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Dissertations / Theses on the topic 'Preschoolers'

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Published: 4 June 2021
Last updated: 9 March 2023

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1

Limback, Ellie. "Influences on preschoolers' altruism." Thesis, University of Nottingham, 2012. http://eprints.nottingham.ac.uk/27679/.

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There has been a resurgence of interest in prosocial behaviour in recent years, but many authors avoid the topic of altruism due to the difficulty of discerning the motives behind the behaviour. The present thesis takes a behavioural definition of altruism (i.e. that the point of interest is the altruistic action rather than the underlying motives) and employs a paradigm from experimental economics that minimises the impact of motivating factors aside from altruism: the dictator game. Preschool children's emerging altruistic behaviour is assessed and the norms governing this behaviour are hypothesised. Chapter 1 gives an introduction to prosocial behaviour in general, before focussing on altruism and the dictator game. It demonstrates that while behaviour in older children and adults is influenced by numerous intrinsic and extrinsic factors, little is known about influences on the altruistic and dictator game behaviour of preschool children. Chapter 2 conducts a standard DG with 4-5 year-old children with particular focus on the influence of siblings. It also examines the impact of endowment size, providing a reduced endowment in order to ascertain whether children's understanding of the numerosities involved influences dictator game behaviour. There was no effect of endowment size upon DG behaviour, but sibling status was found to influence donations, with children with older siblings being more likely to donate than those without older siblings. These results are discussed in terms of models of sibling influence. Chapter 3 extends these findings by examining whether adults behave similarly to children and whether the influence of older siblings remains in adulthood. A shift in the influence of siblings was observed, with adults with siblings being more generous than those without siblings, rather than older siblings in particular being beneficial. How these findings further inform models of sibling influence is discussed. Chapter 4 examines how the source of the endowment influences preschoolers' altruistic behaviour in the dictator game by asking children to earn their endowments rather than provide them as a windfall. While previous work has shown that adults are less generous when they have earned their endowment than when it is a windfall, children showed little difference in behaviour according to the source of their endowment, although there is evidence to suggest that children with older siblings are beginning to internalise the relevant norms (otherwise there was no effect of sibling status). Chapter 5 examines the effect of framing upon children's altruistic behaviour by providing different information about the recipient (rather than no information as is standard in the DG). Children gave more to a recipient with positive characteristics than one with negative characteristics and were also influenced by the mere possession of information. Chapter 6 sums up by demonstrating how these findings interact to inform our understanding of preschoolers' altruistic behaviour and outlines areas for future research. Altogether, this thesis demonstrates that there are numerous influences on preschoolers' altruistic behaviour but children are nonetheless similarly altruistic to adults rather than more selfish, as is often assumed.
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2

Meers, Molly R. "Emotional Eating in Preschoolers." Bowling Green State University / OhioLINK, 2010. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1276179789.

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3

Cohen, Rebecca I. "Attention and language in preschoolers." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1999. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape10/PQDD_0009/NQ38232.pdf.

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4

Erdmann, Amy. "Preschoolers' self-concepts are they accurate? /." Connect to resource, 2006. http://hdl.handle.net/1811/21903.

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Thesis (Honors)--Ohio State University, 2006.
Title from first page of PDF file. Document formatted into pages: contains 40 p. Includes bibliographical references (p. 22-24). Available online via Ohio State University's Knowledge Bank.
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5

Helmer, Sylvia. "ESL preschoolers' interpretation of nonverbal communication." Thesis, University of British Columbia, 1985. http://hdl.handle.net/2429/26487.

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Studies indicate that children acquire both verbal and nonverbal acuity at a very early age. Since it is also agreed that the nonverbal forms of communication children learn are culture-specific the acquisition of nonverbal gestures by second language learners is of considerable interest. A study by Kumin and Lazar(l974) indicates that first language speakers as young as three have considerable ability in encoding and decoding the group of gestures known as emblems. The present study extends their findings by comparing the decoding of gestures by native English speakers (age 3-5) with non-native speakers. Thirty-six emblems and illustrators, two forms of commonly used gestures, were decoded by forty children, twenty native speakers and twenty ESL speakers. The gestures chosen .were screened by a panel of ten practicing ESL teachers who considered them to be typical of classroom interaction. The videotape of the gestures was validated by 62 native speakers before being administered to the children. Analysis of variance results indicate there is a main effect for age as well as a very strong effect for ethnicity (native speakers vs ESL). A Spearman's rho rank correlation on the sequence of acquisition of the gestures raises the interesting possibility that there may be a developmental pattern such as is found in the verbal domain.
Education, Faculty of
Language and Literacy Education (LLED), Department of
Graduate
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6

Buller, Terri. "Implicit and explicit memory in preschoolers." Thesis, University of British Columbia, 1990. http://hdl.handle.net/2429/29349.

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Explicit memory refers to conscious or deliberate recollection of recent events and experiences, whereas implicit memory is revealed when the same events and experiences affect performance in the absence of conscious recollection. It is well known that implicit and explicit memory develop differently across the life span: Explicit memory is acquired in early childhood, remains stable across adulthood, and then decreases in later life, whereas implicit memory develops earlier in childhood and remains intact well into late adulthood (for review see Graf, 1990). To explain this pattern of results, it has been suggested that implicit memory performance is mediated by automatic processing, whereas explicit memory performance is mediated by subject controlled processing, such as goals and strategies (e.g., Craik, 1983). My thesis examines whether development during the preschool years has the same effect or different effects on implicit and explicit memory test performance. Toward this goal, I first collected normative data to establish baserate performance on category production tests for use in the main experiment. Subjects consisted of 96 preschoolers and production norms were gathered for 7 different categories. The procedure involved reading a brief story to focus subjects attention on a category and required them to name 5 items from that category. Test performance showed two notable findings. First, some categories had a more gradual drop-off in response rate distributions than others, and second, differences in response rates for the different age groups were greater in some categories than others. The main part of this thesis is an experiment that examined whether development has the same effect or different effects on implicit and explicit memory test performance. Subjects for this study consisted of groups of 12 3-, 4-, and 5-year olds (n=36). The method involved presenting subjects with category production and category cued-recall tests for previously studied items. The items were selected from the norms according to three criteria: frequency of occurrence in the norms was not at floor or ceiling, occurrence frequencies were similar across age groups, and each item was representable as a picture. During the study phase five items were studied from each of 4 categories: CLOTHES, TRAVEL, PLAYGROUND, and ZOO. Ten of the 20 items (5 per category) were studied by each subject -- 5 in a non-elaborative study condition that required subjects to name each item and 5 in an elaborative study condition that asked them to name each item and answer a question about real-life aspects/uses of the item (e.g., "Do boys wear dresses?"). Two sets of target items that were not studied were used to assess baserate performance. The testing phase occurred immediately after the study phase. Implicit memory performance was assessed with category production tests using the same procedure as for the norms study. Explicit memory was assessed with a category cued-recall test. The critical findings from the implicit memory tests were: more priming in the elaborative than in the non-elaborative study conditions, and similarly large priming effects across age-groups. The explicit memory test results showed that performance increased across age-groups, but only for materials in the non-elaborative study condition. In the elaborative study condition 3-year olds' performance was comparable to that of the 5-year olds. The present thesis illustrated the distinction between implicit and explicit memory performance. Furthermore, it supports the hypothesis that while there is overlap of some of the components mediating these forms of memory, particularly related to storage of materials, there are significant differences between other mediating processes of implicit and explicit memory that are more closely associated with retrieval of materials.
Arts, Faculty of
Psychology, Department of
Graduate
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7

Bisseker, Gabrielle Jayne. "Management of Sleep Problems in Preschoolers." Thesis, University of Canterbury. Health Sciences, 2010. http://hdl.handle.net/10092/5329.

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There is minimal research into behavioural interventions for typically developing preschoolers (2-5 years of age) with sleep problems. Often these children are not considered as a distinct developmental group and are incorporated into sleep intervention studies for infants or school-aged children. Yet preschoolers do differ in their language, social and cognitive abilities. The present study examines an intervention tailored to the developmental abilities of four preschool children with sleep problems. It utilised positive reinforcement in order to create a less restrictive intervention than those based on extinction alone. This was combined with a range of other behavioural strategies such as parental presence, standard and graduated extinction to reduce a variety of sleep problems. Problems targeted included bedtime refusal, co-sleeping, night waking and a possible diagnosis of sleep terrors. Behavioural interventions effectively reduced sleep problems in all four participants. Parental report demonstrated acceptance of strategies implemented and satisfaction in intervention outcomes.
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8

Benson, Anita. "Preschoolers’ Parents Navigate Control and Responsibility." Thesis, Malmö universitet, Fakulteten för lärande och samhälle (LS), 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-32212.

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In this paper, I address a situation faced by preschool parents in their interaction with preschool practitioners. In interviews with parents, it became apparent that parents sensed a loss of control over how their children were being raised once they started preschool. The parents in the interviews acknowledge their responsibility regarding how their children are brought up and so struggle to come to terms with this lack of control and try to find solutions. I have looked into previous research as well as policy documents to identify the level of responsibility and control had by preschool institutions and the state and have found that parents are in a position where they are made to have less control but still are held responsible, by themselves and others. An analysis using narrative theory has made more clear the ways in which parents navigate the issue of loss of control versus responsibility. The purpose of the paper is to shed light on a situation faced by parents due to the responsibility attributed to them and the lack of control they have over upbringing, and can help practitioners at preschools be more aware of their role in this and of parents’ struggles.
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9

Pabla, Rajvinder K. "Vision screening in preschoolers (VSP) study /." Adobe Acrobat Reader required to view document, 2009. http://www.neco.edu/library/theses/PablaThesisMay09.pdf.

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10

Weber, Jacqlyne D., Wallace E. Jr Dixon, and Jaima S. Price. "Executive Function Predictors of Preschoolers’ Talk." Digital Commons @ East Tennessee State University, 2016. https://dc.etsu.edu/etsu-works/4914.

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11

Hodnett, Carol Ann. "Training parents to teach their preschoolers." CSUSB ScholarWorks, 1997. https://scholarworks.lib.csusb.edu/etd-project/1474.

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12

Cannon, Nichole Lynn. "The Effects Of Floor Time on Communication Interaction Behaviors Between Typically Developing Preschoolers and Preschoolers with Autism." Miami University / OhioLINK, 2006. http://rave.ohiolink.edu/etdc/view?acc_num=miami1145555483.

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13

Hiipakka, Ciera M. "A Language Analysis of Parent-Child Storybook Reading with Typically Developing Preschoolers and Preschoolers with Autism Spectrum Disorders." Bowling Green State University / OhioLINK, 2011. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1300743673.

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14

Patel, Priyadarshni. "Differences between Nutrition Knowledge of Mothers of Preschoolers and the Growth Status and Dietary Intake of the Preschoolers." Kent State University / OhioLINK, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=kent1586192970437348.

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15

Dartt, Kevin Maurine Morrison George S. "Effects of background music on preschoolers' attention." [Denton, Tex.] : University of North Texas, 2009. http://digital.library.unt.edu/ark:/67531/metadc12114.

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16

Sellers, Tyra P. "Increasing Mand Variability in Preschoolers with Autism." DigitalCommons@USU, 2011. http://digitalcommons.usu.edu/etd/953.

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Language development and the ability to access reinforcement in young children with autism may be impeded by lack of behavioral variability in verbal behavior. The purpose of this study was to investigate the effects of simultaneously teaching multiple responses and extinction of repetition on producing varied verbal behavior in young children with autism. In particular, we examined the effects of these procedures on increasing the behavioral variability of mands used to request edibles in preschool children with autism. For all three participants, neither increasing mand repertoires via teaching multiple responses, nor extinction of repetition, by themselves or in combination were effective at producing stable behavioral variability. However, antecedent strategies (presence of visual cues) were effective at producing varied manding for all three participants.
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17

Janice, Josephine. "Preschoolers' Prosocial Responding to Social Others' Distress." Thesis, University of Louisiana at Lafayette, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10277247.

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Janice, Josephine. Bachelor of Arts, University of Indonesia, Spring 2014; Master of Science, University of Louisiana at Lafayette, Summer 2017 Major: Psychology Title of Thesis: Preschoolers? Prosocial Responding to Social Others? Distress Thesis Director: Dr. Hung-Chu Lin Pages in Thesis: 83; Words in Abstract: 199 ABSTRACT The present study examined the effect of familiarity with social partners on preschoolers? prosocial responses to social others? distress and related their responses to dispositional empathy and temperamental inhibition. Sixty-one preschoolers (38 boys, 23 girls, mean age: 44 months) were recruited from local preschools. Preschoolers went through three conditions of simulated distress in different social partners in the same order (the caregiver, an adult stranger, and an infant manikin). Parent-report Griffith Empathy Measure (GEM) and the Behavioral Inhibition Questionnaire (BIQ) were used to measure children?s dispositional empathy and temperamental inhibition. The results indicated that preschoolers? behavioral responses to social others? distress varied by familiarity with social partners, with the greatest amount of time spent in showing caregiver-oriented actions followed by infant-oriented actions. Overall, higher levels of dispositional empathy were related to a greater amount of time spent in response behaviors with a focus on others? well-being. Temperamental inhibition also exhibited predictive values for prosocial behavior, with high inhibition related to less other-oriented behaviors. Together, the present study underscored the social and personality factors that are implicated with individual differences in preschool children?s prosocial responses to social others? distress. Keywords: preschoolers, prosocial behavior, familiarity, social partners, dispositional empathy, temperamental inhibition

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18

Rallis, Mary. "Localization of preschoolers' behavior on four playgrounds." Thesis, University of Ottawa (Canada), 1993. http://hdl.handle.net/10393/6688.

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Naturalistic observations were made on 72 preschoolers in four daycare centres to determine whether preschoolers preferred certain areas of the playground and whether specific social and cognitive behaviors were localized in particular parts of the playground. Each playground area was classified in one of four ways (enclosed/private areas, play structures, pavement, and sand) to determine whether different areas elicit different behaviors. Whether individual differences in internalizing or externalizing behaviors or sex influenced amount of time spent in different types of areas or number of areas played in were also examined. Results indicated that preschoolers spent more time on pavement and sand than on play structures and private areas and that there was more unoccupied activity in the former two areas than in the latter. Sand appeared to promote fine motor play whereas play structures promoted gross motor play. Results did not support the hypothesis that externalizing or internalizing behaviors or sex influenced the use of space.
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19

Houtmeyers, Kimberley. "Attachment relationships and emotional intelligence in preschoolers." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2000. http://www.collectionscanada.ca/obj/s4/f2/dsk2/ftp03/NQ62322.pdf.

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20

Altun, Dilek. "An Investigation Of The Relationship Between Preschoolers." Master's thesis, METU, 2013. http://etd.lib.metu.edu.tr/upload/12615621/index.pdf.

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The aim of this study was to investigate the relationship between preschool children&rsquo
s reading attitudes and their home literacy environment. In addition, children&rsquo
s perceptions of reading in terms of their reading attitudes were examined as a part of this study. The sample of this study consisted of 261 parents and their 5 year-old children who were enrolled preschool in Ankara, Turkey. The data of this study were collected through child interviews, demographic information forms, and the following questionnaires: the Home Literacy Environment Questionnaire (Umek et al., 2005) and the Preschool Children Reading Attitudes (Saracho, 1986) questionnaire. These questionnaires were both translated into Turkish, and statistical analyses were conducted to control for validity and reliability issues through a pilot study. The results of the study showed that there was a statistically significant relationship between preschool children&rsquo
s reading attitudes and their home literacy environment. In addition, the study revealed there were some differences in children&rsquo
s reading attitudes and their home literacy environment in regards to demographic variables. Furthermore, the study demonstrated that children who have more positive reading attitudes tended to give clearer and more detailed responses to questions and were more aware that writing contains messages. In addition, those children mentioned letters and the role of letters in the learning to read process.
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21

Bonnar, Charlotte Jane. "Behavioural Inhibition and Emotional Processing in Preschoolers." Thesis, University of Southampton, 2010. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.525707.

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22

Veerasamy, Arthi. "Oral Health Literacy of Parents of Preschoolers." Thesis, University of Canterbury. Health Sciences, 2010. http://hdl.handle.net/10092/5116.

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Aim: The aim of this project was to find the level of oral health literacy of parents of preschool age children regarding their child’s oral health. The primary objective was to improve the oral health status of preschoolers and to prevent early childhood caries. Methods: 117 participants (parents of preschoolers) completed a self-administered oral health literacy questionnaire. Data obtained from the study was analysed using a statistical package (SPSS). Firstly, descriptive analysis was undertaken generating tables and graphs of sociodemographic variables. Later, associations between oral health literacy and sociodemographic variables were identified and also relation between parents’ oral health literacy and their attitude towards water fluoridation in Christchurch was identified using bivariate and multivariate analysis. Psychometric analysis was generated to test validity and reliability of the oral health literacy questionnaire. Results: In the total sample, 38% of participants had poor oral health literacy regarding their child’s oral health. The results also indicated that there were associations present between parents’ oral health literacy and socio-demographic variables such as ethnicity, education and family income. Nearly half of the parents opted for water fluoridation in Christchurch. A strong association between parents’ oral health literacy and their attitude towards water fluoridation was identified. In the total sample, 40% of parents were not aware of need for first dental visit before the school age. Reliability was good for the developed oral health literacy instrument. Conclusions: This study of parents’ oral health literacy in Christchurch, New Zealand identified association of oral health literacy and socio-demographic variables which gives future guidance to improving oral health status of New Zealand children. The relation 6 between parents’ oral health literacy and their attitude towards water fluoridation was shown in this study. This result might be used in future water fluoridation surveys. Future studies are needed to examine health care provider’s perspective in improving parents’ oral health literacy and to tailor more effective public health interventions to improve parents’ oral health literacy.
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23

Hartin, Travis L. "REPRESENTATIONAL INERTIA IN PRESCHOOLERS’ OBJECT LABEL LEARNING." Kent State University / OhioLINK, 2011. http://rave.ohiolink.edu/etdc/view?acc_num=kent1322573040.

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24

Kaesberg, Julia Loomis. "Use of Photovoice in Raising Healthy Preschoolers." Miami University / OhioLINK, 2016. http://rave.ohiolink.edu/etdc/view?acc_num=miami1461871890.

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25

Schultheis, Ann Marie M. "Language needs of preschoolers with behavior problems /." The Ohio State University, 2001. http://rave.ohiolink.edu/etdc/view?acc_num=osu1488205318509321.

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26

Turcotte, Amy D. "Preschoolers' Beliefs About Overt and Relational Aggression." Thesis, University of North Texas, 2004. https://digital.library.unt.edu/ark:/67531/metadc4568/.

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This paper describes the development of the Beliefs About Overt and Relational Aggression Scale. The Beliefs About Overt and Relational Aggression Scale was designed to assess preschoolers' normative beliefs about these two types of aggression. Findings about the scale's internal reliability and test-retest reliability are presented. Findings about similarities and differences between beliefs about relational and overt aggression and gender are also discussed. Discussions about correlates of aggression, measuring aggression, and measuring beliefs are included.
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27

Dartt, Kevin Maurine. "Effects of Background Music on Preschoolers' Attention." Thesis, University of North Texas, 2009. https://digital.library.unt.edu/ark:/67531/metadc12114/.

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Background music is often used in preschool classrooms with the belief that music makes children smarter and increases attention. The purpose of this study was to determine if background music increased children's focused attention during play activities. Focused attention occurs when children maintain attention to a task regardless of distractions. This quasiexperimental study investigated background music and play in a laboratory setting. I videotaped individual children during play with math manipulatives in a pretest-posttest research design with background music used as the treatment. Forty-three 3-, 4-, and 5-year-olds played for 15 minutes. The first 5 minutes of play had no music (pretest), the second 5-minute play episode had background music (treatment), and the final 5-minute play episode had no background music (posttest). Data were analyzed using one-way repeated measures analysis of variance. Findings revealed that the subjects paid less attention to the play task with background music than they did during the pretest, with no music. Another key finding was that children with more musical experiences at home, as reported by the Child's Home Musical Experience Survey (CHIMES), exhibited longer periods of focused attention with background music. This study confirmed previous research that 3-year-old children have shorter focused attention than 4- and 5-year-old children with and without background music. These findings have implications for teachers and parents that background music, instead of increasing attention in children, might indeed decrease children's focused attention during play activities.
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28

Lipko, Amanda Rae. "Preschoolers' persistent overconfidence in their recall memory." [Kent, Ohio] : Kent State University, 2008. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=kent1214583736.

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Thesis (Ph.D.)--Kent State University, 2008.
Title from PDF t.p. (viewed Oct. 5, 2009). Advisor: William Merriman. Keywords: metacognition; recall memory; cognitive development. Includes bibliographical references (p. 65-71).
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29

Dodd, Barbara, B. W. Hodson, E. Strand, and A. Lynn Williams. "Working with Preschoolers with Highly Unintelligible Speech." Digital Commons @ East Tennessee State University, 2008. https://dc.etsu.edu/etsu-works/2072.

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30

Godfrey, Michael K. "Preschoolers' Perception of Their Alternative Care Environments." DigitalCommons@USU, 1992. https://digitalcommons.usu.edu/etd/2353.

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The purpose of this study was to examine children's perceptions of their alternative child care environment without constraining thought processes or suggesting appropriate answers. The Child Care Game Assessment (CCGA) was developed to meet these goals. The CCGA is a role-plating, game-like assessment for preschool children. It uses a model of the child's alternative care environment and allows children to act out portions of a typical day. The CCGA was administered to 57 four- and five-year-old children attending non-parental child care. Twenty-one children (11 boys and 10 girls) attended Utah State University's Child Development Laboratory, a 10-hour-per-week preschool. Twenty-one children (10 boys and 11 girls) participated in a full day child care centers, and fifteen children (12 boys and 3 girls) attended state-licensed, full-day home care settings. The CCGA provided a factor score that reflected each child's perceptions regarding several areas of child care. These factors yielded a "contentment" score that measured how children liked attending their alternative child care environment. Results suggested that children generally liked attending alternative child care. They viewed care providers as an important element contributing to their contentment. Children are the primary consumers of alternative care and their perceptions concerning child care were imperative. They furnished convergent data regarding their preferences at child care and gave important information regarding child care practices. The CCGA appears to provide useful information regarding children's perceptions of alternative child care. Parents and child care providers can use this information to provide children with better alternative environments by noting interactions and providing child-centered activities.
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31

Estes-Del, Re Re Darlene M. "Preschoolers' Use of Technology in the Classroom." ScholarWorks, 2011. https://scholarworks.waldenu.edu/dissertations/954.

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Almost from birth, children are immersed in a technologically rich world yet they often enter preschools that offer little to no use of technology. Preschool learning is tied to more traditional forms of reading and writing; this may be inconsistent with the ways children are learning at home and will learn in elementary school. Despite growing interest in creating learning environments that better mirror the technological experiences of the home, there is a significant gap in current research about how learning is affected in preschool environments designed with multiple forms of technology. This qualitative single case study was designed to explore children's preferred uses of technology for learning in a Montessori preschool. The study was supported by the New London Group's theory of multiliteracies and the model of the Montessori method. Data were collected using pre and post teacher interviews, observations, and student generated video and audio recordings of learning activities. Data were coded to form preliminary categories, and open coding was used to generate themes. The findings revealed that children preferred to use technology to express ideas, to write stories, and to visually document and share their learning experiences with others. When technology was made readily available for learning, children became confident, independent, and responsible users. The inclusion of technology also increased learning and encouraged children to socially interact through new media. Implications for social change include the implementation of learning tools that are more closely aligned with those used in future schooling which may result in higher achievement.
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32

El, Hayek Jessy. "Correlates of vitamin D status in Inuit preschoolers and adults and correlates of bone mineral density in Inuit preschoolers." Thesis, McGill University, 2011. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=104630.

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Evidence since the Nutrition Canada Survey (1973) suggests that Aboriginal people have low intakes of vitamin D and are shifting away from the consumption of traditional foods (TF). Further risk factors including higher body mass index (BMI), ethnicity, and latitude status predispose Aboriginal populations to low vitamin D status. In addition, previous studies suggest that Aboriginal children, as a group, are at a higher risk for low bone mass compared to other Canadian infants as a function of vitamin D. Thus, the objectives of this thesis were to: (i) determine the prevalence of vitamin D deficiency, insufficiency and optimal concentrations in Inuit adults and preschoolers; (ii) identify contributors to vitamin D intake, including market foods (MF) and TF among Inuit adults and preschoolers and compare usual vitamin D intakes to the recommended adequate intake (AI) in Inuit adults and preschoolers; (iii) identify predictors of an optimal vitamin D status in Inuit adults and preschoolers; and (iv) identify predictors associated with a higher bone mineral density (BMD) in Inuit preschoolers. Data for this study were obtained from the 2007-2008 Inuit Health Survey (IHS), which included 2599 adults (≥ 18 years (y)) and from the Child Inuit Health Survey (CIHS), which included 388 preschoolers (3 to 5 y) who were randomly selected. For objective (i), plasma or serum 25-hydroxy vitamin D (25(OH)D) was measured by Chemiluminesent technology (DiaSorin, Liaison). For objective (ii), usual intakes of adults were estimated by using information on within person variability obtained from a previous study. Vitamin D intake of preschoolers was adjusted using a second 24 hour dietary recall (24 h recall) and an estimation of the adjusted vitamin D intake was calculated following the guidelines by the Institute of Medicine. For objective (iii) and (iv), logistic regression was used. Also, for objective (iv), heel BMD was estimated using ultrasound Sahara Sonometer. Results showed that vitamin D status of Inuit preschoolers and adults was low at the end of summer. With the decreasing consumption of TF, 14.1-64.7% of adults and 61.4 of preschoolers met or exceeded the AI for vitamin D. In adults, TF was the major contributor to vitamin D intake, whereas in preschoolers, TF intake was too low to establish links to vitamin D status. However milk was the major contributor to vitamin D intake in this age group. The strongest predictors of an optimal vitamin D status among Inuit adults were older age and healthy waist circumference, while for preschoolers, vitamin D intake above the AI and younger age were the strongest predictors. Finally, the strongest predictors of BMD were higher BMI and MUFA intake plus lower latitude. This is the first assessment of vitamin D status of the Inuit population in 30 y and the first assessment of BMD in Inuit preschoolers. In conclusion, this research has identified a high prevalence of low vitamin D status in Inuit preschoolers and young adults. Since TF was positively associated with vitamin D status, further investigation across different seasons would confirm if these observations are consistent year-round.
Depuis l'Enquête de Nutrition Canada (1973), la littérature suggère que les Autochtones ont de faibles apports en vitamine D et détournent de la consommation d'aliments traditionnels. De plus, d'autres facteurs de risque comme l'âge, un indice de masse corporelle (IMC) élevé, l'ethnicité et la latitude prédisposent les populations autochtones à un faible statut en vitamine D. En outre, des études antérieures suggèrent que les enfants autochtones constituent un groupe à risque plus élevé pour une faible masse osseuse par rapport aux autres enfants Canadiens en fonction de la vitamine D. Ainsi, les objectifs de cette thèse ont été de (i) de déterminer la prévalence de la déficience, l'insuffisance et la concentration optimale en vitamine D chez les adultes et les enfants d'âge préscolaire Inuits; (ii) identifier les contributeurs à l'apport en vitamine D, y compris les aliments du marché et les aliments traditionnels chez les adultes et les enfants d'âge préscolaire inuits et comparer l'apport habituelle en vitamine D á l'apport adéquat des adultes et des enfants d'âge préscolaire Inuits; (iii) identifier les facteurs prédictifs d'un statut optimal de la vitamine D chez les adultes et les enfants d'âge préscolaire Inuits ; et (iv) identifier les facteurs prédictifs associés à la densité osseuse des enfants d'âge préscolaire Inuits . Les données de cette étude ont été obtenues du 2007-2008 IHS, qui comprenait 2599 adultes (≥ 18 ans) et du CIHS, qui comprenait 388 enfants d'âge préscolaire (3 à 5 ans) sélectionnés aléatoirement. Pour l'objectif (i), le 25 (OH) D plasmatique ou sérique a été mesurée par la technologie Chemiluminesente (DiaSorin, de liaison). Pour l'objectif (ii), les apports habituels des adultes ont été estimés en utilisant l'information sur la variabilité intra-personne obtenue à partir d'une étude précédente, d'autre part, l'apport en vitamine D des enfants d'âge préscolaire a été ajustée pour un deuxième rappel de 24 h et une estimation de la dose de vitamine D ajusté a été calculé suivant les directives de l'Institut de médecine. Pour l'objectif (iii) et (iv), la régression logistique a été utilisée. En outre, pour objectif (iv), la densité minérale osseuse au niveau du talon a été estimée en utilisant le sonomètre d'ultrasons Sahara. Les résultats ont montré que le statut en vitamine D chez les enfants d'âge préscolaire et les adultes Inuits était faible à la fin de l'été. Avec la diminution de la consommation d'aliments traditionnels, 14.1-64.7% des adultes et 61.4 des enfants d'âge préscolaire avaient des apports égaux ou supérieurs à l'apport adéquat pour la vitamine D. Chez les adultes, les aliments traditionnels ont été le principal contributeur à l'apport en vitamine D, alors que chez les enfants d'âge préscolaire, l'apport en aliments traditionnels était trop faible pour établir des liens avec le statut en vitamine D. Toutefois le lait a été le principal contributeur à la vitamine D dans ce groupe d'âge. Les meilleurs prédicateurs d'un statut optimal en vitamine D chez les adultes inuits étaient l'âge et un tour de taille sain, tandis que pour les enfants d'âge préscolaire, l'apport en vitamine D au dessus de l'apport adéquat et le jeune âge étaient les meilleurs prédicateurs. Enfin, les meilleurs prédicateurs de la densité minérale osseuse plus élevée étaient un apport en calcium au dessus de l'apport adéquat, une latitude moins élevée et un IMC plus élevé. Il s'agit de la première évaluation du statut de la vitamine D de la population Inuite depuis 30 ans et de la densité minérale osseuse des enfants d'âge préscolaire. En conclusion, cette étude a identifié une prévalence élevée de faible statut en vitamine D chez les Inuits d'âge préscolaire et les jeunes adultes. Puisque les aliments traditionnels étaient positivement associés au statut de la vitamine D, une enquête plus approfondie, à travers les différentes saisons, devrait confirmer si ces observations sont cohérentes toute l'année.
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33

Driest, Jill. "Teachers' Judgments of Emergent Literacy Skills among Preschoolers." NSUWorks, 2012. http://nsuworks.nova.edu/cps_stuetd/26.

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The present study explored the relationship between indirect and direct assessment of preschoolers' emergent literacy skills. Subjects were 207 preschool-aged children, ranging in age from three to five years old who attended either the Mailman Segal Institute (MSI) Family Center, a private preschool comprised of children from primarily upper middle-class homes, or Jack and Jill Children's Center, a publicly subsidized preschool. Indirect assessment of the children's emergent literacy skills was gathered through the completion of the Teacher Rating of Oral Language and Literacy (TROLL) and a modified version of the Pupil Rating Scale (PRS). Direct measurement of the children's emergent literacy skills was obtained through multiple assessments including the Get Ready to Read! (GRTR!),the standardization version of the Preschool Comprehensive Test of Phonological Processing (Pre-CTOPP), and the Woodcock-Johnson III Tests of Cognitive Abilities (WJ IIII COG) and Woodcock-Johnson III Tests of Achievement (WJ III ACH). Overall, results revealed a moderate positive correlation between indirect assessments and direct assessment of emergent literacy with higher teacher ratings on the TROLL and modified PRS correlated with higher scores on the direct assessment measures. When comparing the two preschools, results revealed inconsistent relationships between direct and indirect assessment of emergent literacy skills depending on which assessment measure was utilized.
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Gallegos, Celeste Bryony. "Why are Infants Such Bright Language Learners? An Insight into Language Learning in Typically Developing Preschoolers and Preschoolers with SLI." Thesis, The University of Arizona, 2015. http://hdl.handle.net/10150/579246.

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Infants are especially bright language learners. Newport (1990) suggests language learning occurs under maturational constraints meaning less mature learners seem better equipped to learn language. We suggest that this "immaturity" is driven by reliance on implicit learning which makes infants more "open-minded" (Quam et al, 2015). In order to shed light on implicit learning deficits in preschoolers with SLI and how these children may be similar to adults learning a second language, our preliminary studies ran 49 children between 48-73 months of age in a sound-category learning task that was best learned by integrating two sound dimensions. This type of information-integration category structure has been shown to be best learned implicitly (Maddox et al, 2013). In Experiment 1 (training and test blocks), 9 of the 11 children who showed learning relied on F₂ for their category judgements. In Experiment 2 (test blocks), all 6 "learners" relied primarily on F₂. Overall, there was minimal cue integration. We concluded that Experiments 1 and 2 promoted use of explicit learning instead of implicit learning. Experiment 3 will utilize separate sound-category learning tasks (one explicit, one implicit) to help us evaluate sound-category learning in typically developing children and children with SLI from local preschools.
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35

Klein, Jolie. "Impact of learning centers on preschoolers' social development /." Staten Island, N.Y. : [s.n.], 2005. http://library.wagner.edu/theses/education/2005/thesis_edu_2005_klein_impac.pdf.

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36

Prachumporn, Suwantra McCarthy John R. Mogilka Judith Ann. "Effects of the creativity training program on preschoolers." Normal, Ill. Illinois State University, 1994. http://wwwlib.umi.com/cr/ilstu/fullcit?p9521343.

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Thesis (Ph. D.)--Illinois State University, 1994.
Title from title page screen, viewed April 14, 2006. Dissertation Committee: John R. McCarthy, Judith A. Mogilka (co-chairs), David L. Tucker, James C. Palmer. Includes bibliographical references (leaves 118-121) and abstract. Also available in print.
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37

Gross, Amber Desiré. "Screening Preschoolers for Autism with Behavior Rating Scales." TopSCHOLAR®, 2009. http://digitalcommons.wku.edu/theses/53.

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Early identification of autism is important in order to maximize the potential of intervention efforts. However, the identification of autism can require extensive training and experience. Psychologists routinely use behavior rating scales to assess children for various social, emotional, or behavioral problems when completing evaluations in the school or clinical setting. The focus of the current study is to determine whether a behavior rating scale can accurately distinguish between referred preschoolers with autism and referred preschoolers without autism. Parents of 82 preschoolers referred to a nonprofit child development clinic because of behavioral or developmental concerns completed two behavior rating scales as part of the initial evaluation. The findings revealed that while statistically significantly differences were found between the scores for the two groups on a number of scales, the practical implications were unclear. The use of behavior rating scales as screeners for autism in preschoolers would result in a very high false positive rate.
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38

Metcalf, Jennifer. "Preschoolers' Saving: A Behavioural Manifestation of Episodic Foresight." Thesis, Université d'Ottawa / University of Ottawa, 2015. http://hdl.handle.net/10393/32006.

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The aim of this dissertation was to develop a novel behavioural method to assess young children’s capacity for episodic foresight. Specifically, I developed a marble game paradigm to assess whether 3-, 4-, and 5-year-old children would save marbles for future enjoyment. Study 1 demonstrated that preschoolers will save more spontaneously when they can draw on a recent past experience compared to when the context is completely novel. Results from study 1 also suggest that preschoolers are sensitive to the relative value of future rewards. Study 2 revealed that providing children with a verbal prompt alerting them to their possible courses of action (i.e., saving or spending) facilitated saving, that 5-year-olds saved more than 3-year-olds, and that children’s performance on this behavioural (i.e., nonverbal) measure of saving was independent of their language proficiency. Children’s saving was not associated with other capacities hypothesized to relate to episodic foresight (theory of mind, inhibitory control, and working memory). Implications for children's saving, the development of episodic foresight, and future research are discussed.
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Twyford, Helen Elizabeth. "A cognitive-developmental profile of cardinality in preschoolers." Thesis, University of Bristol, 2002. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.393949.

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Hong, Namkyung. "Language-specificity and young preschoolers' social-cognitive development." Thesis, Lancaster University, 2017. http://eprints.lancs.ac.uk/85189/.

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This thesis investigated the role of linguistic access in reference to mental states in children’s social understanding. The importance of access to, or an understanding of, mentalistic language has been stressed regarding the development of children’s social understanding (e.g., Astington & Baird, 2005). It was predicted that the exposure to the mental-state terms using specific grammatically embedded forms specifying certainty and/or the origins of information would enhance Korean children’s social understanding. There has been a vast body of research, showing the predictive role of executive function on the development of social understanding, in particular false-belief understanding (e.g., Carlson & Moses, 2001; Sabbagh, Xu, Carlson, Moses, & Lee, 2006). However, research on Korean children did not support the view on the general development between the two cognitive skills (e.g., Oh & Lewis; 2008). Thus, the current study explored the relationships between executive function and false belief understanding in response to the debate. Executive function, or higher-level self control, is necessary to fulfil goal-directed action inhibiting irrelevant alternatives (Welsh & Pennington, 1988). Children learning from adults, however, trust information selectively (Koenig & Sabbagh, 2013). As children are required to suppress distracting information for selective trust, it was expected that higher skills in executive function may predict performance on selective trust. Thus, the role of executive function on this social understanding was also examined (in Experiment 1 and 2 for false belief and 5 for selective trust). In Experiments 1 and 2 (N = 175) when a protagonist in a false-belief task expressed either his uncertainty (i.e., -keyss (-ul keya) = may) or certainty (i.e., -ci = really), the linguistic markers influenced 3- and 4-year-olds’ apparent grasp of false beliefs. The different levels of certainty (i.e., -hata = do or –ya hata = must do) were applied to the executive function measures. However, the effects of different linguistic markers on executive skills were not observed. Experiment 3 (N = 144) moved the focus from false-belief understanding to selective trust with the application of differential evidentiality in correct and incorrect speakers. Four types of tasks, presented within a 2 (certainty vs. uncertainty) x 2 (accuracy vs. inaccuracy) design, were administered (N = 36 for each task) to three age groups (3.6-4.5 years, 4.6-5.5 years and 5.6-6.5 years). In order to indicate direct access to information, -te (I saw) was used while –napo (It seems) was used for indirect information. The findings from the four tasks showed a crucial effect of accuracy over certainty in selective trust. Following on from the results of Experiment 3, Experiments 4 and 5 compared the children’s performance in epistemic trust experiments in which linguistic access to the protagonists’ mental states was specified using either two evidential markers (i.e., -te vs. – napo) identifying both certainty and the origins of the protagonist’s knowledge, or specific verb terms (i.e., know vs. think) that expressed certainty. In Experiment 4 (N = 59), the findings revealed different developmental patterns according to the use of the two types of linguistic references (evidential markers vs. explicit verb terms): sensitivity to speakers’ epistemic states using mental-verb terms was in evidence at the age four and by evidentiality around the age six. The final experiment of this work employed a battery of executive function measures along with two selective trust tests, using the same contrasting means of identifying the protagonists’ certainty and knowledge (evidential markers vs. different linguistic terms: N = 84). The findings replicated the different developmental patterns of selective trust found in Experiment 4. There were different associations between executive function and questions of two of the three levels of the standard selective trust measure. Verbal working memory predicted the children’s performance in judging who is correct when the test question used included evidential markers. Visual working memory did the same job when verbal mental-state terms were used. Finally inhibitory control predicted selective learning when verbal terms were used. Taken together, the findings suggest that (a) a grasp of certainty appears earlier than an understanding of evidentiality; (b) the grammaticalized forms of certainty and evidentiality are more likely to influence children’s linguistic access to mental states than more explicit mental-verb terms (positively in false belief and negatively in epistemic trust). These lead to the conclusions that: (c) a mastery of semantics and syntactic forms is needed in developing social-cognitive skills; (d) specific language markers identifying the sources of a protagonist’s knowledge may reduce demands of executive function in processing another’s epistemic states.
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41

Bell, Beverly W. "Preschoolers' attitudes toward their respective early childhood programs /." The Ohio State University, 1985. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487261553058381.

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42

Tin, Choi-yau Carmela. "Description of bilingual phonology in Cantonese-English preschoolers." Click to view the E-thesis via HKU Scholors Hub, 2005. http://lookup.lib.hku.hk/lookup/bib/B38279356.

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Thesis (B.Sc)--University of Hong Kong, 2005.
"A dissertation submitted in partial fulfilment of the requirements for the Bachelor of Science (Speech and Hearing Sciences), The University of Hong Kong, June 30, 2005." Also available in print.
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43

Hessler, Karen Lee. "Physical activity patterns of rural northwestern Colorado preschoolers /." Connect to abstract via ProQuest. Full text is not available online, 2008.

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44

Jacob, Lisa [Verfasser]. "Investigating self-regulated learning in preschoolers / Lisa Jacob." Saarbrücken : Saarländische Universitäts- und Landesbibliothek, 2020. http://d-nb.info/1224883624/34.

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45

Ros, Jessica <1985&gt. "Parental strategies for enhancing preschoolers’ familiarization with EFL." Master's Degree Thesis, Università Ca' Foscari Venezia, 2020. http://hdl.handle.net/10579/17401.

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This paper explores the issue of how parenting behaviors can affect and enhance preschoolers’ learning of English as a foreign language (EFL). Research shows that early childhood is a crucial period for language learning and development. Teaching professionals can promote English language skills in 3-, 4-, and 5-year-olds through early childhood educational programs. However, growing evidence from research studies reveals that parents can also influence and enliven language learning in preschoolers by adopting elicitation strategies. Given the increasing importance of the impact of English as a global language, the contextualized approach of these studies sheds light on the potential of a language education-focused effective and active partnership between preschoolers’ parents and teachers. The first part of this paper will review, on the one hand, previous literature about early childhood from a psycholinguistic and neurobiological perspective and, on the other hand, research regarding the potential of parental engagement during this critical developmental age. The second part of this study will focus on the analysis of data collected from a web-based survey, designed to investigate the practices parents are engaged at home to provide their preschool children with EFL exposure in Italy. Indeed, the interesting aspect of my research is that it highlights the existence of situations where parents use English language within the family routine even if they live in an EFL context (non-English speaking country). Considering the benefits and the challenges of parental engagement in supporting early EFL learning, the aim of this paper is to raise awareness about the important affective and cognitive role that parents can play in preschoolers’ familiarization with EFL. Taking full advantage of the early childhood and creating an enjoyable family environment, characterized by effective parent-child interaction and daily input exposure, parents can successfully provide their children with experiences and activities that are likely to foster their future EFL learning, social and intercultural skills.
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46

Ho, Wai-lam. "The use of pictures to help preschoolers read and recognize Chinese characters." Click to view the E-thesis via HKUTO, 1993. http://sunzi.lib.hku.hk/hkuto/record/B36208759.

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Thesis (B.Sc)--University of Hong Kong, 1993.
"A dissertation submitted in partial fulfilment of the requirements for the Bachelor of Science (Speech and Hearing Sciences), The University of Hong Kong, April 30, 1993." Also available in print.
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47

Johnson, Michelle E. "Initial Stages of Creating a Scale for Preschoolers: Measuring Nutrition Knowledge, Beliefs, Behaviors- Preliminary Results." Digital Commons @ East Tennessee State University, 2017. https://dc.etsu.edu/etsu-works/8544.

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48

Richard, Christina S. W. "Television content related fears : preschoolers and their parents' perceptions /." Thesis, Link to the online version, 2005. http://hdl.handle.net/10019/1178.

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49

Kam, C. S. "Syllable, rhyme and phoneme awareness in phonologically impaired preschoolers." Click to view the E-thesis via HKUTO, 1996. http://sunzi.lib.hku.hk/hkuto/record/B36209272.

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Thesis (B.Sc)--University of Hong Kong, 1996.
"A dissertation submitted in partial fulfilment of the requirements for the Bachelor of Science (Speech and Hearing Sciences), The University of Hong Kong, April 29, 1996." Also available in print.
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50

Szarkowicz, Diane Louise, of Western Sydney Macarthur University, and Faculty of Education and Languages. "Preschoolers using narrative to evidence an understanding of mind." THESIS_FEL_XXX_Szarkowicz_D.xml, 1999. http://handle.uws.edu.au:8081/1959.7/347.

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Children's theories of mind have been researched extensively over the past two decades. Generally, studies concerning this understanding have focused on children between three and five years of age because it is believed that an understanding of mind develops during this period. However, evidence from naturalistic contexts suggests that many younger children can demonstrate an understanding of the mind. Despite this, the focus in many studies has been the age at which children are able to demonstrate a representational understanding of mind. Less interest has been directed towards how children use their understanding during their everyday interactions. Evidence suggests further investigations need to consider the social nature of a theory of mind. For example, a growing amount of research indicates that social contexts are important in facilitating an understanding of mind. Relationships have been reported between a theory of mind and the following: peer popularity, family size and level of fantasy play. Given these, it appears necessary for research to address the social implications of an understanding of mind in 3-5 year olds. Interview and observation methods were adopted for data collection. The interview phase of this study investigated whether or not selected characteristics of narrative influenced children's performance on four non-traditional literature based false belief tasks. Results indicated that narrative style, active participation and narrative detail were significant predictors of children's ability to demonstrate an understanding of false belief. Age was not identified as a significant variable. The results from both phases in this study suggest that 3-5 year olds can demonstrate an understanding of mind during non-traditional false belief tasks and everyday interactions. It is argued that an understanding of mind is characterised by a range of behaviours and that not all these are addressed in the traditional paradigm.
Doctor of Philosophy (PhD)
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