Dissertations / Theses: 'Pre-school children'

1

Trees, Sue. "Pre-school children s experience of place." Thesis, Durham University, 2007. http://etheses.dur.ac.uk/2428/.

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The experience of place has been the subject of attention by researchers from a variety of disciplines. However, despite a growing interest in the geographies of children there have been very few empirical studies investigating pre-school children’s experience of place. To address this issue, this thesis seeks to gather understandings of this phenomenon that may inform educational research. This study investigates the individual experiences of place of 12 pre-school children in 3 locations - Durham City, England; Drumlithie a village in Aberdeenshire, Scotland, and Fraserburgh a town also in Aberdeenshire. The empirical work is set within an interpretive approach that is sensitive to the competencies of the children and which is in line with the author's philosophical assumptions. The strategies employed to generate data include an affective activity, research conversations, walking expeditions with cameras, semi-structured interviews and artwork. The theoretical framework for this research is based on an extensive inter-disciplinary review of the literature and is informed by ecological and developmental psychology theories and recent concepts of childhood. It assumes a holistic approach to understanding the complex, multifaceted concept of place as experienced by pre-school children who are themselves viewed as active learners and experts in their own lives. The analysis suggests that the pre-school children in this research experience place on highly personal and individual bases. It appears that the children employ the strategy of breaking a place down into component parts and use these components to structure their understandings. A tentative model is devised to show the workings of this process. The implications of the findings are discussed in relation to current understandings of pre-school children's learning, and suggestions are made for further research.

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2

Wessels, Angela. "The parental role in pre-school children." Master's thesis, University of Cape Town, 2013. http://hdl.handle.net/11427/3806.

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3

Fallahzadeh, Pardis. "Goal-directed Imitation In Pre-school And Elementary School Children." Master's thesis, METU, 2011. http://etd.lib.metu.edu.tr/upload/12613884/index.pdf.

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Imitation is a fundamental way of acquiring knowledge in human development. In their theory of goal-directed imitation (GOADI), Wohlschlä
ger et al. (2003) divide the representation of observed movements into hierarchically organized aspects the highest of which is usually the goal. In a face-to-face imitation task young children usually copy the (spatial) goal of the body movement in terms of perceptual mirror symmetry rather than match them conceptually onto their own body, as adults do. We refer to these imitation schemes as &ldquo
mirroring&rdquo
and &ldquo
matching&rdquo
respectively. In the present study, we investigate the effects of age and perspective of the child with respect to the experimenter (0°
, 90°
, 180°
) in two imitation tasks, a hand-to-ear and a cup-grasping task. Moreover, we evaluate the developmental changes in the imitative behavior of children from a dynamical systems perspective. Children were supposed to imitate the movements of the experimenter. Tasks were conducted on 4.5- to 11-year-old Iranian pre-school and elementary school children (81 female, 84 male). Imitation scores for the spatial goal were analyzed in terms of mirroring or matching. Imitation schemes varied according to age and perspective in both tasks. Overall, older children&rsquo
s imitations of movements were more adult-like as established by an adult Iranian control group than those of the younger ones. They rather matched than mirrored observed movements. In the 180°
and 90°
conditions the mirroring scheme was predominant, but in 0°
matching was predominant. GOADI was confirmed
however it was qualified by the child'
s perspective on the experimenter. Children&rsquo
s imitations showed a non-linear shift from perceptually-based mirroring to conceptually-based matching of observed movements onto their own body. This shift happens between 6 and 8-9 years of age. The amount of matching depends not only on age but also on control parameters such as spatial perspective, task demands, and exposure.

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4

Payne, J. A. "Nutrient intake and growth in pre-school children." Thesis, University of Edinburgh, 1991. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.660468.

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It is widely recognised that our knowledge of the nutrient intake of pre-school children aged 2-5 years and of their nutritional requirements for growth, is poor. Consequently, opinion is divided on whether modified diets, aimed primarily at the prevention of future adult diseases, adequately support growth in pre-school children. Between May 1988 and April 1990 the nutrient intake and growth of 153 pre-school children from Edinburgh, aged 2-5 years, was assessed. 54 children repeated the study after an interval of 12 months to give a total of 207 assessments. Nutrient intake was determined by the 7 day weighed inventory method. Anthropometric measurements included height, weight and skinfold thicknesses. Supplementary information and social details are recorded by questionnaire. The data was grouped and analysed by age and gender of the children, and also by socioeconomic group. For each group of children a low mean energy intake of 80-85% of the current UK Estimated Average Requirement of energy was found (Department of Health 1991). The intake of other nutrients ranged widely, with group mean intakes at or above values of Recommended Nutrient Intakes, except for the intake of vitamin D which was very low and of iron in 2 year old children which was also low. The % of energy from fat, sugar, starch and dextrin varied considerably but no correlations were found with energy intake. Thus low fat or high sugar diets did not affect the average daily intake of energy. Such diets, however, did significantly affect the quality of the diet in terms of mineral and vitamin intakes per 1000 kilocalories. Also, highly significant correlations were found between intake of nutrients during the first and second survey of children studied twice.

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5

Rollins, Nigel C. "Nutritional disorders and interactions Tanzanian pre-school children." Thesis, Queen's University Belfast, 1996. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.318953.

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6

Campbell, Joan. "Parent orientated sex education for pre-school children." Thesis, Stellenbosch : Stellenbosch University, 2001. http://hdl.handle.net/10019.1/52393.

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Thesis (M Social Work)--Stellenbosch University, 2001.
ENGLISH ABSTRACT: The aim of the study was to present guidelines for the composition of a parent orientated sex education programme for pre-school children. An exploratory study was undertaken to describe and investigate the nature and extent of parental sex education to pre-school children. The investigation was done by first exploring existing research literature and describing it. The empirical study was based upon both the literature study and mothers' opinions on sex education. Pre-school children are disproportionately !ll0re likely to be sexually abused with devastating consequences which result in behavioural and emotional problems throughout their lives. The ultimate responsibility of prevention of child sexual abuse should be with the parent. However, two problems persist. Firstly, parents are often the perpetrators and therefore it is not justified to leave the responsibility solely to the parents. Secondly, parents who want to teach their children prevention strategies often lack the skills and knowledge. Therefore, the concept of a prevention structure in which the child can live and find support should be put into practice by the school. Prevention strategies should include sex education, a neutral home environment and a safe environment for disclosure of sexual abuse. This prevention structure should include the teacher, the social worker and the parent. These three components should support each other to implement an atmosphere of prevention and healthy sexual development. Linking and inter-dependence are important because there is always a possibility that one of the participants may be corrupt. Social workers should provide an effective basis for a personal safety programme to parents which should be supported and facilitated by schools. Training parents to become sex educators encourages better parent-child communication, builds the family support network, and has an impact on the ability of the family to deal more positively with sexual concerns. This does not only result in the prevention of sexual abuse but also contributes to the healthy sexual functioning, development and understanding of the sexuality of pre-school children. Through parent orientated sex education, parents can also dispel sexual myths and misinformation that their preschool children gain from peers and other sources. Despite the increasing public awareness devoted to sexual abuse and the advantage of sex education, a formal prevention education structure has not yet been implemented for pre-school children in South Africa. The first objective of this study was to describe and investigate the extent of parental sex education presented to pre-school children. The second objective was to investigate the acceptability of a sex education programme for pre-school children. The third objective was to describe the physical and sexual boundaries existing in the home environments of parents of pre-school children and finally to determine the sexual behaviours of pre-school children, which parents regard as acceptable. The main conclusions, based on the findings of the study, indicated that parents were in favour of sex education for pre-school children and that they require more information which would empower them to sex educate their pre-school children at home. They were also in favour of a classroom-based sex education programme. In conclusion it is recommended that a sex education programme is to be implemented at pre-schools for parents of pre-school children, as well as a classroom based sex education and a personal safety programme for pre-school children.
AFRIKAANSE OPSOMMING: Die doel van die navorsing is om moontlike riglyne vir 'n ouer-georiënteerde seksopvoedingsprogram vir pre-primêre kinders saam te stel. 'n Verkennende studie is onderneem om die omvang en aard van ouer-georiënteerde seksopvoeding vir pre-primêre kinders te ondersoek. Verder is bestaande navorsingsliteratuur bestudeer en beskryf. Die empiriese ondersoek wat daarop volg, is gebaseer op sowel die literatuurstudie as moeders se menings oor seksvoorligting. Pre-primêre kinders het 'n groter kans om seksueel gemolesteer te word wat kan lei tot die ervaring van emosionele- en gedragsprobleme, met vernietigende gevolge vir die res van hul lewens. Die uiteindelike verantwoordelikheid om die kind teen molestering te beskerm, berus by die ouers. Dit skep egter twee probleme. Ten eerste is die ouer dikwels self die oortreder en daarom kan die verantwoordelikheid nie uitsluitlik by die ouer berus nie. Tweedens, is die ouers wat wel seksopvoeding aan hul kinders wil bied, dikwels weens 'n gebrek aan kennis en vaardighede, onbevoeg om dit te doen. Dit is daarom die skool se verantwoordelikheid om 'n voorkomende struktuur te skep waarin die kind kan leef en ondersteuning kan vind. 'n Voorkomende strategie moet seksvoorligting, 'n neutrale leefruimte sowel as 'n veilige omgewing vir die bekendmaking van seksuele molestering insluit. Hierdie voorkomende struktuur moet die onderwyser, die maatskaplike werker en die ouer betrek. Hierdie drie komponente moet mekaar ondersteun om "n atmosfeer van voorkoming en gesonde seksuele ontwikkeling te implimenteer. Aangesien die integriteit van die partye nie gewaarborg kan word nie, is noue skakeling en interafhanklikheid van die drie komponente belangrik. Maatskaplike werkers behoort "n effektiewe persoonlike veiligheidsprogram, wat deur die skool ondersteun en gefasiliteer word, aan die ouers te voorsien. Ouers as seksvoorligters bevorder die kommunikasie tussen ouer en kind, verstewig die ondersteuningsnetwerk van die gesin en ontwikkel die vermoë om seksuele aangeleenthede openlik te hanteer. Gevolglik word seksuele molestering voorkom en gesonde seksuele funksionering bevorder. Die ouer verkry ook insig in die seksuele ontwikkeling van die pre-primêre kind. Deur middel van ouer-georiënteerde seksvoorliging, kan ouers mites en verkeerde inligting, wat dikwels deur die portuurgroep oorgedra word, regstel. Ten spyte van die toenemende mediadekking en bewuswording van die voordeel van seksopvoeding, is daar nog geen formele opvoedkundige voorkomende veiligheidsprogram in Suid-Afrika geïmplementeer nie. Die eerste doelwit van die studie was om die omvang en aard van pre-primêre kinders se seksuele opvoeding te ondersoek. Die tweede doelwit was om ouers se aanvaarding van seksvoorligting van pre-primêre kinders te ondersoek; die derde doelwit was om die fisiese en seksuele grense in die huislike omgewing te ondersoek en laastens, om aanvaarbare seksuele gedrag van pre-primêre kinders te ondersoek. Daar word tot die gevolgtrekking gekom dat ouers wel ten gunste is van ouergeoriënteerde seksvoorligting vir pre-primêre kinders en dat hulle die behoefte het aan leiding om dit te doen. Die ouers is ook ten gunste van die aanbieding van seksvoorligting in die klaskamer. Daar word aanbeveel dat 'n veiligheidsprogram, wat 'n ouer-georiënteerde seksvoorligtingsprogram vir ouers van pre-primêre kinders, sowel as seksvoorligting in die klas behels, in skole geïmplimenteer moet word.

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7

Ewing, Patricia A., and n/a. "Developmental profiles of mucosal immunity in pre-school children." University of Canberra. Human & Biomedical Sciences, 2000. http://erl.canberra.edu.au./public/adt-AUC20060707.154930.

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Previous studies of the ontogeny of the mucosal immune system have shown a significant increase in salivary Immunoglobulin A levels occurring at about five years of age. This study has monitored a group of 3 and 4 year old children during one year of attendance at Pre-School to examine whether such an increase could be linked to increased antigenic exposure associated with moving into a school like environment. Saliva samples were collected at regular intervals and analysed for immunoglobulin and total protein levels. Daily health records were maintained for each child, and a detailed social and medical history was collected for each child at the beginning of the study. The elevated mucosal immune response observed in previous studies involving children in day care centres and attending school was not seen in this study. No significant difference was observed between children who had previously attended Pre-School or child care centres and those who were attending for the first time. However, a marked seasonal increase in mean salivary IgA during the winter months was observed and this increase correlated with an increase in respiratory infections. Hence, in studies of developmental aspects of mucosal immune response it is essential that modifiers such as season and infection be recorded.

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8

Colver, Allan Froggatt. "Evaluation of the health surveillance of pre-school children." Thesis, University of Newcastle Upon Tyne, 1992. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.334834.

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9

Carroll, Julia M. "The development of phonological awareness in pre-school children." Thesis, University of York, 2001. http://etheses.whiterose.ac.uk/9761/.

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10

Bryce, Carol. "Feeding pre-school children : negotiating good motherhood through food." Thesis, University of Warwick, 2014. http://wrap.warwick.ac.uk/65094/.

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Food retains a central importance in family life, which extends beyond its nutritional necessity. Through in-depth interviews with 39 mothers of pre-school children, this study focuses on how mothers negotiate the complex and competing priorities of feeding their children. Mothers are expected to feed their children, according to expert definitions of appropriate nutrition, whilst taking account of individual food preferences and structural constraints. The ways that feeding children intersects with the construction of ‘good’ mother or how mothers negotiate external information and advice on feeding their children has not been the focus of much research. This research considers these issues at a time when government policy remains focused on health, lifestyles and obesity. This study shows that mothers feel the responsibility of motherhood strongly whilst accepting their accountability. It also shows that feeding children is one of the main concerns of mothers of young children and one that occupies a great deal of time. By talking to mothers of different ages and living in different social circumstances, this study shows that all mothers accept the links between food and health and all take account of these links as they look to their children’s future health. All mothers seek external sources of information and advice but sources differ with mothers’ age and social class. Expertise is found not to be the preserve of those with formal qualifications as mothers talked of how expertise is negotiated. Mothers therefore work hard to negotiate their own versions of good motherhood through their food decision-making. By focusing on the aspects of feeding children that are considered the most important at any given time, mothers are able to negotiate their own sense of good motherhood.

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11

Hammarberg, Annie. "Pre-school Teachers’ Perceived Control and Behaviour Problems in Children." Doctoral thesis, Uppsala University, Department of Psychology, 2003. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-3338.

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In this thesis, pre-school teachers’ perceived control, is examined in relation to problem behaviours of children and the actions of teachers in the classroom. In addition, other factors that are thought to relate to teachers’ perceived control were studied.

The results of Study I indicate that pre-school teachers’ high perceived control was related to high intentions to act in the event of child behaviour problems. Teachers’ high satisfaction with their work was also related to high perceived control. Study II showed that low perceived control was associated with having a high proportion of children with a high level of externalising behaviours and of boys in the classroom. Study III shows that children who had a high level of externalising behaviours at the beginning and throughout the school year had teachers with low perceived control. Teachers’ perceived control was not related to their perception of internalising behaviours in the same way as to externalising behaviours and it was unrelated to a change in any direction of problem behaviours. Concerning changes in problem behaviours, no other factor was found, except a low child to adult ratio for a positive change of internalising behaviours. In Study IV, the aim was to examine naturally occurring child–teacher interactions. Teachers’ responding with commands to children was associated with teachers’ low perceived control, whereas restrictive teacher responses were not related to teachers’ perceived control.

The present study indicates that teachers’ perceptions of children are important for their perceived control. It provides evidence that teachers’ low perceived control is associated with their difficulties in handling externalising behaviours and the behaviour of the boys in the classroom. Responding to problem behaviours can be explained by teachers’ perceived control, and their perception of a child’s sex and externalising behaviours.

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12

Howard, Elizabeth Mary. "A developmental assessment of visual perception for pre-school children." Thesis, University of Nottingham, 1991. http://eprints.nottingham.ac.uk/13253/.

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An assessment of Visual Perceptual skills for children of pre-school age (three to four- and-a-half years) was designed. Twenty-one subtests utilise three-dimensional play material where possible to maintain the interest and involvement of young children. Requirements for comprehension of verbal instructions are minimised, as is the necessity for accurate movement responses, making the assessment suitable for use with children who have delayed development and who may have Special Educational Needs such as physical disabilities, language disorder, or learning difficulties, and with non-English speaking children. Normative data was collected from a preliminary standardisation sample of one hundred children aged from two-and-a-half to four-and-a-half years. The Assessment was also administered to twenty children for whom English was not their mother tongue and forty-five children designated as having Special Educational Needs who suffered from a variety of handicaps. Those children whom their teachers suspected of being perceptually impaired were accurately identified by the Assessment. A small group of Down's Syndrome children were also tested, and most were found not to have a specific impairment in visual perception when this was compared to their general level of cognitive development. Good evidence of test-re-test and inter-rater reliability was demonstrated. Validation as established by correlation with existing measures of visual perception.

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13

Maya, N. M. "The development of some spatial terms in pre-school children." Thesis, Bucks New University, 1985. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.375688.

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14

Tonkin, Karen Alison. "Building a schema for health promotion among pre-school children." Thesis, University of Hertfordshire, 2006. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.440184.

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15

Jeffries, Ella. "Children's developing awareness of regional accents : a socioperceptual investigation of pre-school and primary school children in York." Thesis, University of York, 2016. http://etheses.whiterose.ac.uk/13966/.

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This thesis explores children’s developing awareness of regional accents, a relatively under-researched area of socioperceptual work. A series of four experiments are run with children in York between the ages of 2 and 9. These experiments are designed in order to investigate the process by which children progress from the ability to recognise familiar speakers to the ability to group speakers according to their regional accent. The Identification experiment establishes pre-school children’s ability to recognise familiar speakers, while the Recognition experiment finds that features of a familiar speaker’s accent forms part of the recognition process. The Grouping experiment goes on to investigate pre-school children’s ability to group speaker guises according to phonological regional variables based on a Yorkshire/Standard Southern British English (SSBE) accent distinction. Finally, the Second Grouping experiment explores older, primary school children’s ability to group different speakers according to phonological regional variables based on different accent distinctions (Yorkshire/SSBE, Yorkshire/Scottish and Yorkshire/North East). Throughout these experiments, independent variables relating to the children’s backgrounds are found to play a role in their abilities in the tasks. Generally, the girls perform better than the boys and there is an improvement throughout the ages. Furthermore, the children’s exposure to regional variation is found to significantly affect their performance in the Grouping and the Second Grouping experiments. Children with regular exposure to non-local speakers are found to perform better in these tasks overall. It is proposed that the findings from all four experiments are best explained by interpreting them through an exemplar theoretic account. In such an account, speaker categories develop from the abstraction across social-indexical properties of phonetic variation which accumulate through an individual’s experience with variation in their linguistic input.

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16

Al-Janahi, Asma. "Accidental injury to children in their home." Thesis, University of Aberdeen, 2000. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.342110.

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17

Sandford, Heather M. "Integration of children with severe and multiple disabilities into regular pre-school and school settings /." Title page, contents and abstract only, 1989. http://web4.library.adelaide.edu.au/theses/09ARM/09arms2172.pdf.

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18

Djafarian, K. "Association between energy expenditure and body composition in pre-school children." Thesis, University of Aberdeen, 2006. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.590985.

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The aim of my thesis was to assess the variability of EE and weight up the link between this variability and body composition in pre-school children (89 subjects). A further aim was to validate a wrist worn acelerometry (Actiwatch) against direct observation and compare two-points and multi-points calculation methods of total EE using DLW. Our results indicated that Actiwatch is valid and reliable for assessing physical activity (PA) pattern in children. In second study we observed that there was no significant difference between two sample points and multiple sample points to calculate total energy expenditure in pre-school children, while multi-samples gave more precise estimation of TEE than two samples. A considerable variation in resting metabolic rate (73.1%) and TEE (70.9%) was explained by body composition including fat mass and fat free mass. Sleep and PA pattern could make an additional contribution of 20.9% to variation of free-living TEE. Total and regional body composition obtained by dual energy X-ray absorptiometry (DXA) revealed that central FFM did not contribute more in variation of TEE and RMR than peripheral FFM. Although TEE was higher in boys, no significant gender difference was observed for RMR. Our results suggested that regional body composition is more associated to PA than total body composition. Cross-sectional data in this study did not allow us to determine the cause and effect manner of the association between PA and regional body composition. Increased watching TV was associated with greater body fat and it may happen by decreasing PA intensity and not by decreasing physical activity energy expenditure (PAEE) or Physical activity level (PAL). Even though, we die not observe any familial resemblance for PA and RMR between children and their parent, total body composition was more heritable than regional body composition at least in pre-school age children.

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19

Lee, Hiu-man Gillian, and 李曉雯. "Early childhood caries and quality of life of pre-school children." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2008. http://hub.hku.hk/bib/B41651091.

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20

Potter, Gillian K. "The environmental influences on the literacy growth of pre-school children." Thesis, University of Nottingham, 1987. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.361943.

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21

Saleh, Zeinab Saleh. "Diarrhoeal diseases in pre-school children in the United Arab Emirates." Thesis, London School of Hygiene and Tropical Medicine (University of London), 1992. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.341896.

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22

Lee, Hiu-man Gillian. "Early childhood caries and quality of life of pre-school children." Click to view the E-thesis via HKUTO, 2008. http://sunzi.lib.hku.hk/hkuto/record/B41651091.

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23

Young, Sharon Y. "Zookie: A program on self protection for pre-school age children." CSUSB ScholarWorks, 1986. https://scholarworks.lib.csusb.edu/etd-project/389.

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24

Burger, Laetitia Mary. "An investigation into the relationship between kinesthetic sensitivity and balancing ability in pre-school children." Thesis, Rhodes University, 1991. http://hdl.handle.net/10962/d1003497.

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The purpose of this study was to explore the possibility of a linear relationship between kinesthetic sensitivity and balancing ability in pre-school children. Furthermore, the effects of age on kinesthetic sensitivity and balancing ability were investigated. Finally, the role of gender in kinesthetic sensitivity and balancing ability was examined. Fifty-one subjects, between the ages of three and six years, executed five trials on each of two kinesthetic sensitivity tests (an arm abduction test and a hip abduction test); two tests for static balance (on a balance board and on a balance stick) and two tests for dynamic balance (a beam walk test and a stepping stones test). Although the correlations between kinesthetic sensitivity and balancing ability were generally positive, they were very slight. These low correlations are probably an indication that different abilities are required for carrying out the different tasks. Generally, both balancing ability and kinesthetic sensitivity appeared to improve with age. From analysis of individual test results it was obvious that abilities varied from individual to individual (Appendix G). This could have been the result of developmental, motivational or experiential differences. Although the girls generally performed slightly better on most tests than the boys the correlations between test scores for boys were slightly higher than those for girls. At-test indicated that there were no significant differences between the mean scores of the boys and the girls on the balancing or the kinesthetic sensitivity tasks.

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25

Weld, Blundell Samantha. "How can practitioners develop methods of hearing the voice of pre-verbal, pre-school children with SEND?" Thesis, University of East London, 2017. http://roar.uel.ac.uk/6465/.

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The intent of this research was to add to the existing literature regarding hearing the voices of pre-verbal early years’ children with complex and special educational needs and to inform and contribute to the development of communication and interactive methods for this population. This research will be pertinent to the local and national context and recent legislation that promotes collaboration and participation with children, young people and their families. The exploratory research took a post-positivist pragmatic position, with elements from a transformative paradigm. This stance allowed flexibility in the way reality can be captured from this heterogeneous and potentially vulnerable population. This mixed-methods research study included a collective case study of children, parents and teaching staff sampled from a special educational needs school in the UK. Various data gathering methods such as eye-tracking software, questionnaires and observations were used. The findings imply that each child required individualised communication methods and adaptations were informed through observations and parental and teacher information. The findings also indicated a common thread across the case studies, which placed emphasis on adapting and considering the systems around the child, as well as the individual needs of the child themselves. This research will add to the limited, but growing body of literature exploring the barriers to hearing the voices of pre-verbal early years children with complex and SEND, as well as inform Educational Psychology (EP) practice by demonstrating how the views and opinions of this complex population can be included in the decisions that are made about them.

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26

Lam, Mo-kan Fherina. "Obesity among Hong Kong pre-school Chinese children : prevalence and maternal perception /." View the Table of Contents & Abstract, 2007. http://sunzi.lib.hku.hk/hkuto/record/B38479813.

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27

Fairbairn, J. "Stress, cortisol and executive function : a study of pre-adolescent school children." Thesis, University College London (University of London), 2007. http://discovery.ucl.ac.uk/1445476/.

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This review aims to explore the relationship between the human stress physiology and cognitive functioning. In particular, it aims to address the question of whether hormones related to stress (specifically Cortisol), influence the development of executive function in early life. In order to provide a theoretical and empirical background to this area of investigation, the review firstly outlines literature linking early experiences with the development of the human stress response. Evidence for the relationship between the stress physiology and cognitive function in adults and primates is then summerised. The importance of executive functioning as an aspect of child development is considered, before addressing in detail studies which examine the relationship between executive function and the human stress physiology in early life and childhood. The review ends by proposing that the links between early experiences and later cognitive capacities may be mediated by the development and functioning of the stress physiology.

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28

au, bboultwd@iinet net, and Bridget Boultwood. "Trauma and Attachment: The Impact of Domestic Violence on Pre-School Children." Murdoch University, 2004. http://wwwlib.murdoch.edu.au/adt/browse/view/adt-MU20040929.134144.

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29

Lam, Mo-kan Fherina, and 林慕勤. "Obesity among Hong Kong pre-school Chinese children: prevalence and maternal perception." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2007. http://hub.hku.hk/bib/B40052035.

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30

Gibbard, Deborah Jayne. "An evaluation of parental-based intervention with pre-school language-delayed children." Thesis, University of Portsmouth, 1992. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.317272.

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31

Lumb, Alistair Nathan. "The relation between understanding knowledge and understanding belief in pre-school children." Thesis, University of Cambridge, 1999. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.624269.

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Hislop, Jane. "Accelerometry measurement of physical activity and sedentary behaviour in pre-school children." Thesis, Queen Margaret University, 2013. https://eresearch.qmu.ac.uk/handle/20.500.12289/7414.

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This thesis is based on six studies which address questions around the use of accelerometers to measure physical activity and sedentary behaviour of pre-school children: are shorter epochs more accurate? Which epochs are most accurate? Are there advantages to using triaxial accelerometers? Which cut-points are most accurate? Are different generations of Actigraph accelerometers comparable? What is the recommended wear time to provide a reliable estimate of habitual physical activity and sedentary behaviour? Analysis of 7-10 day accelerometry data, collected from 31 pre-school children (mean (SD) age 5.9 (0.7) y), suggests that shorter epochs (15 s) result in significantly greater estimates of time spent in moderate-to-vigorous physical activity (MVPA) in comparison to 60-s epochs (p <0.05). When compared against a direct observation method, Children’s Activity Rating Scale (CARS), with 32 pre-school children (4.4 (0.8) y) during 1 hour of free-play, 15-s epochs were more accurate than 60-s epochs. Comparison of the triaxial RT3 against a uniaxial accelerometer, suggests no advantage of the RT3 accelerometer. The Puyau et al. (2002) cut-points had the ‘best’ agreement with estimates of sedentary behaviour, light intensity and MVPA against the CARS. Different generations of accelerometers were not comparable, however, application of a correction factor to the GT1M data (7164 = GT1M/0.91) may improve comparability of total physical activity. Finally, analysis of 7 day accelerometry data from 112 pre-school children (3.7 (0.7) y) suggests that 3 days of 7 hours provides a reliable estimate of habitual physical activity and that inclusion of weekend days is not necessary. This thesis highlights the implications that methodological decisions can have over apparent estimates of physical activity and sedentary behaviour and has made recommendations for accelerometry use. Ideally, there needs to be a move towards consensus, as, only by adopting standardised approaches to accelerometry use, will comparison between study outcomes become meaningful.

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Rubinsztein, Denise Vivian. "Developmental adjustment of the pre-school child to the divorce process." Thesis, Stellenbosch : Stellenbosch University, 1986. http://hdl.handle.net/10019.1/49633.

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Gousheh, Iraqi Jihad. "Effect of educational involvement through the project approach on thinking strategies of kindergarten children and teaching methods of kindergarten teachers in the Arab society." Thesis, Anglia Ruskin University, 2002. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.247455.

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Elkins, Julie Ann. "An investigation of the social competence of pre-school children in three settings." Thesis, University of Exeter, 2011. http://hdl.handle.net/10036/3055.

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Paper One: An investigation of the social competence of pre-school children within three pre-school settings Abstract This paper is the first of two that investigates the concept of social competence in pre-school children within their pre-school and as they move onto their first year at school. Research has identified the development of social and emotional skills as key to a child’s future well being. Using a social constructionist perspective (Vygotsky, 1978; Rogoff, 1990), this project aimed to identify how pre-schools develop children’s social competence. Twenty-one children were observed in their free choice time at pre-school. Systematic observations recorded child-to-child activity and naturalistic observations recorded the children’s interactions with the adults present. Semi-structured interviews took place with the managers of the pre-schools. There were distinct beliefs amongst the pre-schools about how children’s social competence should be promoted. The observations revealed that the pre-school children were ‘sociable’ either by attaching to an adult or a peer. Adults were also communicative with the children within the ‘free choice’ periods but this was characterised by brief interactions with a broad content of making a request, ensuring a health and safety criteria was met rather than in sustained communication about play. It was concluded that pre-school practitioners may benefit from better targeted training to develop their skills in facilitating children’s social competence within play and that parental input could play a part in developing this. Paper 2 A case study of four children’s social competence during their transition from pre-school to Primary school Abstract This study undertook an examination of four children’s social competences during a period of 18 months while they experienced the transition from pre-school to Primary school. Transition has been described as a time of ‘discontinuity’ (Margetts, 2002). Using Bronfennbrenner’s (1979) ecological framework, there was a focus on the interactions of the child during transition as well as on the school level of influence. The data was explored using a case study approach; the play experiences of four children were recorded using two types of observation (both systematic and naturalistic), semi-structured interviews with pre-school and school staff were conducted and questionnaire data using the Social Competence Behaviour Evaluation, Pre-school edition (LaFreniere and Dumas, 2003) was taken from parents and teachers. In this study, schools had differing approaches to transition and there were found to be gaps in the transition process for children who had had no prior contact with the school. Social competence did not change over transition, except for a dramatic decrease in parent scores for two children. It was argued that children may benefit from more individualised approaches during transition and also better communication between pre-school settings and Primary schools.

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El, Hassan Karla. "The development of a school readiness test for use with pre-school children in the Lebanon." Thesis, University College London (University of London), 1991. http://discovery.ucl.ac.uk/10019193/.

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This study aimed at developing a Lebanese preschool instrument, a Lebanese preschool readiness test that can reliably, accurately, and rapidly identify children who are ready for preschool. Collecting norms and establishing the psychometric properties of the instrument was another major function of this study. To fulfil these functions a thorough review of the literature on preschool screening, preschool instruments, preschool child, and early childhood education was presented. In addition, interviews were conducted with a representative sample of preschool teachers and coordinators in Lebanon, and a clear definition of abilities that need to be assessed before admission was reached. Based on this needs assessment, test specifications were laid down, items were constructed, materials prepared, and directions for administration and scoring were written. The initial version of the test was piloted on a sample of 50 Lebanese children of both sexes aged 2.6 to 5.0. Based on the results of the pilot survey, test items were analyzed, and subsequently some items were revised. The final version of the test appeared with 122 items divided into four major scales: Motor, Memory, Concept, and Language. The test was then normed on a sample of 250 Lebanese children aged 2.6 - 5.0 enrolled (or applying) to large institutions repre~entative of preschool population in Beirut and reflecting three socioeconomic levels (i.e. high, middle, and low). Norms were reported in the form of standardized scores and percentiles. T. and F. tests revealed that the subjects' means significantly varied by age, but that no significant sex differences were noted on the major scales (M, Me, L, & C), but that significant socio-economic differences were noted on the Language scale. The reliability of the instrument was assessed by computing its alpha coefficient, and the obtained r (0.90) spoke well for the internal stability of the LPRT. Finally, the criterion validity of the LPRT was established by correlating subjects' scores with end of the year teacher ratings, and with their score on another preschool screening instrument, the DIAL R. In addition, and concurrent with the development of the test, other validity questions (content, construct) were also answered.

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Ring, Kathryn Ann. "Young children drawing at home, pre-school and school : the influence of the socio-cultural context." Thesis, University of Leeds, 2003. http://etheses.whiterose.ac.uk/21089/.

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The aim of the research was to explore the impact upon the young child's drawing behaviours of the cultural contexts and the views and beliefs of significant others across both home and preschool school settings. The theoretical framework was informed by four significant areas of recent research. Socio-cultural theory, (Vygotsky, 1962, 1978); Bronfenbrenner's (1979) ecological model of child development; Dyson's (1993a), identification of an important role for drawing as part of a continuum of symbol systems used by young children to communicate their intentions and Kress's (1997) recognition of the young child as a 'multi-modal meaning maker', and drawing as one of the available modes used to make sense of the world. Evidence was collected for one month, at beginning of the school year, about seven children's use of drawing across home, pre-school and school settings over a three-year period. Two key research approaches were used: 1. Booklets of each child's drawings and photographs of the activities and contexts in which they drew them, collected by the significant adults in each setting 2. Semi-structured interviews with significant adults and with the children. Contextual information was gathered via photographs/digital images taken in the home and pre-school school contexts and, during the first phase of the project, observations of the children in their settings. The views of adults and children were triangulated against the evidence of drawings and photographs. In the home context the findings particularly highlighted the impact upon drawing of gendered relationships, mothers' control over children's use of space and materials and the difference in experience for children with older or younger siblings. In Foundation Stage contexts drawing was a particularly meaningful activity for girls whilst boys spent more time in three-dimensional construction activity. In Key Stage One contexts the one art lesson each week was skill based and adult directed The study draws attention to the positioning of drawing, as part of a continuum of interrelated symbol systems, between play and writing. It argues for the recognition for its use by the young child within transformative meaning making and as a tool for thinking to be acknowledged in key policy documentation and through training provision for teachers.

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Lockett, Andrew. "A contextual orientation to assessing the special educational needs of pre-school children." Thesis, University of East Anglia, 1996. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.338242.

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Merricks, Melanie Jane. "A screening study of primary speech and language disorders in pre-school children." Thesis, University of Cambridge, 2005. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.614920.

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Mackereth, Catherine J. "Family influences on eating behaviour in low income households with pre-school children." Thesis, Northumbria University, 2003. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.410390.

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Healthy eating advice aimed at families has traditionally been targeted at women in the belief that it is they who make the decisions about food consumption within the family. The overall aim of this study was to explore the family influences on eating behaviour in low income households with pre-school children. It focused on both the man and the woman in the family. It was considered particularly important to include men since the literature showed that little relevant research had been conducted with men on low Incomes. The study consisted of four phases. The first involved interviewing 10 couples in their home. The second phase comprised of two single sex focus groups. The third phase provided a negative case analysis of women who were not prepared to be interviewed with their partners but were willing to be interviewed on their own. The final phase involved 22 couples interviewed in their home to ensure the trustworthiness of the results of the previous phases. The study was conducted from an interpretivist perspective and the findings were analysed, drawing on the principles of Grounded Theory. The male partner and the children were found to be particularly influential on eating behaviour, as was the cost of food and the time available for preparing meals. Families changed their eating behaviour over time and this was especially true once the couple began to co-habit and again when their children were old enough to make choices about what they ate. During the process of the research, the concept of the 'life course' emerged as a major theme and was explored in greater depth using the nutrition career as a theoretical framework. Following on from this, different family cultures were mapped out alongside the life course. These two themes were found to relate dynamically and a 'Life Course and Family Culture' (LCFC) model was developed. It is suggested that this model could be used as a basis for developing health promotion needs assessment tools and a questionnaire developed in the study is suggested as a means of facilitating this.

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Thompson, Linda Ann. "Bilingual children entering pre-school education : an analysis of social and linguistic processes." Thesis, Durham University, 1995. http://etheses.dur.ac.uk/1038/.

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Hay, Alastair D. "The natural history of acute cough in pre-school children in primary care." Thesis, University of Leicester, 2003. http://hdl.handle.net/2381/29429.

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This thesis, of the natural history of acute cough in pre-school children, reports two studies: a systematic review and a prospective cohort study. The systematic review includes data synthesised from eight randomised controlled trials (RCTs) of antibiotics. The patients included in these RCTs appear to be an unrepresentative, selected population. The studies in the review also used different measures and definitions of cough duration, making it difficult to estimate the usual duration of the illness. Therefore, the cohort study determines the prognostic implications of the symptom cough in terms of cough duration, reconsultations and complications in an unselected cohort of pre-school children presenting to primary care. Aims of the thesis: 1. To describe cough duration in terms of the different proportion of children recovering through time. 2. To compare parent and clinician expectation of cough duration with actual cough duration. 3. To identify the clinical factors associated with prolonged cough. 4. To describe reconstruction and antibiotic prescribing rates ad the factors associated with reconstructions. 5. To document the complication rate and derive a clinical prediction rule for complications. 6. To examine the inter-observer agreement between an unstandardised and standardised clinical assessment. Chapter 2 is divided into two parts. First, the general literature review I describe the physiology, aetiology, classification and epidemiology of cough, I review the reasons for parental consultation and the management of cough in primary care, I discuss the development of clinical prediction rates, and their potential role in the management of cough and I present an overview of outcome measures for respiratory tract infections in pre-school children. Second, in the systematic review and meta-analysis, I present the evidence to date regarding the natural history of cough in pre-school children.

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Fröberg, Linn, and Josefin Ravn-Holm. "A study of language development among children with hearing disabilities in pre-school." Thesis, Malmö högskola, Lärarutbildningen (LUT), 2013. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-33664.

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Syftet med studien är att få en förståelse för hur pedagoger arbetar med hörselskadade barns språkutveckling och att synliggöra pedagogernas tankar kring ämnet. En intressant aspekt är att se hur de arbetar och förhåller sig för att alla barn ska utvecklas i språket, både enskilt och i grupp. En annan betydande fråga är hur de gör och förhåller sig för att barnen ska bli trygga i det svenska språket när många av barnen har olika hörselskador på sina öron, samt olika modersmål. Studien har utgått ifrån frågeställningarna – hur förhåller sig pedagogerna till de tvåspråkiga hörselskadade barnen? Hur ser kommunikationen ut mellan hörselskadade barn? Vilka arbetsmetoder använder pedagogerna för att främja hörselskadade barns talade och tecknade språk?. För att få svar på frågeställningarna har observationer och intervjuer gjorts och detta i en form av en kvalitativ metod. För att sedan kunna analysera resultatet har relevant forskning studeras och används. Mycket tyder på att hörselskadade barn utvecklas likadant som hörande barn men att det tar längre tid och att barnen behöver tydlighet, upprepningar och olika arbetssätt för att utveckla språket. Slutsatsen visar på att pedagogernas förhållningssätt har en stor inverkan på hur barnen väljer att försöka utrycka sig, men också hur mycket tålamod, tydlighet och upprepningar som en pedagog måste ha för att kunna främja barnens språk. Kommunikationen barnen emellan visar att det kan behövas en vuxen närvarande för att barnen ska förstå istället för att missförstå.

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Ferreira, Goncalves Widjane. "Movement behaviours in pre-school children from rural Brazil: The influence of parents." Thesis, Queensland University of Technology, 2022. https://eprints.qut.edu.au/235151/1/Widjane_Goncalves_Thesis_07.09.22.pdf.

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This thesis examined movement behaviours of pre-schoolers from rural low-income Brazilian families and associations with parenting practices. 47% of children met the recommended duration of physical activity (PA), 22% screen time (ST) and 62% sleep; with only 10% meeting WHO 24-hour movement guidelines. Parenting practices associated with higher activity were PA to reward/control behaviour, limiting/monitoring ST, explicit modelling/enjoyment of PA, and verbal encouragement for PA. Rules around active play indoors, ST to reward/control behaviour, and explicit modelling/enjoyment of ST were associated with higher ST. Having fewer rules/restrictions around play, limiting ST, and having consistent bedtime routines are recommended parenting practices.

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Varkula, Lindsay C. "Pre-School Children’s Understanding of Cancer: The Impact of Parental Teaching and Life Experience." University of Akron / OhioLINK, 2006. http://rave.ohiolink.edu/etdc/view?acc_num=akron1153327964.

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Sepp, Hanna. "Pre-school Children’s Food Habits and Meal Situation : Factors Influencing the Dietary Intake at Pre-school in a Swedish Municipality." Doctoral thesis, Uppsala University, Department of Domestic Sciences, 2002. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-1750.

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A pre-school-based dietary survey, using seven-day records, focus group interviews and semi-structured interviews, was carried out in a suburban area of Stockholm. The overall objective was to investigate the individual food and nutrient intake of pre-school children at all meals during the day, as well as factors that might influence children’s intake.

The average energy and nutrient intake per day for the whole week was satisfactory for the 109 pre-school children, but the temporal distribution throughout the day was skewed. The energy and nutrient intakes of food at the pre-school were lower than recommended. This was, however, compensated for by meals eaten at home. The children had a more varied food intake during weekdays than weekend days. This study has not provided any evidence to support the selection of water versus milk as a preferable lunch beverage in terms of pre-school children's total milk consumption and general dietary quality. However, the dietary analyses showed that there could be a reason to limit pre-school children’s daily milk and fermented milk intake to half a litre, according to the existing guidelines.

The children associated food and eating with rules and norms. They did not categorise food as good or bad, as adults often do, but as "food" and "non-food"; for example, sweets were not food. The method used in this study, the focus group interview, was judged to be a useful tool for exploring how children think about and jointly reflect upon food. The role of the teacher had changed over the past years and they had not yet found a solid ground for integrating food and meals into their everyday work.

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Puchyr, Donna Conklin. "The effectiveness of art criticism on pre-school children's art vocabulary." Instructions for remote access. Click here to access this electronic resource. Access available to Kutztown University faculty, staff, and students only, 1991. http://www.kutztown.edu/library/services/remote_access.asp.

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Thesis (M. Ed.)--Kutztown University of Pennsylvania, 1991.
Source: Masters Abstracts International, Volume: 45-06, page: 2751. Abstract precedes thesis as [3] preliminary leaves. Typescript. Includes bibliographical references (leaves 39-45).

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Harris, Diana. "Food Insecurity & BMI outcomes among pre-school and school aged children in an inner city setting." Diss., Temple University Libraries, 2009. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/31807.

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Public Health
Ph.D.
Introduction: While the paradoxical association between overweight and household food insecurity (HFI) is well established amongst low-income women, findings remain inconclusive amongst children. The purpose of this study was to determine the relationship between household food insecurity (HFI) and child overweight outcomes in an inner-city, pre-school and school aged population. Methods: This study used a cross-sectional study design augmented by validated Early Pregnancy Study (EPS) data collected during a pregnancy 6 years prior. A random subset of mothers of child-bearing age (23-44 years) and the child resulting from that pregnancy (between 4-7 years of age at time of re-enrollment) were tracked and re-enrolled in this follow-up study. The primary exposure, HFI, was captured using an adaptation of the standardized US Food Security Scale -- embedded within a larger self-report questionnaire addressing selected maternal and child influences (such as health, exercise, and dietary risk factors) on child weight patterns. Maternal and the child BMI outcome was determined through in-home clinical assessment of height and weight and using standard CDC based cutoffs to classify weight status. Self-report and biologically confirmed prenatal EPS data were also obtained to establish useful baseline data and to enhance study results. Exploratory hypotheses examined: (1) Interrelatedness between select maternal and child health, social-environmental, and socio-demographic exposures and (2) Household food insecurity (HFI), prenatal and current maternal and child exposures were explored for their relationship with child BMI. Results: Thirty-six mother-child dyads participated in this follow-up study. Twenty-eight percent of mothers reported HFI; 83% of mothers were classified as overweight or obese and 58% of children were categorized as at-risk for overweight or overweight. Most bi-variate analyses yielded non-significant results, though in-utero drug use was significantly correlated, and mothers who tested positive for tobacco use during pregnancy were also likely to test positive for marijuana use, as determined through biological confirmation (p<0.05). Additionally, current maternal BMI as well as current maternal hip-to-waist ratio were each significantly associated with current child BMI (p<0.05). One unexpected finding included a significant association between current maternal BMI and presence of a co-morbidity in the child (p<0.05). No significant relationships were found between HFI or additional exploratory multivariate models looking at independent effects of prenatal and current maternal-child exposures in predicting child overweight, though current maternal BMI was predictive of child overweight in most analyses. Access to electronic medical record information was highly predictive of participation in this follow-up study (p<0.001). Discussion: This study provided an opportunity to better characterize an attrition-prone population, and, while it is possible to track and identify these women through electronic medical record databases, recruitment efforts were labor-intensive and attrition rates particularly high (~22% of mothers re-enrolled). Overall, the influence of household food insecurity on child overweight remains unclear. However, study findings also demonstrated that maternal weight alone was highly predictive of child overweight as early as pre-school, mirroring empirical evidence in this area. Ultimately, childhood obesity is more effectively prevented when treated as a familial concern. Future studies should continue to explore cumulative influences catalyzing obesity in young children in order to better inform understanding of early obesity onset.
Temple University--Theses

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Moulin, Elizabeth A. "Pre-primary children's progress and the school development plan." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 1997. https://ro.ecu.edu.au/theses/878.

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In recent years several policy changes have occurred in Western Australia regarding the provision of pre-compulsory education, particularly for children turning five. These changes have led to education of such children centred largely in full-time, on-site classes rather than in sessional, independent community centres, resulting in pre-primary education becoming mainstream school business. As such it is incorporated in the administrative, managerial and educational policies of the school including school development planning. The school development plan (SDP), a major tool of accountability within the school, provides a planning framework in selected priority areas in which methods of assessment and evaluation of children's progress are an important tool in demonstrating that accountability. There is a concern among some pre-primary teachers and Early Childhood Education specialists that these changes may lead to a trend towards practices more indicative of upper primary school levels, known as a 'push down' effect, on pre-primary classes. There is also a concern that an emphasis on assessment and evaluation for accountability purposes may lead to a decline in the use of assessment data in classroom planning. This qualitative study examined how and why teachers in selected Perth metropolitan pre-primary classes gathered and recorded information on children's progress, and how these choices related to the teacher's responsibility as articulated in the school development plan. The study also identified how that information was used both at class and school levels.

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Heeney, Simone. "Development and validation of the Pre-school Educational and Psychological Screen (PrEPS)." Thesis, University of Ballarat, 2004. http://researchonline.federation.edu.au/vital/access/HandleResolver/1959.17/34814.

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Children with behavioural, social, and emotional problems in preschool are often at risk for school maladjustment and the development of psychological disorders when they enter the school system. This study sought to develop and validate a preschool screening instrument that could identify the precursors and symptoms of mental health problems and provide targeted intervention processes. Measures included on the screen were 20 items identified by 126 Victorian Prep teachers as most important for school success. When administered by teachers of 143 (68 boys, 75 girls) preschoolaged children, these items demonstrated an internal reliability of .97. Factor analysis resulted in a 3-factor solution, with 'Learning Skills", 'Social Skills', and 'Good Start Skills' emerging as factors. This 'Preschool Educational and Psychological Screen' (PrEPS) demonstrated significant concurrent, predictive, and construct validity. Factor scores were associated with family income, fathers' education, parents' marital status, and child's age, hours of sleep, and gender. Results indicate that the PrEPS is a reliable and valid instrument in the identification of early indicators of psychological problems in preschoolers.
Professional Doctorate of Psychology (Clinical)

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Dissertations / Theses on the topic 'Pre-school children'

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