aims, selecting and organising the
content, as well as selecting and organising the teaching methods of the course.
The prescribed curriculum in South Africa, Curriculum 2005 was also studied as the ESL
programme needs to form part of the rest of the preschool curriculum. Therefore the
prescriptions and requirements of Curriculum 2005 for the Foundation Phase was incorporated
into the ESL Programme.
As part of the situation analysis, five case studies were conducted in five preschools in Ikageng.
Data were gathered from the teachers, children and the parents of the children. From this data it
was determined that a need for an ESL programme in preschools existed in Ikageng.
Furthermore, the data gathered from the situation analysis were summarized and incorporated into
the ESL programme.
The programme was therefore designed in accordance with the above-mentioned three aspects,
namely the circular model for curriculum design, Curriculum 2005, and data gathered from the
situation analysis done in the preschools in Ikageng. The aims of the programme were divided
into general aims for the course, as well as specific aims for each week. These aims were
prescribed as outcomes in Curriculum 2005 and specifically the general outcomes for the Literacy
Programme as well as the specific outcomes formulated in the learning area of Language, Literacy
and Communication. The choice and the organisation of the content of the programme were
formulated in terms of skills and activities in the programme. As the activities are presented in the
form of tasks, they also provide brief descriptions of the choice and organisation of the teaching
methods, keeping in mind the abilities of the teachers and the availability of resources in the preschools.Thesis (M.A. (English))--Potchefstroom University for Christian Higher Education, 2002
14
Mankayi, Andile. "Experiences of parents whose children have completed a diversion programme." Thesis, Nelson Mandela Metropolitan University, 2007. http://hdl.handle.net/10948/556.
Full textAbstract:
The goal of this research study was to explore and describe the experiences of parents whose children have completed the diversion programme in order to make recommendations to probation officers, social workers and people who facilitate the diversion programmes. The study focused on the Youth Empowerment Scheme programme (YES Programme) because it is the diversion programme mostly used in the Eastern Cape. The aim of the programme is to divert young people in trouble with the law away from the criminal justice system and to rehabilitate the young offenders by providing them with essential life skills that can address the offenders’ real problems. In the study the researcher made use of a qualitative research approach in an attempt to explore the experiences of parents whose children have completed the YES programme. The permission of the gatekeeper was sought before the study commenced. The researcher used purposive sampling to recruit participants. Data was collected by means of semi-structured interviews. In analysing the data, the researcher used the steps for qualitative data analysis as stated in Creswell (2003:192). Three main themes along with sub-themes and categories were identified during the process of data analysis. The main findings that emanated from this study were: the seemingly upcoming culture of lack of respect for authority on the part of the youth of today. Another major finding of this study is that the traditional function of families, notably, socialisation of young people within the family structure is on the wane. The recommendations that emanated from this study are: that the YES programme needs to be adjusted to address the specific needs of children that are referred to the YES programme and those of their families and communities. Family life should be strengthened through community development programmes that seek to address family problems of any nature, namely, material, psycho-social, economic, to mention just a few. Community development programmes should address fragile families through community development approaches that are comprehensive and integrated.
15
Horwitz, Ula Nadine. "Burned, banished or burnished a pilot study of a school reintegration programme." Thesis, Rhodes University, 1999. http://hdl.handle.net/10962/d1002504.
Full textAbstract:
It is the aim of this research to create a manual and programme for the reintegration of burn-injured primary-school learners in order to assist in their re-socialisation, and to act as a buffer against depression, conduct disorders, and academic lag. Additional aims of the programme included being resource-efficient, flexible, and compatible with Outcomes-Based Education (aBE) principles evidenced in Curriculum 2005. The final aim of the research involved designing the programme in order for teachers to be able to facilitate it. The manual and programme were evaluated through an embedded case study, encompassing a mildly disfigured burn-injured learner, his family, and his school environment by way of his class and teacher. The programme was found to be efficient in its use of resources, congruent with aBE principles, and engaging of the learners and teacher. Participation in the intervention seemed to afford the burn-injured learner with a buffer against depression, but did not prevent academic lag. Minimal teasing was encountered after the programme was implemented, which is contrary to the expected outcomes based on the literature available. Teacher facilitation was not achieved, however, numerous benefits were derived from the intervention for the majority of the participants.
16
Burns, Stephen. "Liturgical theology : children and the city." Thesis, Durham University, 2003. http://etheses.dur.ac.uk/4047/.
Full textAbstract:
Liturgical Theology: Children and the City engages academic liturgical theology, contextual sensitivity and key challenges faced by the church in contemporary Britain. From its initial focus on the emphasis on congregational participation in the twentieth-century Liturgical Movement, and on the Church of England prayer-book Patterns for Worship (1989, 1993) as an example of a late twentieth-century liturgical resource that stresses participation, the thesis deepens perspectives on a number of related issues. As Patterns for Worship was intended especially to encourage participation in specific contexts - worship in 'urban priority areas', and in congregations seeking to include children - the thesis explores the themes of children and the city in order to suggest a range of challenges which need to be engaged by a contemporary contextually-sensitive liturgical theology. Then, as the discipline is largely neglected in Britain, it explores some North American expressions of liturgical theology and identifies a number of themes and features by which the arguments of Patterns for Worship might be strengthened, or questioned and recast on better foundations. Appreciation of the work of Gordon W Lathrop, Don E Saliers and James F White provides the basis for the thesis' contention that engagement with articulate theological perspectives on liturgy is necessary in order for Patterns for Worship to fulfil its potential. Conversely, however, the thesis also identifies issues with which the discipline of liturgical theology has by no means fully engaged, and so invites a more inclusive vision in liturgical theology. Towards the end of the thesis, the work attempts to initiate the kind of approach to liturgy that it claims is needed in order to fulfil the potential of Patterns for Worship. Using resources gleaned from North American liturgical theology it develops theological and practical ideas about how congregations in urban priority areas and seeking to include children can relate their celebration of liturgy to a sense of divine hospitality.
17
Mutenheri, Hellen. "A formative evaluation of the James House programme for orphans and vulnerable children." Master's thesis, University of Cape Town, 2014. http://hdl.handle.net/11427/8546.
Full textAbstract:
Includes bibliographical references.The increasing burden of care and support of orphaned children or those made vulnerable by HIV/AIDS remains a critical and challenging issue particularly in the South African context. A number of community based interventions have been put in place to provide both material and psychosocial support. This dissertation is a theory-driven process evaluation of a programme offering care and support to orphans and vulnerable children (OVCs). The programme is run by James House, a non-governmental organization whose main objective is to meet the basic needs of children in their service area; to protect them from abuse and exploitation, and to ensure there is no family breakdown that would lead to institutionalisation of the children. James House implements a nationally accredited model of care for OVCs called Isibindi. The James House approach involves direct support to OVCs and indirect support through referrals to complementary services. This dissertation presents the results of a formative evaluation of the James House Isibindi programme which provides some insight into the implementation and improvement of the programme.
18
Saungweme, Sandra. "An outcome evaluation of an aftercare programme for HIV and AIDS affected children." Master's thesis, University of Cape Town, 2011. http://hdl.handle.net/11427/12208.
Full textAbstract:
Includes summary.Includes bibliographical references.
The aftercare programme is run by a non-governmental organisation (NGO) called Ikhaya LeThemba (home of hope). Ikhaya LeThemba runs two aftercare programmes: the Intensive Programme, which is specifically for children affected by HIV and AIDS, and the General Programme for children who do not have carers or parents to care for them after school and for children who have special educational needs.
19
Shiri, Sostina. "Outcome evaluation of the Beautiful Gate Ministries' Programme for vulnerable children." Master's thesis, University of Cape Town, 2009. http://hdl.handle.net/11427/9009.
Full textAbstract:
Includes bibliographical references (leaves 56-58).This report presents the findings of the outcome-based evaluation of the Beautiful Gate programme for vulnerable children. The evaluation seeks to ascertain the extent to which the programme is producing the intended results and whether those results include unintended side effects. The Beautiful Gate programme is a social programme aimed at providing care to vulnerable children, their families and the community. The objectives of the programme are to meet the medical, physical, emotional and social needs of vulnerable children, particularly those that are affected by HIV/AIDS in the communities of the Nyanga Health District in Cape Town, South Africa. The programme provides an interim safe environment for children, whilst actively working towards their reintegration into society. The evaluation utilised a descriptive design. Multiple data collection methods were used, which included a questionnaire-based survey and review of programme records. A paper based questionnaire was administered to the programme staff, which consisted of caregivers, administration staff and pre-school teachers. Results from this evaluation study revealed that children who participate III this programme exhibit improved quality of life. Research findings have shown that the children's welfare, personal development and social conditions significantly improved through access to a safe environment, proper nutrition, medical services, education, as well as psychosocial support.
20
Butler, Stephen M. "Dream development and cognitive processing in reading disabled children." Thesis, University of Ottawa (Canada), 1987. http://hdl.handle.net/10393/5094.
Full text
21
Jamison, H. Elizabeth. "Religious understanding in children aged seven to eleven." Thesis, Queen's University Belfast, 1989. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.335977.
Full text
22
Chan, Yuen-kee Karen. "The enhancement of physical activity in primary school students through an individualized physical activity programme." Hong Kong : University of Hong Kong, 2002. http://sunzi.lib.hku.hk/hkuto/record.jsp?B25751979.
Full text
23
Binik, Ariella. "Minimal risk revisited: the ethics of clinical research with children." Thesis, McGill University, 2007. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=18445.
Full textAbstract:
One of the central problems concerning research with children is the delineation of appropriate levels of risk exposure. In the U.S. Code of Federal Regulations, the "minimal risk" concept serves as an anchoring measure for allowable risk. While the regulations sought to promote a balance between scientific advances and the protection of children's vulnerable status, ambiguities in the language of the regulations and the regulatory definition of "minimal risk" have given rise to a great deal of confusion. Research ethics boards and the medical community espouse a multitude of varying opinions regarding the interpretation and application of the federal regulations with more recent research demonstrating an apparent increase in risk without corresponding benefit in pediatric research. Informed by ethical theory, law, and science, this project analyzes the apparent increase in allowable risk, calls for a reassessment of the concept of "minimal risk," and recommends modifications to the federal regulations.Un des principaux problèmes associés à la recherche en pédiatrie concerne la définition des limites appropriées d'exposition au risque. Dans le « Code des règlements fédéraux » des États-Unis le concept de « risque minime » sert de balise pour mesurer le niveau permissible de risque. Cet ensemble de règles cherchait à créer l'équilibre entre le progrès scientifique et la protection du statut de vulnérabilité des enfants, mais certaines ambiguïtés linguistiques dans les textes ainsi que la définition légale du « risque minime » ont causé beaucoup de confusion. Les comités d'éthique de la recherche et la communauté médicale adhèrent à une multitude d'opinions face à l'interprétation et à l'application des règlements fédéraux, et les recherches plus récentes affichent une tendance vers un risque augmenté, sans bénéfice correspondant dans la recherche pédiatrique. Fondée sur des principes de théorie éthique, de droit et de science, cette recherche analyse l'augmentation du risque, suggère une réévaluation du concept du risque minime, et recommande une série de modifications aux règlements fédéraux.
24
Lum, Lai-chun, and 林麗珍. "A weight management programme for obese children: parent-only family-based approach." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2009. http://hub.hku.hk/bib/B43251444.
Full text
25
Chung, Yuk-seng, and 鍾玉倩. "An educational programme to prevent central venous catheter-related infections in children." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2010. http://hub.hku.hk/bib/B44623380.
Full text
26
Breytenbach, Riana. "A motor skills development programme for 10 to 12 year-old children." Thesis, Stellenbosch : Stellenbosch University, 2013. http://hdl.handle.net/10019.1/80092.
Full textAbstract:
Thesis (M Sport Sc)--Stellenbosch University, 2013.ENGLISH ABSTRACT: Many children experience developmental problems without being aware thereof. In a school setting these developmental delays mostly remain unnoticed and are scarcely remediated sufficiently, if at all. Children with developmental deficits often experience movement difficulties and are labelled as clumsy, sloppy or having two left feet. The development of, and proficiency in specific motor skills have been found to play a critical role in the participation of physical activity in children, as well as the maintenance of health and well-being later in life, when entering adulthood. There are, however, countless other factors that affect the optimal development of motor skills and physical activity participation. One such factor is ascribed to instances where children experience problems associated with their environment or the circumstances in which they grow up. Poor socio-economic circumstances and a culturally poor environment, lacking sufficient developmental opportunities, may hinder a child‟s motor skills development and skill learning to such an extent that they cannot reach their full developmental potential. Research suggests that the school environment can provide ample opportunity for the development of motor skills and that all schools should consider implementing motor skills development programmes during the Physical Education (PE) time slots. The mastery of motor skills may influence and benefit the participation in various school sports and may also enhance the ability of children to learn and master new and more complex movement skills within and outside the classroom environment. Thus, due to the fact that children spend a great part of their day at school and in the classroom setting, teachers, especially those facilitating PE, have the opportunity to play a vital role in the acquisition and mastery of important motor skills and subsequently affect the physical activity and developmental future of children. The purpose of this study was to design and implement a motor skills development programme to improve the balance and bilateral coordination of children between the ages of 10 and 12 years in the Stellenbosch region. Two existing classes, from a previously disadvantaged school, were recruited and randomly selected as an experimental (n=35) and control group (n=32). The children completed the Short Form as well as all the Long Form activities for the balance and bilateral coordination subtests of the Bruininks-Oseretsky Test of Motor Proficiency-2 (BOT-2). This was done to provide an overview of the overall motor proficiency and more specifically the level of balance and bilateral coordination. A 12-week motor skills development programme, with a specific focus on balance and bilateral coordination, was designed and implemented by the researcher. The effect of this programme was determined by statistically analysing and comparing the pre- and post-test results with the use of Statistica 2010. The main findings of this study indicated that the intervention programme had a positive, although not statistically significant, effect on the overall motor proficiency and balance and significantly improved bilateral coordination. This study suggests that some of the children, between the ages of 10 and 12, from a previously disadvantaged school in the Stellenbosch region and with access to an established school PE programme, experienced movement difficulties. Consequently, there is great room for improvement and motor skill development in these children. This study can, therefore, be a stepping stone into future research regarding further motor skills research in primary school children, the implementation of expanded motor skills intervention programmes and to improve all the motor skills as opposed to selected motor skills as in this study.
AFRIKAANSE OPSOMMING: Ontwikkelingsprobleme word, sonder dat ʼn mens daarvan bewus is, deur vele kinders ervaar. In die skool-omgewing bly hierdie ontwikkelingsagterstande meestal ongesiens en word min kinders, indien enige, voldoende geremedieer. Kinders met ontwikkelingsagterstande ervaar gereeld bewegingsprobleme en word as lomp, slordig of as iemand met twee linkervoete beskryf. Daar word beweer dat die ontwikkeling van, en vaardigheid in, spesifieke motoriese vaardighede van kinders ʼn kritieke rol in hul deelname aan fisieke aktiwiteit, asook die onderhoud van gesondheid en welstand tydens volwassenheid, speel. Daar is egter talle ander faktore wat die optimale motoriese ontwikkeling en fisieke aktiwiteit deelname van kinders kan beïnvloed. ʼn Voorbeeld van so ʼn faktor word toegeskryf aan gevalle waar kinders probleme, wat met hulle omgewing of die omstandighede waarin hul grootword geassosieer word, ervaar. Swak sosio-ekonomiese omstandighede en ʼn kultureel-arme omgewing, wat tekort skiet aan voldoende ontwikkelingsgeleenthede, mag die motoriese ontwikkeling en die aanleer van nuwe vaardighede tot so ʼn mate inhibeer dat kinders nie in staat is om hulle volle ontwikkelingspotensiaal te bereik nie. Navorsing dui daarop dat die skoolomgewing vele geleenthede vir die ontwikkeling van motoriese vaardighede kan bied en dat daar onderneem moet word om motoriese vaardigheid-ontwikkelingsprogramme tydens Liggaamlike Opvoeding (LO) periodes te implementeer. Die bemeestering van motoriese vaardighede mag die deelname aan verskeie skoolsporte beïnvloed en bevoordeel, asook die vermoë om nuwe en meer komplekse bewegingsvaardighede binne en buite die klasomgewing aan te leer en te bemeester, bevorder. Dus, aangesien kinders ʼn groot gedeelte van hul dag by die skool en in ʼn klasomgewing deurbring, het onderwysers, veral die wat LO fasiliteer, die geleentheid om ʼn noodsaaklike rol in die aanleer en bemeestering van belangrike motoriese vaardighede, en vervolgens fisieke aktiwiteit, asook die toekomstige ontwikkeling van kinders te beïnvloed. Die doel van hierdie studie was om ʼn motoriese vaardigheid-ontwikkelingsprogram, wat balans en bilaterale koördinasie bevorder, vir 10 tot 12-jarige kinders in die Stellenbosch omgewing te ontwerp en implementeer. Twee bestaande klasse vanuit ʼn voorheenbenadeelde skool was gewerf en lukraak verkies as ʼn eksperimentele- (n=35) en kontrolegroep (n=32). Kinders het die kort vorm- asook al die lang vorm-aktiwiteite vir balans en bilaterale koördinasie sub-toetse van die Bruininks-Oseretsky Test of Motor Proficiency-2 (BOT-2) voltooi. Hierdie toetse is afgelê om ʼn oorsig van die algehele motoriese vaardigheidsvlak, en meer spesifiek die vlak van balans en bilaterale koördinasie, te bepaal. ʼn 12-week motoriese vaardigheid-ontwikkelingsprogram, met ʼn spesifieke fokus op balans en bilaterale koördinasie, is deur die navorser ontwerp en geïmplementeer. Die effek van hierdie program is bepaal deur die pre- en post-toets resultate met behulp van Statistica 2010 statisties te analiseer en vergelyk. Die primêre bevindinge van hierdie studie dui daarop dat die intervensieprogram ʼn positiewe, alhoewel nie statisties beduidende, effek op die bevordering van algehele motoriese vaardigheidsvlak en balans, asook ʼn statisties beduidende effek op bilaterale koördinasie gehad het. Hierdie studie dui daarop dat kinders, tussen die ouderdomme van 10 en 12, vanuit ʼn voorheenbenadeelde skool in die Stellenbosch omgewing en wat toegang tot ʼn gevestigde LO program het, steeds bewegingsprobleme ervaar. Dus, is daar groot ruimte vir die verbetering en ontwikkeling van motoriese vaardighede by hierdie kinders. Hierdie studie kan dus as ʼn beginpunt vir toekomstige navorsing in verdere motoriese vaardigheids-navorsing van laerskool kinders, die implementering van uitgebreide motoriese intervensieprogramme, asook die bevordering van alle motoriese vaardighede in vergelyking met geselekteerde motoriese vaardighede soos in die huidige studie dien.
27
Lum, Lai-chun. "A weight management programme for obese children parent-only family-based approach /." Click to view the E-thesis via HKUTO, 2009. http://sunzi.lib.hku.hk/hkuto/record/B43251444.
Full text
28
Teder, Marie. "Evaluation of a family-based behavioural intervention programme for children with obesity." Licentiate thesis, Linköpings universitet, Hälsa, Aktivitet, Vård (HAV), 2013. http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-89959.
Full textAbstract:
Background and aims: Impaired eating habits and reduced physical activity have become associated with obesity in children in the last three decades. Parents have a responsibility to be good models for their children regarding lifestyle patterns and habits. The aim of this thesis was to evaluate a family-based behavioural intervention programme (FBIP) for children with obesity designed for use in paediatric outpatient care. The specific aims were to investigate the clinical outcomes and programme adherence and to examine the children’s lifestyle habits according to their own and their parents’ reports, the agreement between these reports, and the correlations to change in z-BMI (standardized body mass index) from baseline to 12 months after the FBIP. Subjects and methods: This thesis is based on a prospective single-group before/after design. Twenty-six children, 14 boys and 12 girls aged 8.3–12.0 years, and their parents attended 25 group sessions, in 3 child and 3 parental groups, during a 2-year FBIP. The treatment manual, Group treatment for children with Overweight and Obesity and their Parents and the semistructured interview called MORSE, a Swedish term for Food and Activity, Social and Emotional adaptation, emphasizes cognitive and behavioural guidelines and the focus is to change eating and physical activity habits and to maintain the new changes. Results: The results showed that the children decreased their z-BMI from a mean of 3.3 (0.7 SD) at baseline to 2.9 (0.7 SD) 1 year after the completion of the programme. There was a significant decrease in z-BMI in boys from a mean of 3.5 (0.6 SD) at baseline to 3.0 (0.7 SD) (p = 0.001) at follow-up 12 months after completion of the programme; the z-BMI in the girls decreased from a mean of 3.0 (0.6 SD) at baseline to 2.7 (0.8 SD) (p = 0.155) at follow-up. The children’s waist/height ratio (the waist circumference in centimetres) divided by the height (in centimetres) showed no significant decrease over the same period. The biomedical markers of blood glucose metabolism and lipid status remained within the normal range at the 1-year follow-up after program completion compared with baseline. The rate of family adherence to the programme was high. The reports from the children and the parents regarding the children’s lifestyle habits showed a significant increase regarding the level of physical activity after the FBIP (24 months) compared with baseline. Agreement between the children and their parents improved after the FBIP (24 months) compared with baseline, regarding whether the children felt hungry most of the time and the children’s levels of physical and sedentary activity. Changes in the child or parental analyses of lifestyle were not significantly associated with reduced weight 1 year after the end of the FBIP. Conclusions: A 2-year FBIP against childhood obesity implemented in a paediatric outpatient setting can be seen as a potential model for children and their parents. It is important to offer interventions to children with obesity although this FBIP needs to be confirmed with larger populations in a randomized controlled trial.
29
Zazini, Thando William. "The National School Nutrition Programme in selected schools in Peddie." Thesis, Nelson Mandela Metropolitan University, 2016. http://hdl.handle.net/10948/12769.
Full textAbstract:
The Department of Basic Education classifies the NSNP as one of the critical omponents of the government's Programme of Action, which was specifically assigned the responsibility of addressing learners' ability to learn by providing them with nutritious meals. The success of the programme may therefore contribute towards the country's realisation of the Millennium Development Goals which include the reduction of mortality and the eradication of extreme hunger and poverty by 2015 as well as achieving universal primary education. The aim of the National School Nutrition Programme seeks to promote sustainable food production initiatives in all School Nutrition Schools in order to develop skills. It also aims to enhance learning capacity of a learner through feeding and to promote nutrition education in order to improve healthy eating and lifestyles amongst communities. This study seeks to assess the current status in administering the NSNP in selected schools in Peddie, Eastern Cape. Due to the extensive nature of the geographical area of Peddie, this study focused exclusively on 25 schools. For the purpose of this study, a quantitative approach was employed through a questionnaire constructed to obtain the perceptions of the sample group. The responses from the statements in the questionnaire were analysed by a Nelson Mandela Metropolitan University registered statistician. In the last chapter a number of recommendations are stated to aid in improving the current administering status of the National School Nutrition Programme.
30
Morakinyo, Olusegun Nelson. "A historical and conceptual analysis of the African Programme in Museum and Heritage Studies (APMHS)." Thesis, University of the Western Cape, 2011. http://etd.uwc.ac.za/index.php?module=etd&action=viewtitle&id=gen8Srv25Nme4_5648_1346401876.
Full textAbstract:
In 1998 the University of the Western Cape together with the University of Cape Town, and the Robben Island Museum introduced a Post-graduate Diploma in Museum and Heritage Studies. This programme was innovative in that not only did it bring together two universities in a programme where the inequalities of resources derived from their apartheid legacies was recognised, but it also formally incorporated an institution of public culture that was seeking to make a substantial imprint in the post-apartheid heritage sphere as part of its structure. In 2003 this programme attracted substantial funding from the Rockefeller Foundation and was rebranded as the African Program in Museum and Heritage Studies (APMHS). While this rebranding of the programme might seem to be innocently unproblematic and commendable as part of the effort at re-insertion of South Africa into Africa after the isolation of apartheid, an analysis of the concepts employed in the rebranding raises serious theoretical, conceptual, and disciplinary questions for heritage studies as an academic discipline and for its connections with other fields, especially the interdisciplinary study of Africa. What are the implications of a programme that brings together the concepts of ʹAfrican-Heritage-Studiesʹ? Does the rebranding signify a major epistemological positioning in the study of Africa or has it chosen to ignore debates on the problematic of the conjunction of the concepts? This study address these issues through a historical and philosophical analysis of the programme, exploring how it was developed both in relation to ideas of heritage and heritage studies in Africa and, most importantly by re-locating it in debates on the changing meaning of
ʹAfricaʹ in African studies.
31
Kachroo, Gaytri. "Children, violence, and law." Thesis, McGill University, 1990. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=59922.
Full textAbstract:
In this dissertation, I reconceptualize the concept of violence to consider its physical, sexual, psychological and economic dimension. I attempt to add to existing meanings of "violence" to include not only forms of abuse on the individual and group level but also abuse practiced by legal, political, ideological and economic institutions in a collective and systemic manner. Due to the significance of child maltreatment around the globe, I focus on the impact of law on this problem specifically through a study of domestic and international use of the best interests' doctrine; evidentiary issues relating to children; child abuse reporting mechanisms and protection schemes in Canada and elsewhere; and the international protection of children's rights. Lastly, I analyze the benefits of a reoriented rights-based approach to empower children within and without the legal arena.
32
Hayes, Kelli A. "Our moral obligations to disadvantaged children." Thesis, Stellenbosch : Stellenbosch University, 2012. http://hdl.handle.net/10019.1/71680.
Full textAbstract:
Thesis (PhD)--Stellenbosch University, 2012.ENGLISH ABSTRACT: We live in a time of unprecedented wealth and ease, taking airplanes to exotic locales and enjoying a variety of foods from across the globe. Significant improvements in healthcare have increased life expectancy to three times that of Ancient Egypt, once considered the most advanced civilization of its time. Yet despite these advances, millions of children continue to suffer. Ninety-nine percent of the millions of child deaths before the age of five each year are preventable through low cost treatments. Poor children who live past age five usually experience a lifetime of intellectual, physical, and emotional setbacks because of their disadvantaged circumstances. What, if anything, is to be done? This dissertation argues we have strong moral obligations to help children by providing a substantive equality of opportunity so that any differences in socioeconomic or life circumstance result from individual choice, not poor moral luck. These obligations are grounded in the common morality, arise from cosmopolitan applications of beneficence, and include the provision of nutritious food, safe drinking water, adequate sanitation, shelter, certain levels of healthcare and education, and love and guidance. Although the task before us is large, it is not impossible and thus incumbent upon us to fulfill it.
AFRIKAANSE OPSOMMING: Ons lewe in ‘n tyd van ongekende rykdom en gemak, waar ons vlieg na eksotiese bestemmings en ‘n verskeidenheid van kos en ontspanning van regoor die wêreld geniet. Groot verbeterings in mediese sorg het ons lewensverwagting opgestoot tot drie keer die van Antieke Egipte, wat eens op ‘n tyd beskou is as die mees gevorderde samelewing op aarde. Ten spyte van hierdie vooruitgang is daar steeds miljoene kinders wat hulself in ellendige toestande bevind. Nege-en-negentig persent van die kinders onder vyf jaar oud wat jaarliks sterf kon gered word deur laekoste mediese sorg. Arm kinders wat wel langer as ouderdom vyf leef, ervaar gewoonlik ‘n leeftyd van intellektuele, fisiese en emosionele terugslae as gevolg van hulle benadeelde omstandighede. Wat, indien enigiets, kan gedoen word? Hierdie proefskrif argumenteer dat ons ‘n sterk morele plig het om kinders te help deur substantiewe gelykheid van geleenthede te skep sodat verskille in sosio-ekonomiese of lewensomstandighede die resultaat sal wees van individuele keuses, en nie morele geluk nie. Hierdie pligte word begrond deur ons gemeenskaplike moraliteit, spruit voort uit ‘n kosmopolitaanse toepassing van goedwilligheid (‘beneficence’), en sluit die voorsiening van veilige drinkwater, voldoende sanitasie, skuiling, sekere vlakke van mediese sorg en opvoeding, en liefde en voorligting in. Alhoewel die taak wat wat voor ons staan ‘n groot een is, is dit nie onmoontlik nie en dus is dit ons plig om dit te vervul.
33
Degli, Espinosa Francesca. "Verbal behaviour development for children with autism." Thesis, University of Southampton, 2011. https://eprints.soton.ac.uk/197233/.
Full textAbstract:
The utility of functional accounts of language development in establishing the emergence of generalised verbal behaviour in children with autism was evaluated through a programme of research that also investigated ways in which interactions between speaker and listener behaviour can be manipulated to maximise the effectiveness of language-based interventions. Firstly, the Early Behavioural Intervention Curriculum (EBIC) was developed as a comprehensive framework for delivering Early Intensive Behavioural Intervention (EIBI) to children with autism. Secondly, the effectiveness of the EBIC was evaluated through analysis of process data collected during the Southampton Childhood Autism Project (SCAmP). Two subsequent studies provided further controlled investigation of the emergence of naming at the single-word level, the first in vocal children with autism, and the second in non-vocal children with autism who sign. Lastly, research was carried out to evaluate teaching procedures developed to establish complex conditional discriminations in children with autism on the basis of joint control by two types of speaker behaviour. Overall, findings reported indicate that the EBIC provides an effective framework for EIBI in autism, that theoretical accounts of naming and joint control provide a practical basis for developing effective procedures for teaching verbal behaviour to children with autism, and that functional accounts of language development provide effective means of establishing both generalised verbal behaviour and other key life skills in children with autism
34
Kwan, Yuen-yuk Rosemary. "A study of the programme evaluability of Early Education & Training Centre Services /." Hong Kong : University of Hong Kong, 1994. http://sunzi.lib.hku.hk/hkuto/record.jsp?B13990986.
Full text
35
King, M. Jonathan. "The effect of a physical training programme on exercise-induced asthma." Master's thesis, University of Cape Town, 1987. http://hdl.handle.net/11427/25678.
Full text
36
林志明 and Chi-ming Lam. "Engaging children in doing philosophy to promote an open society." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2010. http://hub.hku.hk/bib/B45551777.
Full textAbstract:
Karl Popper developed a falsificationist epistemology in which knowledge grows through falsifying, or criticizing, our theories. Since criticism plays such a vital role in Popper’s falsificationist methodology, it seems natural to envisage his heuristic as a helpful resource for developing critical thinking. However, there is much controversy in the literature over the feasibility and utility of his falsificationism as a heuristic. This study argued that Popper’s falsificationism is justified on the grounds that it not only solves, theoretically, the problem of the bounds of reason in the form of comprehensively critical rationalism, but influences, practically, the research work of scientists from diverse fields. It also found that there is cause for cautious optimism about the effectiveness of falsification as a strategy for solving scientific problems.
Popper’s falsificationist epistemology carries profound political and educational implications. On a political level, it is necessary to establish and maintain an open society by fostering five core values, viz. freedom, tolerance, respect, rationalism, and equalitarianism, as well as three crucial practices, viz. democracy, state interventionism, and piecemeal social engineering. On an educational level, the overriding aim is to nurture in children the requisite abilities, skills, and dispositions characteristic of critical thinking for full participation in an open democratic society. In order to achieve Popper’s educational ideal, this study proposed implementing Matthew Lipman’s Philosophy for Children (commonly known as P4C) programme in schools, arguing that the programme can fulfil the requirements of Popper’s educational ideal through using community of inquiry as methodology of teaching, philosophy as subject matter for inquiry, logic as both means and ends of inquiry, and Socrates as a model teacher for inquiry.
The present study then conducted an experiment to assess the effectiveness of Lipman’s P4C programme in promoting Hong Kong children’s critical thinking. Forty-two Secondary 1 students volunteered for the experiment, from whom 28 students were randomly selected and randomly assigned to two groups of 14 each: one receiving P4C lessons and the other receiving English lessons. The students who were taught P4C were found to perform better in the reasoning test than those who were not, to be capable of discussing philosophical problems in a competent way, and to have a very positive attitude towards doing philosophy in the classroom. It was also found that P4C played a major role in developing the students’ critical thinking.
Considering that the construction of children by adults as incompetent in the sense of lacking reason, maturity, or independence reinforces the traditional structure of adult authority over children in society, it runs counter to the goal of fostering critical thinking in children. As a way to return justice to childhood and to effectively promote critical thinking in children, the present study suggested reconstructing the concept of childhood, highlighting the importance of establishing a coherent public policy on promotion of agency in children and also the importance of empowering them to participate actively in research, legal, and educational institutions.published_or_final_version
Education
Doctoral
Doctor of Philosophy
37
Murris, Karin Saskia. "Metaphors of the child's mind : teaching philosophy to young children." Thesis, University of Hull, 1997. http://hydra.hull.ac.uk/resources/hull:3484.
Full text
38
Haynes, Joanna Elizabeth. "Listening as a critical practice : learning through philosophy with children." Thesis, University of Exeter, 2007. https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.496012.
Full text
39
Kitching, Marilize Mabel. "Developing an age-appropriate dental care programme for preschool children / Marilize M. Kitching." Thesis, North-West University, 2007. http://hdl.handle.net/10394/1078.
Full textAbstract:
Children's oral health is an important but often overlooked component of overall health. Tooth decay therefore remains a common phenomenon among children. It is however entirely preventable through early and sustained intervention. The aim of this research was to develop an age-appropriate programme to enhance children's knowledge and awareness of proper dental care. Action research was applied in this research, which was characterized by various cyclical research phases, including planning, reflecting and implementing. The initial phase of the research included a thorough literature investigation and a baseline assessment, consisting of a questionnaire which assessed preschool children's basic knowledge and awareness of proper dental care. Purposive sampling was used to select 52 Afrikaans-speaking children, between the ages of five and seven years, of different preschools. This age group was chosen because children in this developmental phase are at an age where their activity, curiosity and ability to construct a better system for understanding the world, are key to the process of development. The data obtained indicated a moderate level of knowledge and awareness among the participating children. The initial literature study and the baseline data informed the development of an age-appropriate dental care programme, according to Piaget's theory of cognitive development. The different developmental tasks of the identified age group were considered to be very important in the development of an age-appropriate programme and to teach children the basic aspects of proper dental care by using information and activities that are stimulating, creative and challenging. The programme focuses on basic aspects of proper dental care, including the healthy tooth, loss of primary teeth, the importance of primary teeth and development of permanent teeth, the process of tooth decay, diet, different ways of caring for teeth, and visiting the dentist. Parent involvement was also emphasized in the presentation of the programme. Specialist practitioners in the fields of developmental psychology and dentistry were asked to evaluate the newly developed programme. They were asked to focus on four specific areas, namely, general feedback on the questionnaire that was used for the initial baseline assessment, the overall appearance and presentation of the dental care programme, the relevance and appropriateness of the programme and its activities for the specific age group, and suggestions for further adjustments and improvements. Programme evaluation is an important part of the developmental process and contributes to the eventual appropriate and relevance of the intervention. The specialists' evaluation indicated that the programme appears to be a well-designed intervention that could contribute to enhancing preschool children's knowledge and awareness of proper dental care. Suggestions were made to adjust the programme in
certain areas to make it more appealing to children and to enhance its appropriateness and relevance. For example it was suggested that the language used in the programme be more consistent. More structure should be added to the programme manual to assist facilitators in presenting it. These suggestions were considered to be valuable in improving the efficacy of the age-appropriate programme and the adjustments were made.Thesis (M.A. (Psychology))--North-West University, Potchefstroom Campus, 2008.
40
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.
Full textAbstract:
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.
41
McCreadie, Michael. "The parent programme : a psycho-educational intervention for parents of children with autism." Thesis, Queen Margaret University, 2013. https://eresearch.qmu.ac.uk/handle/20.500.12289/7719.
Full textAbstract:
Background Having a child with autism places significant demands on parents. Few interventions address parental understanding of the meaning behind child behaviour, and the relationship this has with parental stress. Parent-mediated interventions focus on behaviour exhibited by the child and ignore parental stress. This study assesses the impact of a psycho-educational intervention, which assists parents to derive meaning from their child’s behaviour. Aims The overall aim was to investigate if an intervention targeted exclusively at parents would: • Reduce parent stress associated with Child Characteristics • Reduce parent stress associated with Parenting Characteristics • Facilitate changes in parental coping styles Methods A quantitative approach was adopted to evaluate the impact of the intervention. Measures of parental stress (Parenting Stress Index) and parental coping (Ways of Coping, Revised) were taken at three time intervals; prior to, at a mid-point, and at the end of the intervention. Results Questionnaires were completed by 71 parents and the results were computed using a repeated measures analysis of variance (ANOVA). There was a statistically significant change within the parent and child domains of the Parenting Stress Index (p. 0.0005), with parents showing less stress associated with interpretations of their child’s behaviour, and significant changes in their use of problem-focussed coping. Conclusion Parent-mediated interventions that target parent characteristics associated with child behaviour, are inexpensive and have significant benefit. However, we require further research to explore the relationship between stress and coping variables in parents of children with autism to inform the future direction of intervention.
42
Botha, Cornelius J. "Evaluation of a school-based intervention programme for South African children of divorce." Master's thesis, University of Cape Town, 2009. http://hdl.handle.net/11427/11901.
Full textAbstract:
Includes bibliographical references (leaves 78-88).Currently, parental separation in South Africa affects an estimated 30 000 children under the age of 18 annually. These children spend a great part of their day at school where they have to interact with peers and teachers and are expected to perform academically, but parental separation could have a significant impact on their ability to do so. Although research has found that children can be adversely affected by parental divorce, schools in South Africa do not offer any group interventions in an attempt to assist and guide children through what could be an ordeal for them. This study aimed to evaluate the effectiveness of the school-based Children of Divorce Intervention Programme (CODIP) at two South African schools. CODIP is a preventively oriented 12-week group programme for nine to twelve year old children. The aims of the programme are to create a supportive group atmosphere in which children can share divorce-related feelings and clarify misconceptions about divorce. Participants are also taught problem-solving, communication and anger management skills. Twenty-five boys of divorce from two schools (ages 10 to 13 years) were randomly assigned to two experimental groups and one delayed intervention control group. The boys' understanding of divorce was assessed through the completion of the Children's Belief about Parental Separation (CBAPS) scale. The Self Perception Profile for Children (SPPC) was used to assess children's perceptions of themselves, while the Parent-Child Interaction Questionnaire for Children (PACHIQ-R-CH) was employed to determine the boys' perceptions of their families. Questionnaires to determine the boys' general adjustment were completed by the boys, teachers and parents. Boys completed the Strengths and Difficulties Questionnaire (SDQ), teachers the Teacher-Child Rating Scale (T-CRS), the AML-R Behaviour Rating Scale and the SDQ, and parents completed the Parent-Child Rating Scale (P-CRS) and the SDQ.
43
Ndilele, Theodora Zola. "The effectiveness of school nutrition programme of the Eastern Cape Department of Education." Thesis, University of Fort Hare, 2016. http://hdl.handle.net/10353/2005.
Full textAbstract:
This dissertation is about the National School Nutrition Programme (NSNP) in South Africa. This Programme was introduced by government in 1994 with the aim of alleviating poverty; unemployment and improving learning capacity of children. Specifically, it is intended to help poor children and to empower poverty-stricken communities, particularly in the rural areas across all the nine provinces. The focus of this study is on the investigation of effectiveness and efficient management of the Programme in the Eastern Cape Province, with specific reference to Mhlontlo District. Mhlontlo district is one of the predominantly rural areas in the province of the Eastern Cape, a remote area characterized by high levels of poverty and unemployment, and low levels of infrastructural developments. Surrounding Schools in the area are also affected by these problems. Learners at these schools are from poor families. It is for this reason that this scheme becomes important as it is most needed and, to effectively and efficiently realise its intended objectives, it must be properly managed. The main theme of the study revolves around effective and efficient service delivery that must be taken as the first priority in the management of NSNP. Factors that contribute to efficiency and effectiveness must be taken into consideration by all stakeholders and are outlined as follows: The aims in this study is to assess the effectiveness of management of the National School Nutrition Programme at Mhlontlo district in the eastern Cape, to identity shortcomings in the management of the Programme and to suggest possible remedies to improve the management of the Programme to effective service delivery. Against the background of the problem statement, the following questions were posited. How can the management of the National School Nutrition Programme with specific reference to Mhlontlo district be enhanced to ensure that its intended objectives are realized? What effect will improved management have on service delivery in the National School Nutrition Programme? And how will adherence to the Batho Pele Principles improve service delivery in schools with regard to the National School Nutrition Programme? The target population in this study was the learners, teachers and community of Schools around Mhlontlo District whose children are being catered for at school as respondents. Statistics of learners who are beneficiaries of this programme were obtained from surrounding Schools. The percentage of the response to the questions led to the results that services are not delivered as effectively as expected. The study concluded by recommendations of what national and provincial department of Education are required to do together with the school, service providers and the community in order to improve service delivery in schools that participate in the NSNP. Finally, the NSNP is for the deprived citizens of South Africa. The onus is on the community of Mhlontlo District, service providers, teachers and education authorities responsible for the NSNP to work together to make the programme effective for advancing the development of young people.
44
Perez-del-Aguila, Coda Violeta Rossana. "Women and children first : a case study evaluation of the Wawa Wasi Programme in Peru." Thesis, University of East Anglia, 2000. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.364968.
Full text
45
Reid, Siobhan Louise. "Outcomes of an upper limb eccentric strength-training programme for adolescents with cerebral palsy." University of Western Australia. School of Human Movement and Exercise Science, 2007. http://theses.library.uwa.edu.au/adt-WU2008.0016.
Full textAbstract:
[Truncated abstract] Cerebral palsy is the most common physical disability in childhood (Reddihough & Collins, 2003). The most characteristic features of those with cerebral palsy are the physical disabilities that arise as a result of the brain lesion, including; spasticity, muscle weakness and atrophy, soft-tissue contracture and joint deformity. Strength training for young people with cerebral palsy aims to negate the debilitating effects of muscle weakness and improve function. Research need now be dedicated to investigating the mechanisms of strength-training, in an effort to optimise training routines and the prescription of strengthening protocols. The principal goal of the present research was to investigate the impact of eccentric strength training. A novel eccentrically based exercise intervention for the upper limb was implemented to ascertain the benefits on: (i) isokinetic torque development, (ii) the length-tension relationship of muscle (iii) EMG activity, (iv) 3D movement kinematics and (v) psychosocial benefits for children and their families. The analysis of changes in movement kinematics required the development of a reliable and repeatable upper limb 3D biomechanical model for clinical use, constituting chapter three of this thesis. ... This paper advocates the inclusion of measures of work/bodymass and width of the torque-angle relationship as important determinates of the functional integrity of muscle, and the use of EMG activation patterns to characterise neuromuscular mechanisms of training induced changes. The sixth paper aims to determine the effects of the eccentric training programme on upper limb 3D kinematics during functional tasks and to determine if these improvements were also evident on the Melbourne Assessment. Little change was evident in upper arm kinematics following the short-term eccentric training programme, however there was evidence in support of a decrease in compensatory movements at the thorax. The Melbourne Assessment failed to detect any significant changes in performance of functional upper limb tasks following the training programme. The results suggest that 3D kinematic analysis of upper body movement is a sensitive tool for the assessment of interventions for pathological populations. The aim of the seventh paper presented within this body of work was to ascertain the psychosocial outcomes for children with cerebral palsy and their families following the eccentric training programme. This study identified four main themes in the parent and participant responses to the programme; changes in physical health, psychosocial health, changes in activity and participation, and the impact of the psychosocial health of the child on the family were important to participants and their families. This paper reinforces the multi-dimensional nature of the benefits of strength-training, and advocates the assessment of interventions from perspective of the ICF (WHO, 2001). This work has established the reliability of an upper limb 3D biomechanical model for clinical use, and determined the neuromuscular, kinematic, functional and psychosocial outcomes of an upper limb eccentric training programme for adolescents with cerebral palsy and their families.
46
Mostert, Jacomina Jemona. "Pilot study of the effectiveness of the FRIENDS programme in a South African sample." Thesis, Link to the online version, 2007. http://hdl.handle.net/10019/444.
Full text
47
Chan, Ngok-cheng. "Developing a primary 4-6 initiation programme for newly arrived non-Chinese speaking children in Hong Kong." Click to view the E-thesis via HKUTO, 2007. http://sunzi.lib.hku.hk/hkuto/record/B40040021.
Full text
48
Dougherty, Ryan. "Rhapsode Metaphor: Understanding the Student-Teacher Relationship in Philosophy for Children." UNF Digital Commons, 2017. https://digitalcommons.unf.edu/etd/757.
Full textAbstract:
This thesis examines some of the different kinds of metaphors employed in our pedagogical practices. By using the Four Pillars of Philosophy for Children, an alternative metaphor for teaching philosophy is put forth as a viable alternative to the traditional options. This is what we can reasonably call the Rhapsode Metaphor.
49
Chau, Tat-sing, and 鄒達成. "A forgiveness education programme with primary school students." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2004. http://hub.hku.hk/bib/B30247767.
Full text
50
Tsiotra, Georgia D. "Motor coordination among Greek children : from assessment to intervention." Thesis, University of Wolverhampton, 2010. http://hdl.handle.net/2436/109165.
Full textAbstract:
Background: Developmental Coordination Disorder (DCD) describes children with a difficulty to acquire age-specific motor skills. Although there is a significant body of literature addressing developmental and cognitive issues in children with DCD, few studies have actually examined the associations between DCD, physical activity and physical fitness. Therefore, the aim of the present research work was to assess these associations in a series of four successive studies which were set: a) (study 1) to estimate DCD prevalence rates in Greek children and investigate whether these children exhibit different obesity and cardiorespiratory fitness levels than an overseas sample, b) (study 2) to provide evidence on the association between DCD and physical fitness levels, c) (study 3) examine whether a motor skills and exercise training intervention programme affects motor proficiency in a cohort of elementary school children with and without DCD, and d) (study 4) to test the hypothesis that DCD is associated with CVD risk, identify modes of physical activity that mediate such an association and to evaluate the CSAPPA scale as a potential tool for identifying Greek children for DCD. Methods: The total of 574 Greek (Age: 11.46 ± 1.54 years; BMI: 19.96 ± 3.53) children were assessed for anthropometry, physical fitness (flexibility, hand strength, leg explosive power, speed and cardiorespiratory fitness), motor competence (i.e., short form of the Bruininks-Oseretsky Test of Motor Profiency- BOTMP-sf) and subjected to two self assessments for: i) perception of adequacy for physical activity (CSAPPA scale), and ii) children’s participation in physical activity (Participation Questionnaire - PQ). Results: Study 1: Greek children demonstrated significantly higher DCD prevalence rates (p<0.05), higher body fat (p<0.05) and were inferior in both cardiorespiratory fitness (p<0.05) and motor competence (p<0.05) compared to an overseas sample. Study 2: Greek children with DCD demonstrated significantly higher BMI values (p<0.01) and lower leg explosive power (p<0.01), speed (p<0.01) and hand strength (p<0.01) than those without DCD. Study 3: Results showed a significant main effect of time [F(14, 115) = 3.79, p< 0.001; η2 = 0.32] for motor competence (p<0.001) between children with and without DCD. Significant main effects of group (i.e intervention and control groups) [F(42, 351) = 4.01, p< 0.001; η2 = 0.33] were observed for BMI (p<0.01), motor competence (p<0.01), cardiorespiratory fitness (p<0.01), hand strength (p<0.05), leg explosive power (p<0.05), speed (p<0.01), and free time play activities (p<0.05). Study 4: Chi-square comparisons and ANOVA, revealed significantly increased body mass (p<0.05), BMI (p<0.05) and inactivity (p<0.05), as well as significantly decreased cardiorespiratory fitness (p<0.05), motor competence (p<0.05), CSAPPA indices, and participation in free play (p<0.05) in children with DCD. Furthermore, BMI and cardiorespiratory fitness were significantly associated with motor competence (p<0.05) with inactivity as the mediating factor (p<0.05). ROC curve analyses for CSAPPA indicated an optimal cut-off at 62 points. Conclusions: 1) the relatively high DCD and obesity prevalence rates together with the low cardiorespiratory fitness suggest greater health risk for Greek children with the studied condition, 2) children with DCD tend to perform worse in selected physical fitness parameters compared to their normal peers, 3) motor skills and exercise training interventions for children with DCD may improve health and skills related fitness, and 4) inactivity mediates the relationship between DCD and CVD risk in children with DCD. Finally, the CSAPPA scale may serve as a practical and a cost-effective proxy assessment for identifying Greek children with DCD, however as this is not a standardised test for use with children, its use should be treated with caution until further validation work.