Dissertations / Theses on the topic 'Rural preschools'

As the number of public school students identified as living in poverty increases, so does the number of children entering kindergarten with inadequate pre-literacy skills. This lack of preparation creates a gap in literacy achievement that is persistent and grows throughout a child's K-12 experience. One rural Virginia school division has begun offering a full-day prekindergarten program for the most at-risk three year-old children. The purpose of this study was to examine the efficacy of the three year-old preschool program in this one rural school division in eastern Virginia. This study examined the literacy achievement data for the first five cohorts of these students, and determined what difference, if any, exists in achievement as measured by the Virginia Phonemic Awareness Literacy Screening (PALS), the Scholastic Reading Inventory (SRI), Get Ready to Read" Revised (GRTR-R) and teacher-generated student growth assessments. A two-tailed t-test was used to identify potential differences in mean scores on the appropriate achievement measures between those students who received the three year-old preschool intervention and those that did not. For each of the first five cohorts of students, no significant difference was identified in literacy achievement on the four assessments administered where such difference may be assumed to occur, indicating that early intervention may make a difference in closing the literacy achievement gap for students in poverty.<br>Ed. D.

Background: Global levels of overweight and obesity in preschool-aged children have increased dramatically in the last two decades, with most overweight and obese children younger than five years living in low- and middle-income countries (LMICs). Statistics from the 2013 South African National Health and Nutrition Examination Survey (SANHANES-1) confirm that levels of overweight and obesity are high in South African preschool-aged children, with prevalence rates of overweight and obesity up to 18.2% and 4.7%, respectively. This increasing problem of overweight and obesity in South African preschoolaged children highlights the need for intervening in this age group. Overweight and obesity interventions in preschool children typically include one or more of the following behaviours: physical activity, sedentary behaviour and screen time. Aim and objectives: The aim of this study was to characterise the preschool environment in rural South Africa, and to explore physical activity, gross motor skill proficiency, sedentary behaviour and screen time in rural South African preschool-aged children. Additionally, aims of this study were to explore the associations between gross motor skills, body composition and physical activity; and to assess compliance with current physical activity and sedentary behaviour guidelines. Methods: Preschool-aged children (3-5 years old, n=131) were recruited from three Preschools and two Grade R (reception year) settings in Agincourt, a rural village in north eastern South Africa. In order to gain an understanding of the Preschool and Grade R settings, an observation of the preschool environments was conducted using a tool adapted from the Outdoor Play Environmental Categories scoring tool, Environmental and Policy Assessment and Observation instrument, and the Early Learning Environments for Physical Activity and Nutrition Environments Telephone Survey. Each child’s height and weight was measured. Physical activity and sedentary behaviour were measured objectively using a hip-worn ActiGraph GT3X+ accelerometer for 7 days (24 hours, only removed for water-based activities). Gross motor skills were assessed using the Test for Gross Motor Development–Version 2 (TGMD-2). Physical activity and sedentary behaviour, including the contextual information for these behaviours, during the preschool day (08h00 until ±12h00) were measured using the Observational System for Recording Physical Activity in Children (Preschool Version). A separate sample of parents/caregivers were recruited (n=143) to complete a questionnaire that was adapted from the Healthy Active Preschool Years questionnaire and Preschool Physical Activity Questionnaire. Parents reported on their child’s screen time, and on factors within the home and community contexts in which physical activity and sedentary behaviours occur. Results: In terms of the environment, the Preschools and Grade R settings differed in that fixed play equipment only featured in the Preschool settings. Grade R settings had more open space in which to play. All Preschool and Grade R settings provided children with limited portable play equipment, and none of the schools had access to screens. Although all children recruited for the study were preschool-aged, the Grade R children were significantly older than the Preschool children (5.6±0.3years vs. 4.4±0.4 years, p <0.05). According to IOTF cut-offs, the prevalence of overweight/obesity was low (5.0%) in the sample, and 68.1% of children were classified as normal weight. On average, children spent 477.2±77.3 minutes in light- to vigorous-intensity physical activity (LMVPA) per day, and 93.7±52.3 minutes in moderate- to vigorous-intensity physical activity (MVPA). In terms of the new current guidelines (180min/day LMVPA, including 60min of MVPA, described as ‘energetic play’), and using average daily average of LMVPA and MVPA, 78.2% met current guidelines. Observed and objectively measured sedentary behaviour results revealed that children were more sedentary during preschool time (between 08:00 to 12:00) compared to the afternoons. Overall, boys were significantly more physically active than girls; and Preschool children did more physical activity during preschool time than Grade R children (all p< 0.05). Over 90% of the sample achieved an ‘average’ or better ranking for gross motor skill proficiency. The Grade R children were significantly more proficient than the Preschool children for all gross motor skill components (raw scores and standardised scores). Overall, boys achieved significantly better object control raw scores than the girls, and displayed greater proficiency than the girls in the strike (p=0.003), stationary dribble (p< 0.001) and kick (p< 0.001). None of the preschool or Grade R settings had access to screens such as televisions or iPads, and parent-reported screen time was low for the total sample (0.5±0.3hr/day). The majority of the sample (97.9%) met current screen time guidelines (<1 hour per day). Parents (82.5%) reported that they believed that their child did sufficient PA for their health, but 81.8% also reported believing that television time would not affect their child’s health. Parent responses revealed neighbourhood safety as a potential barrier to being physically active in the community. Conclusions: Rural preschool-aged children in South Africa appear to be engaged in adequate amounts of physical activity, particularly LMVPA, and are adequately proficient in gross motor skills. The children did not engage in excessive amounts of screen time. Overweight and obesity were not prevalent in this sample of rural preschool-aged children, and therefore it would appear that an intervention to reduce or prevent obesity by increasing physical activity, improving gross motor skills and reducing screen time is unnecessary. Rather, interventions that facilitate the increase in levels of MVPA in order to meet current physical activity guidelines are warranted. Additionally, it is essential that the high levels of physical activity (LMVPA) and good foundation of gross motor skills observed in this sample are promoted in an effort to maintain them throughout childhood. Future research may want to determine whether these activities (high levels of LMVPA, low levels of screen time) track throughout childhood and into adolescence.

Early Childhood educators agree on the significant influence of a parent on a child’s literacy development. The environment a parent provides, in addition to the opportunities a child has in the early years, have a major influence on a child’s literacy development. This study sought to determine how parents in a low-income socioeconomic group perceived literacy development and how their preschool-age children performed on an emergent literacy assessment. The 64 study participants were recruited from a Head Start program in the central Appalachian Mountains. An overwhelming majority of participants were mother/child dyads, every participant spoke English as a primary language, and the majority of the participants identified their race as white. Participants were asked to complete a demographic survey and a questionnaire. The questionnaire was used to identify parents as either having a more emergent or more traditional perception of literacy development. This data was used to determine if identifying characteristics, such as education level or caregiver role, have an influence on a parent’s perceptions (emergent or traditional) of literacy development. Additionally, parents were asked to document the 5 most important things they are doing to help their child become a successful reader. It was concluded that no significant relationship exists between the parental perceptions and the child’s emergent literacy skills. The significance of this finding is two-fold. First, parent trainings in literacy development must focus on specific skills or methods that parents need to encourage literacy development, instead of the theoretical approach behind literacy development. Additionally, the sample overwhelmingly reported “reading to their child” as something they value; therefore, parent trainings should focus on how to share stories with a child, instead of simply asserting the necessity of reading to a child.

Thesis (M.S.)--West Virginia University, 2007.<br>Title from document title page. Document formatted into pages; contains v, 39 p. : map. Vita. Includes abstract. Includes bibliographical references (p. 22-24).

Obesity prevention interventions targeting the built environment are an emerging area of research, but few studies have been applied in rural communities or among preschool-aged children, despite being high-priority populations. This study aimed to identify barriers to accessing nutritious foods and physical activity opportunities from the perspectives of parents of preschoolers living in low-income, rural communities. A mixed methods study design guided by a social ecological model incorporated quantitative surveys and qualitative interviews to gain a comprehensive understanding of the rural built environment. Results indicate proximity to recreation spaces, traffic safety, availability of public indoor space, and the consumer food environment are influential in utilization of resources and possible areas of improvement. However, interventions should be tailored to the community?s stage of readiness, evidenced by the theme ?cognitive reactions to barriers.? Strong social networks in rural communities should be considered an asset for community change in these regions.

Research indicates that preschool experience significantly influences child development and this study examined the influence of preschool learning experiences on children’s school readiness, self-regulation and academic achievement. Participants were 190 children from an impoverished county in Southwest China and their teachers. Classroom observations were conducted and children were assessed in individual and group sessions. There were three different types of preschool programs (kindergartens, pre-primary classes; Grade 1) available in the county. A total of 18 teaching episodes provided in either the kindergarten or primary schools to 164 children were videotaped and analyzed. Results indicated marked variations in preschool quality and pedagogical practices to support children’s self-regulation across programs. Kindergartens had the best physical environments, the most resources and highly qualified teachers. The teachers provided children with meaningful learning opportunities, adequate instructions, clear structure and predictability, and diversified instructional formats. Pre-primary classes had limited resources and unqualified teachers who emphasized academic learning. Compared to kindergarten teachers, pre-primary class teachers prepared fewer activities and frequently required children to simply sit still and listen. Preschool age children who merely “sat in” Grade 1 classrooms were typically neglected by teachers and only received attention from the teacher when they were disruptive. Grade 1 children (89 girls) who had attended kindergarten (n = 60), separate pre-primary classes (n = 55), merely “sat in” Grade 1 classes before being formally enrolled in school (n = 54) or had no preschool experience (n = 21) were assessed at the beginning of Grade 1 (Wave 1), at the end of Grade 1 (Wave 2), and at the end of Grade 2 (Wave 3). Their school readiness was assessed in Wave 1. Their self-regulation skills were assessed using the modified Head-Toes-Knees-Shoulders task in Waves 1 and 2, and seven cognitive regulation tests in Wave 3. Their literacy and mathematics achievement was evaluated using curriculum-based tests across the three waves. Results indicated that children with some form of preschool experience outperformed those with none in almost all the three outcomes across the three waves. Children from the kindergarten had better school readiness than the other three groups and better self-regulation than those attending separate pre-primary classes at the start of school. Children attending separate pre-primary classes had significantly better literacy and mathematics than those from the kindergarten at the start of school and literacy at the end of Grade 2. Children “sitting in” Grade 1 classes achieved lower scores than those from the kindergarten and pre-primary classes on almost all child outcome measures. The growth of self-regulation within the first primary school year was significant and Wave 1 behavioral regulation predicted Wave 3 cognitive regulation. School readiness and self-regulation significantly predicted academic achievement in all three waves and school readiness mediated the close relationship between self-regulation and academic achievement. Findings highlight the importance of (i) preschool experience for children from economically disadvantaged families in rural China; and (ii) self-regulation in school preparedness and early academic attainment. They also have implications for scaling up and enhancing the quality of preschool programs.<br>published_or_final_version<br>Education<br>Doctoral<br>Doctor of Philosophy

<p> Early numeracy skills are a critical component of daily preschool instruction, according to the National Council of Teachers of Mathematics (NCTM; 2002); however, there is variability in how mathematics-driven instruction is implemented in the preschool classroom (Graham, Nash, &amp; Paul, 1997; Brown, Malfese, &amp; Molfese, 2008). Research indicates that children from low income backgrounds who qualify for Head Start programs do not make comparable growth in early numeracy skill development when compared to children from higher SES levels (Puma, et. al., 2012). The objective of this dissertation was to evaluate a selected mathematics curriculum utilized by the Happy Faces Head Start1 program, after program data indicated that children&rsquo;s mathematics achievement was below established targets (Happy Faces Head Start, 2012). Results indicated that the curriculum, <i>Mathematics: A Creative Curriculum Approach, </i> which was implemented in rural Head Start classrooms did not show significant gains in math skills compared to children in the control group. </p>

There has been growing interest in early childhood education and care (ECEC) globally, especially with respect to the possible benefits upon child wellbeing. In China, the government also has put great efforts recently in boosting preschool centre participation nationwide. The urban-rural disparities in the ECEC development, however, are great challenges. Moreover, little is known about the quality of these centre –based preschool programmes, especially in rural areas. Accumulating evidence from studies worldwide, largely from Western countries, indicates that high quality centre-based preschool programmes can be beneficial for child wellbeing. However, the cultural context is an issue of concern. This thesis investigates the relevance of aspects of home and preschool centre environments for children's cognitive and social development at preschool, measured one year before school entry (Phase 1), and later at school entry (Phase 2). The sample included 298 children (Mean age = 69 months, 151 girls) and families clustered in 19 preschool centres from rural China. Multilevel models were applied to the hierarchical data and these multilevel analyses revealed that, less than 10% of the variations in cognitive and social outcomes at school entry were attributable to the preschool-centre differences. After accounting for selected background factors, preschool home activities were relevant to various aspects of cognitive and social development during preschool and at school entry; home activities appeared to be more relevant to social development. Positive associations were found between preschool centre quality (based on ECERS-R and ECERS-E), teachers’ qualifications and developmental outcomes both at preschool and at school entry; preschool centre experience appeared to be more relevant to cognitive development and teacher-report behaviour outcomes. In summary, while child and family background factors such as age, gender, family income and parental education are important, the extent of home activities in the preschool years and preschool centre experience may both exert an independent influence upon children's cognitive and social development before school entry. These findings highlight the importance of higher quality of preschool centre experience and a better home learning environment for child development at school entry in rural China.

Physical activity has a well-established and beneficial role in physical, mental and social health. Early childhood is widely acknowledged as a formative and crucial stage of human development, both biologically and habitually. In South Africa, particularly, the direct health benefits of physical activity in this age group are under-emphasised in the policies and discourse around public health. There is evidence, however, that interventions in this age group can increase physical activity and decrease sedentary behaviour. In order to guide the development of such a programme, focus groups were conducted with parents and teachers across a range of socio-economic strata in various rural and urban communities in South Africa. These focus groups explored the perceptions surrounding physical activity, gross motor skills development and sedentary behaviour in children as well as identifying perceived barriers to physical activity. Physical activity was considered important for childhood development. Participants believed their children were physically active enough, although participants in higher socio-economic areas were concerned about the lure of technological devices. The perceived barriers in low socio-economic areas were predominantly the lack of safe spaces to play and resources, particularly human resources. It is recommended that training-focused programmes for teachers and activity based workshops are developed to promote physical activity taking into account these perceptions and barriers.

A educação pré-escolar tem vindo a integrar, nos contextos rurais das zonas do interior do país, um índice de frequência cada vez mais reduzido, o que limita as oportunidades de interacção das crianças com pares da mesma idade ou de idade próxima. Esta é a situação que caracteriza a instituição onde desenvolvemos este projecto, integrando-se em contexto rural e sendo frequentada apenas por duas crianças. O principal objectivo do projecto foi o de aprofundar saberes que possam sustentar práticas facilitadoras da implicação das crianças na procura e valorização de meios capazes de ajudar a diminuir os efeitos do isolamento dos contextos rurais. Ao nível metodológico enveredámos por uma metodologia de investigaçãoacção, permitindo-nos articular saberes e procedimentos que pudessem apoiar e orientar a acção educativa e a pesquisa sobre a mesma. Ao nível da componente investigativa procurámos compreender como era percebido, pelas crianças e suas famílias, o processo de aprendizagem pré-escolar. O estudo foi apoiado num quadro teórico em que procurámos aprofundar saberes ao nível dos processos de aprendizagem e desenvolvimento das crianças, segundo uma perspectiva sócio-construtivista, e a importância que nesse processo pode assumir a actividade experimental. Os resultados do estudo relevam o envolvimento das crianças no desenvolvimento de práticas e conhecimentos científicos e que estes contribuíram para estabelecer interacções alargadas, com recurso às potencialidades oferecidas pelo meio local e meios de informação e comunicação (TIC).IV Abstract Preschool education is becoming to integrate, in the contexts of rural areas of the countryside, an index of lower attendance, which limits the opportunities of interaction of children with pairs of the same age or approximate age. This is the position that characterizes the institution where we developed this project, integrating in a rural context and being attended by only two children. The main objective of the project was to deep knowledge that can support easy practices of the implication of children in the search and appreciation of capable means to help reducing the effects of isolation in rural contexts. In a methodological level we adopted an research methodology, allowing us to articulate knowledge that could support and guide the educational and research on the same. At the level of the investigative component we tried to perceive how it was understood, by children and their families, the preschool learning process. The study was supported in a theoretical framework where we tried to deepen knowledge at the level of learning process and evolution of children, according to a socio-constructivist view, and the significance that can take the experimental activity on that process. The results of the study show the implication of children in the development of practical and scientific knowledge and that the same children helped to establish extensive interactions using the potential offered by the local environment and information and communication means.

A relação dialógica e de proximidade entre a Educação Infantil e as famílias do campo é considerada necessária ao atendimento à criança de 0 a 6 anos, em espaços coletivos. No contexto rural, tal relação pode ser atravessada por diferentes elementos que precisam ser compreendidos por aqueles que almejam uma Educação Infantil no campo voltada à sua realidade e às características de suas crianças e famílias. Diante do reduzido número de estudos na área, realizamos a presente pesquisa que teve como objetivo investigar as significações de profissionais da educação e famílias do campo sobre a relação entre a Educação Infantil e as famílias do campo. Partimos da hipótese de que as significações que compõem o universo semiótico das profissionais e das famílias partilham elementos gerais da matriz sócio-histórica, mas que a relação diferenciada no e com o rural e suas condições materiais de existência circunscreve também diferentes possibilidades de significações, em relações de proximidade e distanciamento. A pesquisa foi realizada em um município de Minas Gerais que possuía 13 Escolas que ofereciam Educação Infantil no campo. Em um primeiro momento da pesquisa, foram realizadas visitas às 13 Escolas, nas quais realizamos observações e entrevistas com 13 gestoras. Os dados construídos nessa fase foram analisados e utilizados para selecionar a Escola que foi foco da pesquisa e que atendia crianças no Ensino Fundamental e na Educação Infantil. Em um segundo momento, tivemos como participantes profissionais desta Escola (1 diretora, 2 vice-diretoras, 1 pedagoga e 2 professoras) e famílias (1 morava em assentamento rural, 2 em casas de uma indústria e 2 em fazendas). Os instrumentos utilizados para a construção dos dados foram: observações e entrevistas. As observações foram realizadas na Escola e nas residências das famílias, e as entrevistas foram realizadas com as 5 famílias e as 6 profissionais da instituição escolar. Para a construção, apresentação e análise dos dados, baseamo-nos na perspectiva teórico-metodológica da Rede de Significações. O material foi sistematizado e analisado em 5 eixos temáticos, a saber: 1) Educação Infantil como (não) demanda das famílias; 2) Objetivos da Educação Infantil no campo; 3) Instrumentos da relação Escola e família; 4) Relação Escola e família e distâncias geográficas no campo; 5) Situações problemáticas na relação Escola e família. A análise dos dados mostrou que a relação diferenciada de profissionais e famílias com o rural contribuía para a construção de significações pelas participantes marcadas por movimentos de aproximações e distanciamentos e que iam ora em direção a elementos da matriz sócio-histórica, ora a elementos da concretude do campo. Identificamos que a relação entre as instituições escolar e familiar no campo investigado era constituída por elementos por vezes semelhantes e por vezes distintos dos encontrados no contexto urbano e em outros contextos rurais. O tipo de rural e suas características geográficas e econômicas, as diversidades das famílias, suas demandas e concepções, as relações de trabalho no campo, as condições de vida parecidas e/ou distintas das urbanas são elementos evidenciados nesta pesquisa e que atravessam a relação Escola e família. As concretudes e características de cada rural, e suas (des)continuidades com outros contextos, emergiram como importantes aspectos a serem considerados e compreendidos por profissionais, gestores e instituições que almejam a melhoria da relação entre a Educação Infantil e as famílias do campo.<br>The dialogic relationship and closeness between families and early childhood education in rural area is considered necessary when referring to child 0-6 years in collective spaces. In the rural context, such relationship can be traversed by different elements which need to be understood by those who aim child education in rural area focused on the children and their families reality and characteristics. Given the small number of studies in the area, we conducted the present study aimed to investigate the meanings of education professionals and field families on the relationship between early childhood education and rural families. The assumption is that the meanings that make up the semiotic universe of professionals and families share common elements of socio-historical matrix, but with a different relation in and with the countryside and its material conditions of existence also circumscribes different possible meanings in relations of proximity and distance. The research was conducted in a municipality of Minas Gerais, with 13 schools that offered early education in rural areas. At first in the research, visits were made to the 13 schools in which observations and interviews were conducted with 13 managers. The data constructed in this phase were analyzed and used in order to select the focus School of the research, serving children in Elementary Education and Early Childhood Education. In a second step, the selected participants of the interview were professionals of this School (1 director, two vice-directors, one educator, and 2 teachers) and families (1 lived in a rural settlement, 2 in homes in an industry, and 2 in farms). The instruments used for the data construction were: observations and interviews. The observations were conducted in the School and at the families homes and the interviews were conducted with five families and six school professionals. For the data construction, presentation and analysis, we rely on theoretical and methodological perspective network of meanings. The material was systematized and analyzed in 5 thematic areas, namely: 1) Early Childhood Education as (not) family demand, 2) Objectives of Early Childhood Education in the field, 3) Instruments of school and family relationship; 4) School and family relationship and geographical distances in the field, 5) problematic situations regarding School and family. Data analysis showed that the different ratio of professionals and families with the rural contributed to the construction of meanings by participants marked by movements of closeness and distance and they would go once toward elements of socio-historical matrix, once towards elements of concreteness in the field. We found that the relationship between school and familiar institutions in the investigated field consisted sometimes by similar and sometimes distinct elements from those found in the urban context and in other rural ones. The rural kind and its geographical and economic characteristics, families diversity, their demands and ideas, labor relations in the countryside, living conditions similar and / or different from urban elements are highlighted in this research and which cross the school and family relation. The concreteness and characteristics of each rural, and their (dis) continuities with other contexts, have emerged as important aspects to be considered and understood by professionals, managers and institutions who want to improve the relationship between families and early childhood education in the rural areas.

<p> The focus of this mixed methods study was to examine the possible differences between students who participated in the Missouri Preschool Program (MPP) and peers who did not attend the program. Areas examined through quantitative data in the study included academic achievement in communication arts in kindergarten, first grade, and second grade. The qualitative piece of the study included examination of areas such as social development, emotional development, and school readiness. Quantitative data were collected from one school district in rural southwest Missouri. These data came from Aimsweb assessments conducted at the district for the kindergarten, first-grade, and second-grade levels from 2009-2010 to 2015-2016. Students were grouped into cohorts (by school year), which were divided into two groups, students who participated in the MPP and students who did not participate in the MPP. An independent samples t-test was applied to examine the difference in the means of the scores between the two groups of students. There was not a statistical difference between the Aimsweb communication arts scores of students who participated in the MPP and scores of peers who did not participate in the MPP. This statement was true at all three grade levels examined. Kindergarten, first-grade, and second-grade teachers from the district were interviewed as part of the study. The educators who participated perceived benefits of attending a preschool program to include the following: readiness to enter school, advanced social development compared to peers who remained at home prior to school entry, fine motor development, and increased parental involvement.</p>

Thesis (M.S.)--West Virginia University, 2006.<br>Title from document title page. Document formatted into pages; contains vi, 42 p. : ill., col. maps. Vita. Includes abstract. Includes bibliographical references (p. 25-27).

Proponents of special education early childhood interventions programs have promoted the assumptions that these programs: (a) will have a positive effect on the long-term outcomes of preschool children with disabilities; (b) will result in some children no longer requiring special education services throughout their elementary school years; and (c) will facilitate the need for fewer services for those students who do remain in special education programs throughout their education. The purpose of this follow-up study is to identify and describe the placement decisions and the changes of exceptionality classification for children identified as special education early childhood students over the course of six follow-up years. This study (a) identifies 108 children from rural and urban school settings who were enrolled in Early Childhood Special Education (ECSE) programs in 1990-91, (b) documents their categorical label and educational placement six years later, and (c) then determines the differences in the number of hours rural and urban students receive special education and/or related services in 1996-97.

Résumé généralIntroductionL’anémie est un problème majeur de santé publique particulièrement fréquent dans les pays à faible revenu, dont la RDC, et qui affecte avec prédilection les femmes enceintes et les enfants d’âge préscolaire. Elle est associée à un risque élevé de morbidité et de mortalité. Au cours de la grossesse, l’anémie peut entraver le développement du fœtus et peut affecter négativement la santé maternelle. Chez l’enfant, l’anémie peut en plus altérer le développement physique et mental si elle n’est pas rapidement corrigée. Il est généralement admis que la carence en fer est la première cause d’anémie et les stratégies de lutte suggérées par l’Organisation mondiale de la santé en découlent. Cependant dans la région du Kivu, il n’existe que très peu d’information sur les étiologies de l’anémie et sur la contribution du paludisme et de celle de la carence en fer dans sa genèse. L’objectif global de ce travail de thèse était de contribuer à l’étude de l’anémie et de sa relation avec le paludisme et la carence en fer, en milieu rural au Sud-Kivu.Méthodes Ce travail a consisté en trois études épidémiologiques menées entre 2010 et 2014 dans la zone de santé rurale de Miti-Murhesa dans la province du Sud-Kivu à l’est de la RDC. Il s’est agit de deux études transversales et d’une étude longitudinale prospective. Cette dernière a concerné des femmes enceintes enrôlées depuis le deuxième trimestre de la grossesse à leur première consultation prénatale (CPN1) jusqu’à l’accouchement. L’une des deux études transversales a aussi recruté des femmes enceintes au deuxième trimestre de la grossesse à leur CPN1 et la deuxième a consisté en une étude en grappes à deux degrés chez des enfants d’âge préscolaire en bonne santé apparente dans la communauté. Résultats La prévalence de l’anémie chez les femmes enceintes était de 17,6% et celle de la carence en fer (ferritine ajustée) de 8%. Le paludisme était présent chez 7,5% et l’hypoalbuminémie chez 44% des sujets. La concentration plasmatique du récepteur soluble de la transferrine était plus élevée en présence du paludisme. Les facteurs significativement associés à l’anémie étaient le paludisme [ORa: 11.24 (4.98-25.37); P < 0.001], l’hypoalbuminémie [ORa: 2.14 (1.27-3.59); P = 0.004] et des valeurs élevées de la protéine C réactive [ORa: 1.94 (1.10-3.45); P = 0.022]. La carence en fer n’était pas fréquente et n’était pas significativement associée à l’anémie.La valeur médiane (EIQ) de la concentration sérique de ferritine (ajustée pour l’inflammation) était plus élevée en présence de paludisme comparée aux femmes non impaludées [82.9 μg/L (56.3-130.4) vs 39.8 μg/L (23.6-60.8); P < 0.001]. Le paludisme était plus fréquent chez les femmes sans carence en fer [ORa 6,25 (1,47-26,57); P=0,021] et chez celles n’ayant pas utilisé de moustiquaire imprégnée d’insecticide [ORa 2,24 (1,12-4,51); P=0,024].A l’admission dans l’étude prospective, 9,5% de femmes de la cohorte présentaient une infection palustre. Après régression logistique, la fréquence du paludisme était plus élevée chez les primigestes, chez les femmes avec niveau socioéconomique bas et chez celles vivant à moins de 1683 m d’altitude ;les rapports de cote ajustés (IC 95%) étaient respectivement de [2,55 (1,05-6,19) ;P=0,039] ;[4,78 (1,36-16,76) ;P=0,033] et [2,34 (1,10-5,02) ;P=0,029]. Toujours à l’admission dans la même étude, la prévalence de l’anémie était de 32%. Celle-ci était plus fréquente chez les femmes impaludées [ORa :4,20 (2,00-8,80); P<0,001] et chez celles qui n’avaient pas bénéficié d’un déparasitage dans les 3 mois avant leur admission dans l’étude [ORa :2,33 (1,25-4,35)]. A l’accouchement, le petit poids de naissance (PPN) était présent chez 6,5% des nouveau-nés. Les prédicteurs du PNN étaient l’absence d’utilisation de la MII [ORa :4,17 (1,15-14,28); P=0.030], une faible taille (<150 cm) de la mère [ORa :5,56 (2,01-15,33); P=0.001] et la présence d’anémie chez la mère à la CPN1 [ORa :4,08 (1,50-11,10); P=0.006]. Chez les enfants d’âge préscolaire, l’anémie était présente dans 46,6% des cas et la prévalence de l’anémie ferriprive chez les enfants anémiques était de 16,5%. Chez les enfants sans inflammation, la carence en fer était de 4,4% (ferritine non ajustée). Les résultats de la régression logistique ont révélé que l’anémie était significativement et indépendamment associée à la carence en fer [ORa :4,10 (2,41-6,96) ;P<0,001], à une histoire de fièvre pendant les deux semaines avant l’enquête [ORa :1,58 (1,00-2,50); P=0,049] et à un faible périmètre brachial [ORa :1,87 (1,18-2,94) ;P=0,006]. Dans un deuxième modèle ayant exclu les enfants avec carence en fer, ce sont une histoire de fièvre dans les deux semaines avant l’enquête [ORa :1,62(1,00-2,62); P=0,05] et un faible périmètre brachial [ORa :1,96(1,24-3,13); P=005] qui étaient associés significativement et indépendamment à l’anémie.Conclusion L’anémie est fréquente en milieu rural au Sud-Kivu mais la contribution de la carence en fer est faible. Néanmoins, d’autres carences nutritionnelles lui sont associées :une hypoalbuminémie chez les femmes enceintes et un faible périmètre brachial chez les enfants de moins de 5 ans. Le paludisme, d’autres infections, des états inflammatoires ainsi que le manque de déparasitage sont également d’autres facteurs qui étaient associés à l’anémie. Chez les femmes enceintes, l’absence de prévention contre le paludisme par les MII, la présence d’anémie et une faible taille de la mère étaient des prédicteurs du PPN.Une lutte intégrée contre le paludisme et d’autres maladies infectieuses ainsi que l’amélioration de l’état nutritionnel sont des facteurs vulnérables à court et moyen termes pour réduire la charge de l’anémie. Ce qui, par conséquent, contribuera à la réduction de l’incidence du PPN.Il y a une nécessité à poursuivre la recherche pour (i) identifier d’autres causes d’anémie en incluant la recherche des hémoglobinopathies et autres anomalies génétiques, (ii) améliorer les connaissances sur les meilleures stratégies de lutte contre l’anémie en intégrant la prévention contre le paludisme dans un milieu où il y a une prévalence relativement élevée d’hémoglobinopathies et autres anomalies génétiques pouvant altérer l’érythropoïèse et/ou le métabolisme du fer.<br>Executive summary IntroductionAnemia is a worldwide public health concern, which is particularly prevalent in low and middle-income countries, including the Democratic Republic of the Congo (DRC). It affects mostly pregnant women and preschool children and is associated with a higher risk of morbidity and mortality. During pregnancy, anemia is associated with poor birth outcomes and can negatively affect maternal health. In children, anemia can also alter physical and mental development if not corrected quickly. It is generally assumed that iron deficiency is the leading cause of anemia, thus that assumption had influenced control strategies suggested by the World Health Organization. However, in the Kivu region, there is little information on the aetiologies of anemia and the contribution of malaria and that of iron deficiency in the aetiology of anemia is unknown. The overall goal of this thesis was to contribute to the study of the burden of anemia and its relationship with malaria and iron deficiency in rural South Kivu.MethodsThe data are from three epidemiological studies carried out between 2010 and 2014 in the rural health zone of Miti-Murhesa in the South Kivu province in eastern DRC. There were two cross-sectional studies and one longitudinal prospective study. In the latter, pregnant women were enrolled during the second trimester of pregnancy at their first prenatal visit (ANV1) and followed-up until delivery. One of the two cross-sectional studies also enrolled pregnant women in the second trimester of pregnancy at their ANV1 and the second consisted of a two-stage cluster study at community level in apparently healthy preschool children.ResultsThe prevalence of anemia in pregnant women was 17.6% and that of iron deficiency (adjusted ferritin) was 8%. Malaria was present in 7.5% and hypoalbuminemia in 44% of subjects. Soluble transferrin receptor concentration was higher in the presence of malaria. Factors significantly associated with anemia were malaria [ORa: 11.24 (4.98-25.37); P < 0.001], hypoalbuminemia [ORa: 2.14 (1.27-3.59); P = 0.004] and high values of the C reactive protein [ORa: 1.94 (1.10-3.45); P = 0.022]. Iron deficiency was not common and was not significantly associated with anemia.The median value (IQR) of serum ferritin concentration (adjusted for inflammation) was higher in the presence of malaria compared to non-infected women [82.9 μg/L (56.3-130.4) vs 39.8 μg/L (23.6-60.8 ); P < 0.001]. Malaria was more common in women without iron deficiency [ORa 6.25 (1.47-26.57); P = 0.021] and in those who did not use insecticide-treated mosquito nets [ORa 2.24 (1.12-4.51); P = 0.024].At admission in the prospective study, 9.5% of women in the cohort had malaria infection. After logistic regression, malaria was higher in primigravidae, among women with low socioeconomic status and those living at an altitude of less than 1683 m; the adjusted odds ratios (95% CI) were [2.55 (1.05-6.19); P = 0.039]; [4.78 (1.36-16.76); P = 0.033] and [2.34 (1.10-5.02); P = 0.029], respectively.Still at admission in the same study, the prevalence of anemia was 32%. This was more common in malaria-infected women [ORa: 4.20 (2.00-8.80); P < 0.001] and in those who were not dewormed within the last 3 months prior to admission into the study [ORa: 2.33 (1.25-4.35); P = 0.008]. At delivery, low birth weight (LBW) was present in 6.5% of new-borns. Predictors of LBW were the lack of use of ITN [ORa: 4.17 (1.15-14.28); P = 0.030], a low height (< 150 cm) of the mother [ORa: 5.56 (2.01-15.33); P = 0.001] and the presence of maternal anemia at ANV1 [ORa: 4.08 (1.50-11.10); P = 0.006].In pre-school children, anemia was present in 46.6% and the prevalence of iron deficiency among anemic children was 16.5%. In children without inflammation, iron deficiency was 4.4% (unadjusted ferritin). Logistic regression analysis revealed that anemia was significantly and independently associated with iron deficiency [ORa: 4.10 (2.41-6.96); P < 0.001], with fever during the last two weeks before the survey [ORa: 1.58 (1.00-2.50); P = 0.049] and with a low mid-upper arm circumference (MUAC) [ORa: 1.87 (1.18-2.94); P = 0.006]. In a second model that excluded children with iron deficiency, history of fever in the last two weeks before the survey [ORa: 1.62 (1.00-2.62); P = 0.05] and a low MUAC [ORa: 1.96 (1.24-3.13); P = 005] were significantly and independently associated with anemia.ConclusionAnemia is common in rural South Kivu but the contribution of iron deficiency is low. However, other nutritional deficiencies are associated: hypoalbuminemia in pregnant women and low MUAC in preschool children. Malaria, other infections, inflammatory conditions as well as lack of deworming are also other factors that were associated with anemia. In pregnant women, lack of prevention against malaria by ITNs before ANV1, presence of anemia at ANV1, and low maternal height were predictors of LBW.Integrated control of malaria and other infectious diseases as well as improving nutritional status are among vulnerable factors in the short- and middle-term to reduce the burden of anemia in South Kivu. This, in turn, will help to reduce the incidence of LBW.There is need for further research to (i) identify other causes of anemia including hemoglobinopathies and other genetic disorders, (ii) improve knowledge of the best strategies for controlling anemia by integrating prevention of malaria in an environment where there is a relatively high prevalence of hemoglobinopathies and other genetic abnormalities that may alter erythropoiesis and/or iron metabolism.<br>Doctorat en Sciences de la santé Publique<br>info:eu-repo/semantics/nonPublished

The study aimed to evaluate the nutritional status of pre-school children (0-6 years), and the activities of a local CBNP serving these children, in the Ngwaritsi health district of the Northern Province. The following objectives were identified: o To determine the anthropometric status of children 0-6 years o To determine the dietary intake of children 0-6 years o To evaluate the nutrition services offered to these children by a local CBNP o To make recommendations, based on these findings, for improving existing strategies to address malnutrition in the area.

O objetivo geral do estudo foi compreender as significações dos gestores educacionais sobre o atendimento às crianças do campo na educação infantil. Buscou-se ainda compreender: como municípios da mesorregião de Ribeirão Preto (SP) ofertam a educação infantil às crianças de 0 a 5 anos moradoras em área rural; como gestores educacionais organizam e significam o atendimento às crianças do campo na educação infantil. O estudo teve uma abordagem quantitativa e qualitativa. Os dados quantitativos foram levantados por meio de questionários respondidos por 18 secretarias de educação de municípios da mesorregião de Ribeirão Preto. As informações qualitativas foram levantadas por meio de observação em 4 pré-escolas localizadas no campo e de entrevistas com gestores de um município da mesorregião de Ribeirão Preto, escolhido como foco da pesquisa. Participaram 6 gestores: 1 secretária de educação, 1 coordenadora municipal de educação infantil, 2 diretoras escolares e 2 coordenadoras pedagógicas das pré-escolas no campo. O material empírico foi categorizado e analisado de acordo com a perspectiva teórico metodológica da Rede de Significações. Os resultados advindos dos questionários indicam que: a quase totalidade dos municípios oferta educação infantil para as crianças em área rural; a oferta é prioritária para crianças de 4 e 5 anos de idade, ou seja, na pré-escola; quando ofertado, o atendimento das crianças de 0 a 3 anos do campo ocorre somente em creche localizada em área urbana; a oferta de pré-escola ocorre preferencialmente em área urbana; os municípios alegam possuir proposta pedagógica, mas não a fundamentam em legislações relativas à educação do campo; existe investimento em formação continuada, mas poucos municípios oferecem formação específica; parte das escolas de educação infantil localizadas no campo não possuem autonomia administrativa; investimento em transporte escolar da criança para a área urbana em detrimento de investimento em atendimento na própria área rural; os municípios disponibilizam transporte público, mas ainda alguns não possuem a figura de um monitor para acompanhar as crianças no trajeto entre escola e a casa. A pesquisa qualitativa revela que o município investigado realiza atendimento prioritário da criança do campo de 4 a 5 anos, em pré-escola localizada em área rural. As gestoras apresentam significações que transitam entre a preocupação em manter aspectos gerais da educação infantil para todas as crianças e a busca por adaptações de aspectos específicos da educação infantil para as crianças de área rural. As participantes tomam a valorização da cultura do campo como norteadora das práticas específicas nas pré-escolas no campo. Apontam para a necessidade de reestruturação na gestão escolar no município, que vincula as pré-escolas no campo à escolas de educação infantil localizadas na cidade. A indicação política para cargo de diretor escolar é significada como negativa pelas diretoras escolares e necessária para a secretaria de educação. O envolvimento do prefeito é destaque na educação infantil para as crianças em área rural e reflete nas possibilidades de gestão.<br>This study mainly aimed at understanding the meanings from educational managers on the support for children from rural areas in preschool education. The study as well intended to comprehend: how townships from the mesoregion of Ribeirão Preto offer preschool education to 0 to 5 year-old children who live in rural areas; how educational managers organize and signify the support for children from rural areas in preschool education. The study was carried out having a qualitative and quantitative approach. Quantitative data were obtained through questionnaires filled out by 18 educational secretaries within the mesoregion of Ribeirão Pretos townships. Qualitative data were obtained through observation of 4 preschools in rural area and through interviews with managers from one township within the mesoregion of Ribeirão Preto, chosen as the research focus. The participants were 6 managers: 1 preschool secretary, 1 city preschool coordinator, 2 school principals and 2 city preschool coordinator in rural area. Empirical material was categorized and analyzed according to the methodological-theoretical perspective of the Network of Meaning. Results from the questionnaires indicate that: almost all townships offer preschool to children from rural areas; offer is mainly for 4 to 5 year-old children; when offered the services for 0 to 3 year-old children from rural areas only occur in kindergartens set in urban places; preschool offer is preferably in urban area; townships allege to have a pedagogical proposal, however it has not been based on legislations concerning education in rural areas; there is investment for continuing education, however only a few townships offer specific degree; some preschools in rural areas have no managerial autonomy; investment in transportation for children to commute from urban to rural areas in detriment of investment to support the rural area itself; townships offer public transportation, however some still do not have someone to monitor the children from school home and from home to school. The qualitative research reveals the investigated township performs prioritize support for 4 to 5 year-old children from rural areas, in preschools located in rural areas. Managers presented meanings that go from worry in keeping general aspects of preschool for all children until the pursuit to adapt specific aspects of preschool for children in rural areas. Participants believe the valorization of rural area culture is the clue for preschools in rural areas to have specific practices. Managers claim for the restructuring of municipal school management, which links preschools in rural areas to preschools in urban areas. School directors mean the position of school principal being indicated politically as negative, although necessary for the Education Secretariat. The involvement of the mayor is a main point in preschool for children in rural areas, and reflects management possibilities.

This study addressed the current status of early childhood curriculum design and implementation in the Texas Education Service Centers Seven and Eight. No Previous research about the characteristics of the preschool programs had been completed in those areas. This research established if preschool programs were receiving priority status in East Texas. The results yielded evidence regarding the characteristics of administrators, teachers, curriculum implementation, plus parent and community involvement. The information also provided insight regarding short-term and longitudinal effects on children who have attended preschool programs. Data were collected from a search of educational literature, regional service preschool directors, administrators, and teachers. The procedure used in designing the survey and interview documents was Michael Scriven's goal-free strategy. The main sources for the questions were the National Association for the Education of Young Children and Head Start. The study first directs attention to the common characteristics of national programs/standards, then discusses the level of implementation in local rural prekindergartens. The fifteen open-ended interviews yielded concise information relevant to the population of students served and administrative beliefs on current practices. Surveys were sent to a total of all preschool administrators in the Education Service Center Regions of Seven and Eight. A 51 percent response rate was received. The results of the analysis demonstrated the direction current administrators hope early childhood will take in the areas of 1) developmentally-centered curriculum, 2) parental and community input, and 3) professional development. The administrators' commitments and focal points were correlated with the national standards. Recommendations are made that should result in an overall increase of successful prekindergarten and high school graduates.

xix, 198 p. : ill. A print copy of this thesis is available through the UO Libraries. Search the library catalog for the location and call number.<br>Due to the lack of a screening and early identification system, preschool children who live in rural areas in Northeast Thailand have no opportunity to receive specialized educational services. Most children are identified as having disabilities at school age or older. In this study, the 24-, 30-, and 36-month intervals of the Ages and Stages Questionnaires (ASQ), a parent-completed screening system, were translated and evaluated for reliability and use in Northeast Thai early childcare settings. The study purpose was to investigate the reliability and utility of the Ages and Stages Questionnaires: Thai (ASQ: Thai). Reliability studies included an investigation of internal consistency, test-retest reliability, interobserver reliability, and comparison of differences between U.S. and Thai scores. Utility studies included surveys of satisfaction of parents/caregivers and early childcare staff as well as brief interviews with parents/caregivers and early childcare staff. Subjects included 267 children who were 2-3 years old; 267 parents/caregivers; 49 early childcare staff; and 5 early childcare professor experts. The subjects were recruited through the Department of Curriculum and Instruction, the Faculty of Education, Mahasarakham University. Results addressing the reliability and use of ASQ: Thai were promising. Internal consistency (ρ = .58 -.89) results were adequate as well as test-retest agreement (ρ > .90). A comparison between the ASQ: Thai sample data and the U.S. normative sample found that there were some differences in range, mean, median, interquartile range, and cutoff scores. The back translation of the ASQ: Thai appeared to be adequate in comparison to the original version, as well as culturally appropriate. Early childcare staff and parents/caregivers felt that the ASQ: Thai was easy to use and understand and was culturally appropriate, and they gained knowledge about child development. Early childcare staff and parents/caregivers suggested that the ASQ: Thai should be used in early childcare settings with children when they enter the program. Future research on the ASQ: Thai is needed. Increased study of cultural, language, and disability issues are areas for further study.<br>Committee in charge: Jane Squires, Chairperson, Special Education and Clinical Sciences; Deanne Umuh, Member, Special Education and Clinical Sciences; Erin Barton, Member, Special Education and Clinical Sciences; Kathie Carpenter, Outside Member, International Studies

This dissertation is an examination of salient factors that influence the health seeking behaviour of mothers/caregivers of pre-school children in Kwangwanase, KwaZuluNatal province, South Africa. Health seeking behaviour for pre-school children is poorly understood, and is influenced by an array of complex factors that inhibit full utilisation of available health services. Amongst other things, health-seeking behaviour is influenced by cultural beliefs about children's illnesses as well as the local availability of treatment options, and the perceived quality of care provided. This dissertation represents the findings of a combined qualitative and quantitative research approach using free listing, pile sorts, interview schedules, logbooks and observation to explore health-seeking behaviour. Research focussed on the local knowledge held in relation to childhood illnesses that affect children under age six, along with the explanatory models used to discern causation and shape decisions regarding treatment and care. Mothers and caregivers of Kwangwanase draw upon their existing knowledge of children's illnesses, including notions of disease causation, when making diagnoses and deciding between home treatments and professional consultation. Mothers and caregivers pay close attention to the well being of small children. They are constantly involved in the routine management of health and illness. Various treatment options are utilised in a pragmatic way, as mothers and caregivers pick and choose from all available health resources as and when they see fit. Cultural beliefs, accessibility, religious views and other factors influence their choice of health service. Depending on the quality of the care provided and the outcome of the therapeutic intervention, mothers and caregivers are likely to consult several different health care providers in a sequential manner.<br>Thesis (M.A.)-University of Natal, Durban, 2002.

In Namibia, parents are mainly responsible for the establishment of preschools in their communities. However, many preschools in rural areas are beset by problems such as poor basic infrastructure and a shortage of trained staff. In light of evidence that parent involvement in Early Childhood Development (ECD) programmes is beneficial, this study includes a literature review of parent involvement in rural preschools as well as the place and role of parents in BCD provision in Namibia. A qualitative investigation of parent involvement in four rural preschools in the Kavango region was conducted. The data were analysed, discussed and synthesised. Among others it was found that preschools do not have a clear policy on parent involvement and that both parents and teachers lack knowledge on home-school partnerships. Poor socioeconomic circumstances and a lack of leadership exacerbates the problem. Based on the findings, guidelines for improving home-school relationships are proposed.<br>Educational Studies<br>M.Ed (Comparative Education)

Research indicates that mothers structure or scaffold children's early play. However, it is unclear whether these findings can be generalized to mothers and children of different cultures. Culture-specific and ecological factors may affect a mother's inclination and motivation to play with her child, her scaffolding behaviors, her involvement in play, and the type and kind of play she engages in. This study explores and provides preliminary descriptions of how play is defined, perceived, and valued by a sample of fifteen rural Nepali mothers. The study also describes the kind of play interactions Nepali mothers have with their young children who range in age from twelve to thirty-six months. The qualitative method of research was used to address the research questions. Data were collected through participant observation, videotapes of mother-child play in the course of everyday activity in the home, and interviews and discussion with the mothers based on the videotaped activities between them and their children. The results of the study reveal that play appears to be an integral aspect of mother-child interaction in daily care routines and is seen as a valuable means for keeping the child engaged, for managing child behavior, and for encouraging children's co-operation. The mothers in this study have a positive attitude towards play and are aware of the developmental impact it has on children, even though they underestimate their own roles in play interaction with their children. Findings contribute to the field of child development and education by building on existing cross-cultural literature on play. Early childhood educators and practitioners will be able to utilize the results of this study to inform their work in designing and implementing culturally relevant child development and education programs that are meaningful for the target population.

M.Ed. (Adult Education)<br>To address the need for early childhood education in a small rural settlement in Gauteng, South Africa, a crèche was established by external development agents with corporate donor funding. Three untrained mothers from the community volunteered as lay practitioners at the crèche. An organic process of training of these teachers and of developing a curriculum ensued. From the challenges presented by and the tensions arising from this initial process the following research questions emerged: What is the process of developing an (organic) ECD curriculum with practitioner training in a rural community? and; What are the emerging tensions in such a process and how are they managed in Participatory Action Research (PAR) mode? A review of literature included aspects of early childhood education in South Africa and elsewhere and explored issues of community development, ECD and teacher development as well. Several examples of early childhood curriculum approaches from abroad and from Africa were compared and investigated for their possible relevance to the context of rural South Africa. The study was designed as a case and, because the situation at the site involved several stakeholders such as parents, development practitioners and the community committee, involved in a rural community development project, it predisposed the investigation to PAR as research design. Participation and collaboration between the researcher and all stakeholders through recurring cycles of planning, action and reflection distinguish the process of data collection of this inquiry. The perceptions and voices of the members of the community and the teachers form an integral part of this process. In-depth interviews with teachers, parents and the community leader; participant observation by the co-researcher, and documents and artefact collection were used as data collecting strategies. An inductive process of content analysis was employed during which the different data sets were first coded separately where after provisional categories were induced from the codes. The categories for the different data sets were then integrated and refined to themes. From these themes a pattern was identified from which the main findings of the inquiry were drawn. During the actual data collection process the researcher collaborated with a co-researcher who was also the teacher trainer. This collaboration served to address possible obstacles such as a language barrier and the challenges presented by the researcher‟s position as development practitioner. The participatory nature of this inquiry is further reiterated by the data sources that were selected. These include perceptions of different role players in the intervention, such as the teachers, parents, teacher-trainer, the development practitioners and community leader were elicited by means of some existing and some purposefully designed data sources. Because it was one of the main units of analysis for this study, the experiences of the teachers were explored in-depth over time and by means of data from several different data sources. Data from different sources were also integrated and the articulation of these different sources contributed to the validity of the study.

碩士<br>國立臺中教育大學<br>幼兒教育學系早期療育碩士在職專班<br>103<br>Abstract The purpose of this study is to explore the role of preschool educators in early intervention services in rural areas of Miaoli County and to determine how such roles are implemented in practice.Better understanding is gained of how the integration of preschool and daycare has affected early intervention services and of the views on this topic.Suggestions are offered regarding early intervention services in rural areas after preschool-daycare integration. The subjects of this study are 12 educators employed in public preschools in rural areas of Miaoli County.Qualitative research data was collected through in-depth interviews.The research results may be summarized in the following four points: 1. Preschool educators are aware of their importance for early intervention services in rural areas;for example,they are often the first to notice developmental problems in children.The perception of preschool educators regarding their own roles is influenced by the system of rules at their preschools,the responsibilities they are given,and the system for selecting them;the attitudes and experiences of preschool educators are also an important factor. 2. Preschool educators mostly learn about the process for early intervention services through official documents and training seminars organized by government agencies.However,three groups of factors influence the effective implementation of early intervention services by preschool educators.Factors related to preschool administration include the organization of the preschool and the convenience and ease of transport;factors related to the service itself include the appropriateness of the service model,how well the relevant professionals can work with each other,and the effectiveness of interactions and information exchange between professionals and parents;factors related to the family include parents' capabilities and attitudes. 3. There has been no change to the service process and implementing agency after the integration of preschool and daycare.The integration has helped children receive services earlier.However, as children begin preschool at earlier ages,it has become more difficult for preschool educators to determine the development and abilities of the children that they work with. Most preschool educators discussed this in the context of language abilities.Staffing levels codified in laws and regulations,and the mixed of ages in the classrooms,have also affected the quality of service. Therefore,some preschool educators point out that providing extra professional service resources is a way to mitigate current difficulties and that collaboration between preschools and social services is also very important. 4. Suggestions by preschool educators for early intervention services in rural areas include active reporting by medical care providers; strengthening parental education;improving the joint evaluation system and developing alternatives;improving the functions of community service points and mobile consultations;simplifying the IEP format;providing extra professional service resources;and adjusting the proportion of integrated time. Keywords: preschool educators, early intervention, roles, rural areas

M.A.<br>Die rol van vroeë kinderontwikkeling in die bevordering van sosio-ekonomiese ontwikkeling in landelike gebiede is ‘n navorsingsprojek wat in Nongoma, Noordelike Kwa Zulu-Natal uitgevoer is. Die doel van die projek was om die rol wat deur vroeë kinderontwikkelingsentra (creches) gespeel is in die bevordering van gemeenskapsontwikkeling in landelike gebiede te verken. ‘n Kwalitatiewe ontwerp is gebruik om data van respondente in te win. Die data is ingewin van deelnemers in die vroeë kinderontwikelingsentra deur middel van ‘n onderhoudskedule. Onderhoude is deur middel van oudiobande opgeneem en later op papier getranskribeer. Temas is uit die data wat deur die respondente verskaf is, ontwikkel. Die steekproef is uit dertien crechebestuurders, twaalf vrouens uit armoedige ontwikkelingsverligtingsprojekte, een raadslid en twee lede van gemeenskapsbaseerde organisasies, saamgestel. Die doelwitte van die ondersoek is: • Om die verskeie rolspelers in vroeë kinderontwikkeling te identifiseer • Om die sosio-ekonomiese belangrikheid van vroeë kinderleidingsentra in Nongoma te ondersoek • Om die uitdagings wat die verskaffers van vroeë kinderleidingsdienste in Nongoma konfronteer, te beskryf • Om die verhouding tussen vroeë kinderleidingsdienste en gemeenskapsontwikkeling te ontleed Die ondersoek het rolspelers (staatsdepartemente, burgerlike samelewing en die private sektor) geidentifiseer en het die rol wat deur elke rolspeler uitgevoer is omskryf. Dit het ook gapings in dienslewering geidentifiseer. Dit het die opvoedkundige, gesondheids-, maatskaplike, ekonomiese en sielkundige belangrikheid van creches uitgelig. Dit het die belangrikheid van vroeë kinderontwikkelingsentra in vrouens se maatskaplike ontwikkeling uitgestip. Dit het ook ‘n begrip van “plaaslike ontwikkeling met ‘n kindersorg fokus” ontwikkel. Aanbevelings ten opsigte van wat maatskaplike werkers kan doen om plaaslike ontwikkeling met ‘n kindersorgfokus te bevorder, is gemaak.<br>Prof. W. A. Mitchell

碩士<br>國立臺東大學<br>幼兒教育學系碩士班<br>101<br>The purpose of this study was to explore the correlation, differences between mothers’ parenting self-efficacy and preschool children emotional ability in urban and rural areas and also the predictability in between. The survey was conducted through a questionnaire with valid 450 samples on four-to-six-year-old children and their mothers in Taipei and Taitung. Research tools were the "Mothers’ Self-efficacy Scale" and "Preschool Children’s Emotional Ability Scale". The "Mothers’ Self-efficacy Scale" which was self-designed came in five dimensions including mother parenting belief, mother parenting skills, mother parenting persistence, mother thought patterns and emotional reactions, and mother parenting psychological function. As for the “Preschool Children Emotional Ability Scale” which was designed by both Dr. Shu-Chen Chien and Dr. Li-Wen Kuo in 2006 and the exclusive scale for testing three-to-six-year-old children's emotional ability in Taiwan. There were four dimensions of this scale consisted of emotional perceived identification, emotional expression, emotional understanding and emotional regulation. The data collected were analyzed by different methods including descriptive statistics, ANOVA, t-test, regression analysis and canonical correlation. The following conclusions based on the findings were acquired, 1.Taipei mothers and Taitung mothers were with high parenting self-efficacy. Taipei mothers’ parenting self-efficacy was higher than that of Taitung mothers. 2.Taipei mothers and Taitung preschool children were with high emotional ability. Taitung preschool children’s emotion ability was higher than that of Taipei preschool children. 3.There were differences exist in background of mothers and preschool children in the respect of mothers’ parenting self-efficacy. The subgroups with highest ranking were mothers’ age between 36 to 40 years old, parents with bachelor degrees, parents were executives or managers, non-aborigine, families with monthly income were NTD 100,001 to 150,000, and mothers living in Taipei. 4.It was found that differences exist in background of parents and preschool children in term of preschool children’s emotional ability. The highest subgroups included fathers with bachelor degrees, parents were executives or managers, aborigine, families with three generations and six-year-old preschool children living in Taitung. 5.Mothers’ parenting self-efficacy could effectively predict preschool children's emotional ability. 6.Preschool children's emotional ability could effectively predict mothers’ parenting self-efficacy as well. 7.There were positive correlations for summary scales and dimensions between mothers’ parenting self-efficacy and preschool children emotional ability.

Rural schools in South Africa often face numerous challenges that are largely aggravated by low numbers of learners, low numbers of teachers and a shortage of teaching and learning resources, to mention a few. Hence, the provision of one teacher per grade is perceived as a luxury in many rural schools. Consequently, such challenges have led to many rural schools being affected by multi-grade teaching. Multi-grade classes have more than one grade in one classroom, usually those grades that are close to each other. For instance, Grade R and Grade One learners will be taught in one class by the same teacher. This research study therefore focused on teachers’ pedagogical content knowledge for teaching literacy in a multi-grade foundation phase class. The teaching of reading in isiZulu Home Language was singled out as the literacy component to be investigated. Teachers at the foundation phase need to have a distinctive body of knowledge as they have to be able to blend content in literacy and the appropriate methods of teaching each literacy component. They need to understand how to organize each component of the content and how to deliver it accurately to learners through appropriate methodologies. Moreover, it is imperative to understand that it is a complex process for teachers to intersect content knowledge and pedagogical knowledge. The process becomes even more complex for teachers who teach in a multi-grade class. Reading as a literacy component was put under a particular lens as teaching and assessing this literacy component in a multi-grade context is highly challenging. This was an exploratory case study that was embedded in a qualitative research methodology. A primary school from Ndwedwe Circuit in the KwaZulu-Natal province was purposively sampled. Empirical data for this study were collected from this rural school because it was practising multi-grade teaching in all phases. To collect the data, teachers teaching multi-grade classes were interviewed using semi-structured interviews. Observations were also done during the teaching process and relevant documents were analysed. The documents that were interrogated included daily, weekly and monthly work plans, class timetables, and the school’s calendar. The findings suggested that teachers relied on traditional methods of teaching as the context was complex and beyond their professional capabilities. This study was therefore aimed at contributing to the discourse of how teachers in rural contexts can be trained on multi-grade teaching in order to provide them with appropriate pedagogical knowledge and skills that will empower them to support teaching and learning across grades.<br>Thesis (M. Ed.)-University of KwaZulu-Natal, Durban, 2012.

碩士<br>高雄醫學大學<br>口腔衛生科學研究所碩士在職專班<br>100<br>Background: Dental caries of children in Taiwan is the most common oral disease; it can also severely affect children&apos;&apos;s eating habits, sleep habits and quality of life we surveyed and discuss whether the dental health status of children aged 3-6 years old, especially the rural-urban discrepancy has improved recently or not. Therefore, the purpose of this study was to examine the dental health status, diet and tooth cleaning habits of children aged 3-6 years old and their parents and compare their urban-rural discrepancy. Objectives: 1、To survey the oral health ststus diet and tooth brushing habits and caries prevalence of 3-6 year-old children in urban and rural areas. 2、To study the correlation between dental caries status and socio-demography of children in urban and rural areas. 3、To the study dental caries status , diet habits and the relevance of cleaning teeth of children in urban and rural areas. 4、To explore the important factors of dental caries in urban and rural areas. Material and methods: There were 4152 children aged less than 6 years old selected by the sampling method of Probability Proportional to Size (PPS). The final effective sample was 3,412 children aged between 3-6 years old for this cross-sectional study. The content of the study used an oral examination chart which contained dental health status, oral hygiene status, and a structured questionnaire related to diet, tooth cleaning and feeding which was obtained from the parents of the children who participated in this study. MS Access was used to design the data base. SPSS 17.0 software was used for statistical analysis which contained t-test, analysis of variance (ANOVA) and Chi-square test for analyses. Results: The 3-6 year old mean dental health index including dt, ft, deft index, ds, fs defs index and caries rates increased with age significantly (p &amp;lt;0.0001); The deft index of 6 year-old children in rural areas showed 6.60±7.51 which was statistically significantly higher than that of urban areas, 4.54±3.41.The rural children who liked to eat snacks and baked foods showed a higher deft index of 9.87±8.45 than that of urban children, 9.42±8.13 with a statistically significant difference (p &amp;lt;0.0001). The rural children who did not have tooth-brushing habits showed a higher deft index of 5.27 ± 2.88 than that of urban children of 4.95 ± 5.58 with a statistically significant difference (p &amp;lt;0.0001). Conclusion: This survey proved that the discrepancy of dental health status of 3-6 year-old children between urban and rural areas is severe and should be improved urgently. The important affect factors to cause the poor dental health status are age, tooth-brushing behavior, diet habits and the urban rural divide. KEY WORDS： Dental caries experience index, caries prevalence, rural and urban areas, dental health status

A quantitative, explorative, descriptive contextual study was conducted to determine to what extent the malaria control measures proposed by the Tanzanian government had been implemented by parents of children between the ages 0-5 years who lived in Bukumbi village. Structured interviews were conducted with 40 parents of children who had been admitted for malaria treatment during 2007, and the data analysed by computer. Although respondents had a basic knowledge of preventive measures they did not implement actions preventing the anopheles mosquitoes’ breeding in this tropical area. The vicious cycle of poverty, malaria episodes and lack of proper malaria health education hampered the implementation of control measures such as the spraying of houses with insecticides. Although the government of Tanzania subsidises insecticide treated bed nets the respondents did not maintain these nets and did not renew the insecticide treatment of these nets. The incidence of malaria is unlikely to decline in the Bukumbi village unless all identified factors are addressed.<br>Health Studies<br>M.A.