Dissertations / Theses: 'Year 6'

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Andrews, Kylie C. "High school learning spaces : investigating Year 6 students' imaginings and representations." Thesis, Queensland University of Technology, 2016. https://eprints.qut.edu.au/101159/1/Kylie_Andrews_Thesis.pdf.

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This qualitative case study explored Year 6 students’ experience and imaginings of learning spaces as they prepared to transition to high school. Analysis of the students’ annotated visual images and interview responses indicated their strong preferences to learn in outdoor, informal spaces that maintained connections with nature. The Year 6 students also identified the impact of environmental factors such as noise and fresh air, and their spatial preferences for both developing autonomy and learning with peers. The thesis will inform researchers, designers and teachers seeking to understand student perspectives about spatial aspects that engage and support learners.

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Young, Robyn. "Inspection time and intelligence in 6 year-old children /." Title page, table of contents and abstract only, 1987. http://web4.library.adelaide.edu.au/theses/09ARPS/09arpsy75.pdf.

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Woo, Yuen-man Cynthia. "Phonological awareness in 4-6 year old Cantonese-speaking children." Click to view the E-thesis via HKUTO, 1993. http://sunzi.lib.hku.hk/hkuto/record/B36208814.

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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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Almujaweb, Turki. "Caries experience and risk assessment in 6-year-olds and 14-year-olds living in Malmö, Sweden." Thesis, Malmö universitet, Odontologiska fakulteten (OD), 2018. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-19933.

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Aim: to study if children with caries in primary teeth at age 6 had more caries in permanent teeth at age 14 compared to children who were caries-free at age 6. Besides that, if children who were judged as having high caries risk at age 14 had higher DMFT than children with low caries risk in the same age, and if children with high caries risk at age 14 had higher dmft at age 6 than children with low/moderate risk at age 14. Method: Dental records from 2655 15-year-olds were reviewed by two investigators. Information was collected on background information (age, gender, medical status), dmft value and risk assessment at age 6, DMFT value and risk assessment at age 14. Results: Individuals with higher dmft values at age 6 had higher DMFT values at age 14 years. Individuals who were judged as low/moderate risk individuals at age 14 showed less caries experience than individuals who were judged as high/ very high risk individuals. The individuals who were judged as low/moderate risk individuals at age 14 showed less caries experience at age 6 and report less dmft value than individuals who were judged as high/ very high risk individuals. Conclusion: Individuals with higher caries experience at young age had higher DMFT values and were judged as high caries risk individuals at age 14. Therefore, dmft value at young age can be used as a predictor for future carious experience in adolescence.

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Bryant, Danielle N. "Gender public regard and approach towards masculinity in 6-year-olds." Thesis, California State University, Long Beach, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=1586850.

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From early to middle childhood, girls normatively begin to show a shift towards masculinity. Preschools are filled with "girly girls" whereas elementary schools show a high prevalence of girls self-identifying as tomboys. In contrast, boys' masculinity remains stable without a similar shift towards femininity. One possible explanation for this discrepancy is children's awareness of male prestige. As children become more aware that males are valued over females, I hypothesize that children may be motivated to approach masculinity and possibly avoid femininity. The current study uses archival data and examines whether awareness of male prestige is associated with an approach towards masculinity exhibited by children's gender attitudes. Participants included 217 six-year-old children who were interviewed. As hypothesized, the more that children believed that others had a higher regard for boys compared to girls, the more favorable were their attitudes towards boys, and the less favorable were their attitudes toward girls.

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Mildenhall, Paula. "Enhancing the teaching and learning of computational estimation in year 6." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2011. https://ro.ecu.edu.au/theses/387.

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There have been repeated calls for computational estimation to have a more prominent position in mathematics teaching and learning but there is still little evidence that quality time is being spent on this topic. Estimating numerical quantities is a useful skill for people to be able to use in their everyday lives in order to meet their personal needs. It is also accepted that number sense is an important component of mathematics learning (McIntosh, Reys, Reys, Bana, & Farrell, 1997; Paterson, 2004) and that computational estimation is an important part of number sense (Edwards, 1984; Markovits & Sowder, 1988; Schoen, 1994). This research hoped to contribute towards establishing computational estimation as a more accepted and worthwhile part of the mathematics curriculum. The study focused on a professional learning intervention, which used an action research approach, and was designed to develop teachers’ pedagogical content knowledge of computational estimation. The study utilised a multiple case study model set within a social constructivist and sociocultural paradigm to investigate the teachers’ involvement in this intervention. Case studies selected were completed focussing on three of the teachers and their classes.

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George, Rachel. "Numeracy development of 6-7 year old children with specific language impairment." Thesis, University College London (University of London), 2002. http://discovery.ucl.ac.uk/10020393/.

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Givens, Sarah Elizabeth. "SPIRITUAL ENGAGEMENT AND DEPRESSIVE SYMPTOMS IN GRANDMOTHERS: A 6-YEAR LONGITUDINAL STUDY." Case Western Reserve University School of Graduate Studies / OhioLINK, 2017. http://rave.ohiolink.edu/etdc/view?acc_num=case1492017830179959.

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Baturo, Annette R. "Year 6 students' cognitive structures and mechanisms for processing tenths and hundredths." Thesis, Queensland University of Technology, 1998. https://eprints.qut.edu.au/14769/7/14769_Digitised%20Thesis.pdf.

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This study explored the cognitive functioning of Year 6 students in the domain of decimal-number numeration, particularly with the intention of: (a) comparing the knowledge structure of proficient and semiproficient students with respect to tenths and hundredths knowledge; (b) constructing frameworks and models which explain the structural knowledge differences of proficient and semiproficient students with respect to tenths and hundredths; and (c) drawing implications for instruction. Forty- five students (12 high proficient, 12 semiproficient, 8 medium proficient, 8 medium semiproficient, 5 low proficient) were identified for semistructured individual interviews (Burns, 1994). The interview was informed by the numeration model and, as a consequence, incorporated tasks relating to position and order, to multiplicativity, and to the unitisation and reunitisation of decimal fractions. The interview results revealed that: (a) knowledge of position and order differentiated between high- performing (high proficient, high semiproficient, medium proficient) and low-performing (medium semiproficient, low proficient) students; and (b) availability and accessibility of multiplicativity tasks were the major factors which differentiated performance amongst the high-performing students. As a result of analyses of students' interview responses and the knowledge subcomponents of the decimal-number taxonomy, structural models that represented the cognitions and connections held by the composite performance categories for position/order, multiplicativity, and unitisation/reunitisation were constructed. From a comparison of the structural models, cumulative models that combined findings for each performance category across position/ order, multiplicativity, and unitisation/reunitisation were constructed. The cumulative models represented the two domains involved in decimal-number numeration understanding, namely, whole numbers and fractions, with multiplicativity represented as the structural knowledge that unifies and integrates the structural knowledge of position/order and unitisation/reunitisation. The models were used to draw implications for instruction in decimal numbers and mathematics generally.

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Lawrence, Julia Clare. "Negotiating change : the impact of school transfer on attainment, self-esteem, self-motivation and attitudes in physical education." Thesis, Brunel University, 2006. http://bura.brunel.ac.uk/handle/2438/6377.

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The purpose of this study was to identify any changes in attainment, self-esteem, self-motivation and attitudes to physical education between the end of year 6 and the beginning of year 8 (during the transfer from primary to secondary school), and to establish the extent of any differences between gender, age of transfer and school attended. Consideration was also given to the ways in which continuity and promotion was promoted between schools involved in the study. Data was collected on four occasions over a 20-month period. Data pertaining to attainment was collected using observation techniques and teacher assessment, whilst self-esteem and self-motivation was collected using questionnaires. Attitudinal data, information relating to physical education, and continuity and progression data were collected using questionnaires and interviews. Results showed significant increases in attainment, self-esteem and self-motivation between the end of year 6 and the beginning of year 8. Significant differences were evident in relation to gender, age of transfer and secondary school attended. Significant positive relationships were found between attainment and self-esteem, attainment and self-motivation, and self-esteem and self-motivation, allowing a tentative relationship model to be proposed. Changes in attitudes towards physical education were also found. Whilst teachers acknowledged the importance of continuity and progression, links between schools focused on social / pastoral rather than curricular issues. Time, staffing issues and finance were identified as the main constraints to the establishment of links. What emerges is a complicated picture of inter-related factors, with no universal solution. Each teacher must consider this broad range of factors within the context they teach. In order to do this there is perhaps a need to raise awareness amongst teachers of the impact of the transfer between primary and secondary phases of education on pupils across curriculum subjects, and that this should be explicitly considered and planned for.

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Markowiak, Anthea N. "Narrative comprehension in Kindergarten: an analysis of talk about narratives by children differing in early literacy development." University of Sydney, 2006. http://hdl.handle.net/2123/1758.

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Master of Philosophy in Education
Literacy skills include expressive language, oral and written, and receptive language, comprehension. This study explores both aspects of language in six Kindergarten children differing in early literacy development- three judged by teacher assessment to be 'at risk', and three acquiring Kindergarten skills as expected. Oral retellings of a familiar narrative and an unfamiliar story just heard, and a personal recount were taped and analysed using Halliday's Systemic Functional Grammar. Comprehension responses to individually shared narratives were also collected and analysed. The children's use of language and comprehension responses varied significantly. Those 'at risk' were unable to retell narratives, needed high levels of support to comprehend texts and produced less cohesive personal recounts. The linguistic analysis revealed vocabulary and rhetorical organisation affected the reconstruction of oral narratives. These children also seemed to find comprehending difficult when questions or recall involved following reference, negotiating marked Theme or drawing inferences. The study was designed as a series of one to one literacy experiences. A listening comprehension test showed that all children except one benefitted from the experience. The findings underline the importance of oral language development and the value of interactive teaching experiences to the attainment of sophisticated literacy skills.

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Orlygsdottir, Brynja. "Using knowledge discovery to identify potentially useful patterns of health promotion behavior of 10-12 year old Icelandic children." Diss., University of Iowa, 2008. http://ir.uiowa.edu/etd/6.

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Nrugham, Latha. "Associates and predictors of attemptedsuicide among depressed adolescents : A 6-year prospective study." Doctoral thesis, Norges teknisk-naturvitenskapelige universitet, Institutt for nevromedisin, 2010. http://urn.kb.se/resolve?urn=urn:nbn:no:ntnu:diva-11845.

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In this study, the relationship of depression with attempted suicide among adolescents was examined in eight sub-studies. A representative sample of Norwegian school students (T1, N = 2464, mean age 13.7 years, participation rate = 88.3%, females = 50.8%) in grades 8 and 9 was reassessed after one year (T2) with the same questionnaire as at T1. All high scorers (≥ 25) on the Mood and Feelings Questionnaire (MFQ) at T2 were matched for age-and-gender with one control from the low or middle scorers, randomly assigned on a 2:1 basis. This subset (n = 345, participation rate = 94.1%, females = 72.5%) was diagnostically assessed by face-to-face K-SADS-PL interviews (mean age = 14.9 years, SD = 0.5) within 3 weeks of the T2 questionnaires being completed. The subset was again assessed after 5 years (T3) by using the same questionnaire (n = 252) and by the same interviews on telephone (n = 242). The participation rate at T3 was 76.9% (n = 265, mean age = 20.0 years, SD = 0.6, females =77%). Irrespective of age and length of time, a history of attempted suicide predicted a future suicidal act. A diagnosis of any depressive disorder predicted attempted suicide among older adolescents. Not living with both biological parents predicted attempted suicide among younger adolescents. Cognitive symptoms dominated the depression profile of suicidal adolescents irrespective of age. Dysthymia by age 15 remained a predictor of suicidal acts between age 15 to 20 while major depression and a depressive episode, not otherwise specified, continued to be significant associates among younger adolescents, even when depressive symptoms were controlled for. Violent life events among older adolescents were significant associates of suicide attempts while other traumatic events were not. Among those who had experienced violent life events, only those who had been victims of such events were likely to attempt suicide and not those who solely had been witnesses. Higher resilience protected against suicide attempts even in the context of victimization by violence and depression. Resilience, as measured in this study, is considered to be a stable, yet modifiable trait. Risk factors of attempted suicide during adolescence were both stable and changing. Age should be an important consideration in clinical suicide risk assessments. Perhaps, it is not in the depression per se, but rather in the specific nature of the depression together with distinct stressors during adolescence that some of the keys to understand attempted suicide among adolescents lie.
Et representativt utvalg (T1, N = 2464, svarprosent = 88.3%, jenter = 50.8% ) av norsk skoleungdom fra 8. og 9. skoleår med gjennomsnittsalder på 13.7 år ble fulgt opp ett år senere (T2) med samme spørreskjema som ved T1. Alle med høye depresjonsskårer (≥ 25) malt med spørreskjemaet Mood and Feelings Questionnaire (MFQ) ved T2 ble sammenlignet med en kontrollgruppe som besto av dem som hadde lave eller middels depresjonsskårer. De i kontrollgruppen ble tilfeldig trukket ut, og hver av dem ble sammenliknet med to personer i høyskåre-gruppen med samme kjønn og alder. Delutvalget besto av 364 ungdom; totredjedeler av disse hadde altså høye depresjonsskårer. De (n = 345, svarprosent = 94.1%, gjennomsnittsalder = 14.9 år, jenter = 72.5%) ble vurdert klinisk med tanke på mulige psykiatriske diagnoser. Det ble gjennomført ansikt-til-ansikt intervjuer på skolen. K-SADSPL var hoved instrumentet. Delutvalget ble igjen undersøkt 5 år senere (T3) med det samme spørreskjemaet (n = 252). I tillegg, ble de intervjuet over telefon (n = 242) med samme intervju. Svarprosenten ved T3 var 76.9 % (n = 265, gjennomsnittsalder = 20.0 år, standard avvik = 0.6, jenter = 77%). Det å ha selvmordsforsøk i sin livshistorie predikerte fremtidige selvmordshandlinger uavhengig av alder. Funnet viste seg gyldig både på kortere og lengre sikt. Det å ha en diagnostisert depressiv lidelse predikerte også selvmordsforsøk blant eldre ungdom. Blant de yngre derimot, var det ikke å bo sammen med begge biologiske foreldre utslagsgivende for selvmordsforsøk. Depressive symptomer av kognitiv art dominerte depresjonsprofilen blant de suicidale ungdommene uavhengig av alder, mens forholdet mellom depressiv lidelse (diagnose) og suicidale handlinger varierte med alder. En alvorlig depresjonslidelse og en depresjonslidelse uten nærmere angivelse hang sammen med selvmordsforsøk blant yngre ungdom. Dystymi predikerte selvmordsforsøk blant eldre ungdom. Voldelige livshendelser viste seg å utgjøre en risikofaktor for selvmordsforsøk opptil tidlig voksen alder. Ingen slik sammenheng ble funnet for andre traumatiske opplevelser. Bare de som hadde erfart å være direkte utsatt for vold, viste økt sannsynlighet for å gjennomføre selvmordsforsøk. Tilsvarende ble ikke observert blant de som kun var vitne til voldelige hendelser. Høyere motstandskraft (resiliens) viste seg å beskytte mot selvmordsforsøk selv blant de som hadde vært ofre for vold og depresjon. Høy motstandskraft (resiliens) er her betraktet som en stabil, men modifiserbar egenskap. I denne studien har risikofaktorne ved selvmordsforsøk i ungdomstiden vist seg å være både stabile (for eks. selvmordsforsøk, kognitive depressive symptomer, opplevelse av voldelige livshendelser) og varierende (for eks. diagnose av depressive lidelse og boforhold). Ved klinisk vurdering av selvmordsrisiko er det derfor viktig å ta i betraktning personens alder. Noe av forklaringen på at ungdom forsøker å ta livet av seg ligger antagelig i kombinasjonen mellom spesifikke depresjon og de stressorer som ungdommene hadde vært utsatt for, mer enn i selve depresjonen alene.

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Schuckard, Eeuwe. "Functional Asthma Severity and Impulsive Behaviour in 6 and 7 Year-old Children." Thesis, University of Canterbury. College of Education, 2007. http://hdl.handle.net/10092/1705.

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There is evidence that children with asthma exhibit more externalizing behaviour problems than other children. Impulsive behaviours can mark the onset and severity of externalizing behaviour problems. The present paper reports an exploratory examination of relationships between functional asthma severity and impulsivity in 6 and 7 year old children with asthma (N = 16). Participants with varying functional asthma severity were recruited at age 5 from a larger community study (the Children’s Learning Study). Parents completed items from three subscales of the Connors’ Parent Rating Scale-Revised (CPRS-R), the Hyperactive-Impulsive, Conners’ Global Index: Restless-Impulsive and the DSM-IV Hyperactive-Impulsive subscales. Children completed the Two Choice Paradigm (TCP), a computer program measuring delay aversion type impulsive behaviours. Mean (SD) CPRS-R Hyperactive-Impulsive, Conners’ Global Index: Restless-Impulsive and DSM-IV Hyperactive-Impulsive subscale scores were 59 (11), 56 (10) and 59 (10) respectively. There was no correlation between functional asthma severity and delay aversion or CPRS-R subscale scores and there was no evidence of a trend for such a relationship. Preliminary investigations conducted with a small sample of 6-7 year-old children with asthma thus suggest that functional asthma severity is not related to impulsivity.

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Lacey, Adrian. "Key factors that engaged year 5/6 students in a religious education curriculum." Thesis, Australian Catholic University, 2016. https://acuresearchbank.acu.edu.au/download/908bc44d25cb445a84084202c7727fe1461001672183afbfb3590120491071a1/4803950/Lacey_2016_Key_factors_that_engaged_year_5_6_students.pdf.

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The aim of this case study was to identify factors that influenced the engagement of year five and six students (aged 10-12) in a religious education (RE) curriculum. The disengagement of year five and six students was reflected in the results of an RE survey (Catholic Education Office, 2006). Whilst students regarded RE as important and wished to do academically well, they did not find RE lessons to be particularly interesting, challenging or enjoyable. This qualitative research used a case study methodology. In this research the case was six composite classes of upper primary school students (combined classes of year five / six) and their religious education teachers within the context of a particular Catholic primary school. A case study is consistent with the chosen theoretical perspective of symbolic interactionism and the constructionist epistemology underpinning this study. Using a constant comparative method, data from semi-structured and focus group interviews was drawn upon to explore the perceptions of student and teacher participants. Direct classroom observations were utilised to compare and contrast students’ and teachers’ perceptions. Six interrelated categories were found to be key factors for the engagement of this group of year five / six students in an RE curriculum: the teacher’s promotion of a mastery orientation; the teacher’s knowledge; a trusting classroom climate; positive teacher-student relationships; challenging tasks; and ICT-enabled learning. Three interrelated dimensions - affect, behaviour and cognition - constitute a prevalent view of engagement (Fredricks, Blumenfeld, & Paris, 2004). The findings arising from this study show how students were engaged in RE classroom learning across these three dimensions of engagement. As this is the first major research to explore student engagement in RE in an Australian Catholic primary school context, it makes a distinct contribution to the literature regarding student engagement in this particular curriculum area.

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Dikong, Gabriel N. "Analysis of Measurement of Analytes level in Girls age 6-9 year old." University of Cincinnati / OhioLINK, 2011. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1307457618.

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Stone, Genevieve. "A study to evaluate the nutritional habits of Year 6 children, before and after a nutrition-based intervention : the CHANGE! (Children's Health, Activity, and Nutrition: Get Educated!) Project." Thesis, Liverpool John Moores University, 2015. http://researchonline.ljmu.ac.uk/4452/.

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Poor nutrition and impaired dietary intakes are associated with certain chronic disease states such as obesity, cardiovascular disease and diabetes. There have been a number of school-based, nutrition-focused interventions which have been used to measure and determine healthy eating behaviours in UK school children but with varying degrees of success. The main aim of this thesis was to develop, pilot and evaluate the Children’s Health, Activity and Nutrition: Get Educated! (CHANGE!), a healthy eating curriculum for year 6 children. A formative study, unique in this type of intervention study, was carried out to investigate the behaviours, habits and attitudes to food of the children and the data collected used to inform the design of the intervention teaching curriculum. It revealed the diversity of the food and eating environments to which the children were exposed. Some of their perceptions about health and food, food choices and eating behaviours were inter-related. The key health messages included in the teaching curriculum were developed from these findings. At baseline, the participants’ food intakes, knowledge about food and nutrition and their attitudes to eating were measured using questionnaires. Additionally anthropometric measurements were taken and the children’s postcodes used to assess the socio-economic status of the children. The results showed that the control and intervention groups were alike at baseline. At post-intervention, the results indicated that there were some positive changes to food intakes, with a slight decrease in the consumption of negative marker foods. There was an increase in the total mean food knowledge scores, with children from the areas of lower deprivation scoring highest. There was no significant difference between control and intervention groups. The children’s eating attitudes displayed some trends with cues to eating. There was a significant increase in height in all children but this did not alter the body mass index status of the overweight or obese children. The importance of the use of CHANGE! as an intervention at the school-level is demonstrated by some of the more important findings from the study, such as the increased self-assessed ability to make certain foods, and that there was an increase in total food knowledge scores from the children who lived in areas of lower deprivation. These results could potentially be the starting point for some children to start questioning the types of food they are habitually eating and maybe looking to make some adjustments to their behaviours, as even small changes can be nutritionally significant in the longer-term for the future health of the children. Furthermore, the sustainability and long-term effects of CHANGE! need additional assessment and evaluation.

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Ryu, Yeonsu. "Validation and Repeatability Testing of a New Hybrid III 6-year-old Lower Extremity." The Ohio State University, 2016. http://rave.ohiolink.edu/etdc/view?acc_num=osu1461316105.

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Critchley, Anna. "Investigating the impact of Precision Teaching on aspects of motivation towards literacy learning for male pupils in Year 5 and Year 6." Thesis, University of Nottingham, 2014. http://eprints.nottingham.ac.uk/27600/.

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This thesis project was designed to review the impact of Precision Teaching on elements of motivation and self-efficacy of male pupils in Year 5 and Year 6. Precision Teaching (PT) is a formative assessment based intervention, incorporating the principles of the learning hierarchy (Haring, Lovitt, Eaton, & Hansen, 1978), to deliver individually tailored teaching supported by continuous assessment and feedback. A mixed methods design incorporated single case experimental designs and qualitative interviews with the purpose of exploring the impact of PT on attribution style, locus of control and self-efficacy of pupils. Data was gathered using an adaption of the Multi-dimensional Measure of Children’s Perceptions of Control (Connell, 1985), Myself as a Learner (Burden, 1999) and structured interviews with participants. Staff at three schools implemented Precision Teaching with participants following training in this intervention. Results indicate no significant direction of change for internal, powerful others or unknown control over learning for pupils completing PT sessions, with all pupils displaying high internal causal attributions for their learning outcomes. Wider variation in unknown and powerful others control responses during intervention phases indicates that some change may have occurred in pupil perceptions of these elements. Of the four cases described, evidence of increased self-efficacy was found in one case. Analysis of interview data suggested that mechanisms of challenge, feedback of learning changes, and increased competence were potential mechanisms of motivation change initiated by PT. The paper concludes that further research is required to explore these mechanisms with a wider range of participants, and the impact of PT through closer analysis of participant attributions and loci of control over learning outcomes.

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Jorlöv, Sofia, and Jessica Hammarström. "Comparison Study of the Two Pediatric ATDs: Hybrid III 6-Year-Old and Q6." Thesis, Högskolan i Halmstad, Biomekanik och biomedicin, 2011. http://urn.kb.se/resolve?urn=urn:nbn:se:hh:diva-15393.

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As a new pediatric dummy family, the Q-family, is suggested for the European childsafety regulations (R44) and the updated EuroNCAP, it needed to be tested andcompared to the older pediatric dummy family, Hybrid III, used in testing at Autolivtoday.In this study, tests were performed with the Q6 and the Hybrid III 6-year-old. Bothdummies were subjected to eight sled tests using a EuroNCAP acceleration pulse. The sled represented the interior of a Volvo V70, with integrated booster cushions mounted onto the car body through a rigid fixture. Standard belt were used for all tests, except one where pretensioning was used. Static tests investigated how the chest deflection on Q6 was affected by the shoulder belt geometry. Large difference in belt interaction was observed between the dummies. The beltslipped off the Hybrid III’s shoulder for all tests except one, while the belt on the Qdummy’swas hard to provoke off the shoulder. The overall kinematic behavior, beforethe belt slipped off the Hybrid III’s shoulder, were similar for both dummies. Differences in chest deflection on the Q6, depending on the belt geometry, were observed in both the dynamic and the static tests; a shoulder belt geometry closer to theneck resulted in minor displacement than a mid-shoulder belt geometry. After testing, five different damages were observed on the Q6.
Då en ny familj av barnkrockdockor, Q-familjen, är föreslagen för det europeiskalagkravet som reglerar barnsäkerhet (R44), uppstod ett behov av att testa och jämföradessa mot den äldre familjen av barnkrockdockor som används vid testning på Autoliv idag, Hybrid III. I den här studien utfördes tester på Q6 och Hybrid III 6 år. Båda dockorna utsattes föråtta stycken slädtest i en accelerationspuls enligt EuroNCAP. Släden representerade enVolvo V70 med integrerade barnkuddar som monterats i riggen via en stel fixtur. I alla test utom ett användes standardbälten (i undantagsfallet användes försträckare). Statiska tester gjordes för att undersöka hur Q6 påverkades av olika geometrier på axelbältet. Stora skillnader observerades mellan dockornas bältesinteraktion. Bältet gled av HybridIII:s axel i alla test förutom ett, medan det istället var svårt att provocera av bältet från Q-dockans axel. Innan Hybrid III gled ur bältet var dockornas kinematik liknande. I både statiska och dynamiska tester observerades skillnader i bröstintryckning på Q6, beroende på bältesgeometrin; en geometri där axelbältet var placerat nära nackenresulterade i en mindre intryckning än då axelbältet var placerat mitt på axeln. Efte ravslutad testning upptäcktes fem skador på Q6.

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Marshment, Robin Patricia. "Dimensions of parenting as predictors of social competence in 5- and 6-year-olds." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1999. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape10/PQDD_0002/MQ45390.pdf.

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Taylor, Marcela. "Cognitive visual problems in 6 to 18-year-old children with longstanding brain damage." Thesis, University of Glasgow, 2002. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.272906.

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Bacon, Jan Garver. "Socio-Behavioral Correlates of 6- to 11-year-old Offspring of Alcohol Consuming Parents." DigitalCommons@USU, 1989. https://digitalcommons.usu.edu/etd/5991.

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There is a lack of simple random sample based research into whether there are social skill and behavior problem differences for six- to eleven-year-old boys and girls which correlate with rates of parental alcohol consumption, social sequelae of parental alcohol consumption, reported level of marital conflict, and extended family history of alcoholism. This simple random sample study correlates the above variables with T scores on the behavior problem and social competence scales of the Achenbach Child Behavior Checklist and Child Behavior Checklist - Teacher's Report Form for six- to eleven-year-old children (N=lOO). Behavior problem scales include disorders of affect, thought, and conduct, and attentional problems. Social competence scales include measures of activity level, social involvement, and school performance and working hard, behaving appropriately, learning, and happiness at school. Variables which demonstrate high correlations (p ≤ .05) are also examined using multiple regression. Both males and females are shown to be impacted both in magnitude and pervasiveness of effect. The single most affected dependent variable for both males and females is delinquent behaviors. Dad's score on the Michigan Alcoholism Screening Test is the independent variable that most frequently predicts the largest amount of variance in regression equations.

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Shook, Sandra Ellen Johnson. "Consulting 3- to 6-year-old children about their reading and writing concepts and practices." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1996. http://www.collectionscanada.ca/obj/s4/f2/dsk3/ftp04/nq21946.pdf.

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Andary, Lena. "Racial similarity and difference on the empathic ability of 4 and 6 year old children /." Title page, contents and conclusions only, 1987. http://web4.library.adelaide.edu.au/theses/09ARPS/09arpsa543.pdf.

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Rasmussen, Betina Feldfoss. "Vitamin D intake and vitamin D status in 5 - 6 year old children in Vancouver." Thesis, University of British Columbia, 2013. http://hdl.handle.net/2429/45324.

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Vitamin D is important in maintaining bone health and has recently been proposed to have additional roles in the immune system and brain development. The estimated average requirement (EAR) and recommended dietary allowance (RDA) for vitamin D established by the Institute of Medicine (IOM) in 2011 is 10µg/day and 15µg/day, respectively. When this study was initiated, little information was available on whether vitamin D intakes below the recommendations in young children result in biochemical evidence of vitamin insufficiency or deficiency. Therefore the aims in this thesis were; to estimate vitamin D intakes in children, and the contribution of natural and fortified foods, and supplements; to determine the proportion of children consuming vitamin D below and above the intake recommendations; to use biochemical measures of plasma 25(OH)D to determine the proportion of vitamin D sufficient, insufficient and deficient children; and to estimate the importance of vitamin D intake and season to the children’s plasma 25(OH)D. This was a cross-sectional design with 200 children from Vancouver BC, aged 5.75 years. Vitamin D intakes were estimated using a food frequency questionnaire and 24 hr dietary recalls. Plasma 25 (OH)D was determined by HPLC-tandem mass spectrometry. The median vitamin D intake from foods was below the EAR and RDA. The children obtained 85.9% of their dietary vitamin D from supplements and fortified foods and 14.1% from natural food sources. Total median vitamin D intakes in children given or not given supplements was 13.0 (9.0) µg/day and 4.8 (3.7) µg/day, respectively, P< 0.001. Using the FFQ, 51% and 76% of the children did not meet the EAR and RDA for vitamin D, respectively. However, only 4.7% and 19.0% had a plasma 25 (OH)D below 40 nmol/L or 50 nmol/L, respectively. Unexpectedly, only 12.5% of the children who did not meet the EAR during winter months had a plasma 25 (OH)D below 40 nmol/L. The results in this thesis suggest that children depend on supplements and fortified foods to achieve the current vitamin D intake recommendations. However, despite apparent low vitamin D intakes, few children show biochemical evidence of vitamin D insufficiency, even during winter months.

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Anderson, Karin Hilarie. "Childhood obesity : a case study of physical activity patterns of obese 6-10 year olds." Scholarly Commons, 2006. https://scholarlycommons.pacific.edu/uop_etds/634.

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Incidence of childhood obesity has increased dramatically within the last 30 years. Childhood obesity is of concern because of the associated health problems, and because childhood obesity often tracks into adulthood. There is a clear association between activity-level and obesity. Therefore, it is important to consider physical activity patterns in the treatment and prevention of childhood obesity. Childhood is a key time period to intervene in the formation of habits and patterns associated with physical activity that may reduce obesity. To date, few studies have focused on the level of examining obese children individually. This case study focused on the physical activity patterns of 4 obese 6-10 year olds (two boys, two girls). All of the participants were above the 99th percentile for weight and had a body fat percentage exceeding 45%. Lipid profiles of the participants revealed that three of the four had high total cholesterol, indicating an increased risk for cardiovascular disease. All of the participants were close to or exceeded the waist to hip ratio value that indicates very high risk for cardiovascular and related diseases (>0.82 for boys, >0.94 for girls). Use of the Caltrac accelerometer, KIHD 24-Hour Total Physical Activity Record and System for Observing Fitness Instruction Time revealed that the obese 6-10 year old participants averaged 1.85 minutes of moderate to vigorous physical activity (MVPA) per lunch recess time. When extrapolated, the data revealed that the participants spend less than 20 minutes a day in MVP A. This is less than MVP A norms of children in the same age group. The obese participants were not meeting the current recommendations for 60 minutes or more a day for MVPA. Furthermore, the activity patterns of the participants differ from those of normal weight children. Although children in general and the participant's tend to choose low level activity over MVP A, the participants spent more than 16.5 hours per day in sedentary physical activity, which is more than their normal weight counterparts (10.4 +/- 0.8).

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Aljassim, Mohammad A. "A 6-Year Study of Long Period Variable Stars in the Globular Cluster NGC 6388." Bowling Green State University / OhioLINK, 2017. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1499442952467274.

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Runyon, Lisa. "Identification of highly gifted 5- and 6-year-old children: Measures to predict academic achievement." Thesis, University of North Texas, 2010. https://digital.library.unt.edu/ark:/67531/metadc28471/.

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Studies indicate the educational needs of highly gifted students are best met through accelerated learning. It is difficult to recognize very young children that are suited for an accelerated curriculum because younger students frequently lack school records or portfolios used to identify gifted students. This study examined the accuracy of cognitive ability and achievement tests in predicting academic achievement by the end of second grade, correlating test results and final grade averages collected from sixteen children ages five to six who entered a public school program for high-ability learners in kindergarten. A multiple regression analysis indicated the Wechsler Preschool and Primary Scale of Intelligence produced the highest mean IQ score and a strong correlation with reading achievement. The Wechsler Individual Achievement Test contributed in small part to the prediction of academic achievement. The Naglieri Nonverbal Ability Test and the Kaufman Brief Intelligence Test-Second Edition had negative correlations with final grade averages, indicating they are not predictors of academic achievement for these students.

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Tucci, Alexander, and Alexander Tucci. "Item Analysis for the Development of the Shirts and Shoes Test for 6-Year-Olds." Thesis, The University of Arizona, 2017. http://hdl.handle.net/10150/625273.

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The development of a standardized assessment can, in general, be broken into multiple stages. In the first, items to be used in the assessment are generated according to the skills and abilities that are to be assessed and the needs of the developers. These items are then, ideally, tested in the field on members of the population for which the assessment is intended. Item Response Theory (IRT) analysis is used to reveal items in the item pool which are unusable due to measurement error, redundancy in the level of item difficulty, or bias. More potential items may be generated and tested until there is a set of valid items with which the developers can move forward. The present study focused on the steps of item tryout and analysis for the establishment of demonstrable item-level validity. Fifty-one potential test items were analyzed for a version of the Shirts and Shoes Test (Plante & Vance, 2012) for 6-year-olds. A total of 23 items were discarded due to error in one or more of the measures mentioned above, and one item was discarded due to its low difficulty. The remaining 27 items were deemed suitable for the 6-year-old population.

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Zapata, Restrepo Gloria Patricia. "The effects of music on socio-emotional and musical development in 6-8 year old children." Thesis, University of Roehampton, 2013. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.570420.

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This thesis describes a research project undertaken in a school located in a deprive neighbourhood of Bogota, the capital of Colombia. The project investigated the effects of musical experiences on social and musical development by means of a mixed methods approach involving children, parents, and teachers. The project comprises three studies: an experimental intervention study; and interviews study and a psycho-musicological study. The experimental intervention study was carried out with two groups of 52 children between six to eight years old; the experimental group followed a music programme of a singing workshop in which children made musical improvisations. The interviews study carried out interviews with the children, parent and teacher conducted during the intervention programme. The psycho-musicological case study analyse the musical improvisations of six of the children. Data analysis includes the statistical analysis of the children‘s tests (Harter´s Perceived Competence Scale for Children, 1999)and Self-Efficacy in Music, Hargreaves et al., 2002), qualitative analysis of parents‘, children‘s and teachers‘ interviews and a psycho-musicological analysis of children‘s musical improvisations (Ockelford, 2007) and its relation to children‘s cognitive and socio-emotional development. The principal findings are that the cognitive component of the self-identity of children who undertook the music programme increased. This appears to be related to the children‘s cultural environment, their parents‘ attitudes, and the idiosyncratic ways in which they use music to express themselves. Music appears to help them to be resilient, to manage the challenges they face, and to adapt to changes in the environment.

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Howard, Peter T., of Western Sydney Nepean University, and Faculty of Education. "Primary teacher's attitudes toward the student use of calculators in primary (kindergarten-year 6) mathematics classes." THESIS_FE_XXX_Howard_P.xml, 1991. http://handle.uws.edu.au:8081/1959.7/133.

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The last fifteen years has seen an increase in the availability of calculators for use by schools and students. Educational authorities in Australia, the United States of America and the United Kingdom have come to recommend the student use of calculators from Kindergarten upwards. This recommendation has attracted continuing controversy, specifically regarding the use of, calculators in primary schools. Such controversy prompts an important question: What views do primary teachers themselves hold on this issue? This report examined the findings of a study into primary teachers' present attitudes toward the student use of calculators in primary mathematics classes. Data were collected from a questionnaire administered during 1990 to a sample of teachers undertaking their fourth year of study for a Bachelor of Education (Primary) at three university campuses in New South Wales, Australia. Those teachers who supported the primary student use of calculators believed that calculators are a technological tool for use in mathematics, that they increase childrens' confidence, they take the focus off computation in doing problems and that children use them outside the classroom. It was found that of these teachers, 55% supported the introduction of calculators before the end of Year 2. A total of 4% did not support their use at all in primary mathematics classes. This study concluded that there was not overall support from primary teachers for the introduction of the calculator into Kindergarten as recommended in the National Statement on the use of Calculators for Mathematics in Australian Schools
Master of Education

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Howard, Peter T. "Primary teachers' attitudes toward the student use of calculators in primary (kindergarten-year 6) mathematics classes /." University of Western Sydney, Nepean, 1991. http://library.uws.edu.au/adt-NUWS/public/adt-NUWS20030814.151939/index.html.

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Thongkorn, Kriangkrai [Verfasser]. "A 6-year retrospective study of Canine Gastric Dilatation-Volvulus treated with incorporating gastropexy / Kriangkrai Thongkorn." Berlin : Freie Universität Berlin, 2012. http://d-nb.info/1030488371/34.

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Bhojwani, Petula Louise. "Multimodal literacies : 6-7 year old boys remembering, redesigning and remaking meaning in home and school." Thesis, University of Nottingham, 2011. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.555265.

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Drawing on data collected over the course of one academic year from a sample group of ten, 6-7 year-old boys, this research focuses closely on examples of the production and development of multimodal texts produced by six of the boys in and out of school. Though analysis of the boys' drawings, their play and their talk about their cultural lives, the thesis tracks the boys' development over the year. In particular, it charts the ways in which the boys developed their composition skills and built their capacity to represent ideas, manipulate modes and combine and transfer elements from onscreen worlds and experiences to paper. The thesis explores the implications of the boys' increasing skill and sophistication in moving between modes and manipulating signs for literacy teaching in school. It argues for the importance of recognising popular cultural texts in school and calls for a re-evaluation of the definition of school text production.

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Singh, Ajay. "Parent-Completed Developmental Screening: Validity, Reliability and Utility of the 6-Year Ages and Stages Questionnaire." Thesis, University of Oregon, 2015. http://hdl.handle.net/1794/19192.

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The psychometric properties of a parent-completed developmental questionnaire for children at 6 years of age were investigated. Currently, few developmental screening instruments for 6-year-old children have been validated, and most available instruments are designed to be completed by teachers or professionals, who may not witness an optimal sample of child behavior. Thus a screening tool with robust psychometric properties is needed that can be completed by parents or caregivers who see the child across settings and time. A total of 169 children participated in this research. Data collection included online and paper completion during well child visits, in clinics, at preschool programs, and in parents' homes. A random subsample was asked to participate in reliability and convergent validity studies. Cronbach's alpha coefficient was used to measure internal consistency reliability. Results indicated a Cronbach alpha of agreement with the Child Development Inventory was used. A Confirmatory Factor Analysis with categorical data confirmed the 6-Year Ages and Stages Questionnaire domains, e.g., communication, personal social, fine motor, gross motor, and problem solving. Limitations of the current study and directions for future research are discussed.
10000-01-01

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Goodwin, III James Lester. "The natural history of sleep disordered breathing in 6-11 year old Caucasian and Hispanic children." Diss., The University of Arizona, 2002. http://hdl.handle.net/10150/280181.

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Sleep disordered-breathing (SDB) including obstructive sleep apnea syndrome (OSAS) is increasingly recognized as an important cause of morbidity in children. Clinical symptoms of OSAS in children include snoring, nocturnal arousals, restlessness during sleep, enuresis, daytime sleepiness and hyperactivity. Evidence also suggests that the adverse effects of SDB include behavioral, learning, and personality problems. No large epidemiological study using polysomnography has been conducted to determine the prevalence and correlates of SDB in young children. The Tucson Children's Assessment of Sleep Apnea study (TuCASA) is a prospective cohort study designed to determine the prevalence of objectively documented SDB in pre-adolescent children and to investigate its relationship to symptoms, performance on neurobehavioral measures, and physiologic and anatomic risk factors. Hispanic and Caucasian children were recruited to participate in TuCASA by soliciting the cooperation of elementary schools in the Tucson Unified School District (TUSD). Through the use of a screening survey completed by parents, the TuCASA study has shown that children between 4-11 years of age with learning problems (LP) are more likely to have habitual snoring (SN) and excessive daytime sleepiness (EDS). Additionally, Hispanic children in this age group are more likely to have parental report of EDS, witnessed apnea (WA), and SN. Similar to studies in adults, girls 4-11 years of age are more likely to have parental report of daytime sleepiness than boys. Furthermore, the TuCASA study has demonstrated the feasibility of collecting high quality unattended multi-channel polysomnography in children ages 5 to 12 years. More importantly, the TuCASA study has documented the relationships between respiratory disturbance indices based on polysomnography and parental report of clinical symptoms of SDB in children ages 6-11. There are threshold values of respiratory disturbance index (RDI) associated with an increase in the prevalence of clinical symptoms of SDB. Until now, data linking objective indices of RDI severity to the presence of clinical symptoms have been lacking. Additionally, these findings contribute much needed information for determining clinically significant levels of RDI based on differing definitions of respiratory events. Therefore, these results represent an important step towards examining the natural history of SDB and the relationship between SDB severity and specific clinical outcomes in pre-adolescent children.

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Johnson, Karen Elaine. "A Study of the Narrative Skills in 6-year-olds with Normal, Impaired, and Late Developing Language." PDXScholar, 1993. https://pdxscholar.library.pdx.edu/open_access_etds/4595.

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Proficiency in various higher level language skills is necessary to integrate and organize units of meaning beyond the sentence level. Examining narratives has become a useful tool for assessing these language abilities. Narrative skills are considered by many researchers to be a strong link between oral language and literacy, and related to academic performance (Westby, 1991; Roth & Spekman, 1991). The present study was part of the Portland Language Development Project, a longitudinal study of early language delay. The purpose of this study was to assess higher level language abilities by examining the stories of 6-year-olds with normal, impaired, and late developing oral language. The specific objective was to determine whether there were differences on 9 measures of narrative skill in first graders that could be related to their pattern of language acquisition. The original group size was 24 children with normal expressive vocabulary size at age 20-34 months, and 30 children whose expressive vocabulary size fell below the normal range at 20-34 months referred to as "late talkers." These two groups of children were re-evaluated when in first grade. Each child was audiotaped producing a narrative and a spontaneous language sample. The Bus Story (Renfrew, 1977), a story retelling procedure, was administered for the narrative measure. When the spontaneous, conversational language samples were scored for syntactic complexity with Lee's (1974) Developmental Sentence Score (DSS), 22 (73°/o) of the original L T had scores in the normal range and were reclassified as "History of Expressive Language Delay" (Hx). The remaining 8 (27°/o) who continued to fall below the normal range were now classified as "Expressive Language Delayed" (ELD). The narrations produced by all of the children were scored on nine measures: narration length in T-units, mean length perT-unit in morphemes, type-token ratio, average number of morphemes in the five longest sentences, information retold, lexical richness, cohesion, percentage of new propositions produced, and narrative stage assignment. No significant differences were found among the three diagnostic groups on the following seven measures: narration length in T-units, mean length perT-unit in morphemes, type-token ration, information retold, lexical richness, cohesion, or percentage of new propositions produced. Significant differences were found among groups on the average number of morphemes in the five longest sentences. Both the normal group and the Hx group scored significantly higher than the ELD group. Significant differences were found between the normal group and both the Hx group and the ELD group on the measure of narrative stage assignment. The present study suggested that children with early language delay appear to "catch up" with normal peers in most areas of narrative ability by age 6. Of the variables examined in this study, the production of an overall mature narrative was the primary deficit noted in children with a history of expressive language delay. Language intervention should focus not only on morphology and syntax, but also on basic story grammar knowledge. Children with an expressive language delay as well as children with a history of language delay may need additional teaching and training of narrative skills in order to succeed with literacy.

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Gustavsson, Kim. "“Jag hatar matematik ” - en empirisk studie om motivationshöjande insatser : en empirisk studie om motivationshöjande insatser." Thesis, Malmö universitet, Fakulteten för lärande och samhälle (LS), 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-45787.

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Abstract Målet med denna studie är att undersöka hur motivation, och motivationshöjande faktorer påverkar utfallet i en specifik interventionsmetod, inom ämnet matematik. Interventionsmetoden är utvecklad och modifierad på resursskolan som ingår i undersökningen. Personalen på skolan kan se tydlig progression i matematik hos eleverna, och det har funnits ett intresse att utvärdera interventionsmetod gentemot tidigare forskning och även via empirisk undersökning. Eleverna går i åk 6, och är efter i kunskapsnivån, samt har NPF. Finns det en vetenskaplig förankring för interventionsmetoden?Frågeställningarna i studien är följande: 1. Vilka av de motivationshöjande insatserna i matematik har fungerat, i den undersökta målgruppen? 2. Vilka motivationshöjande åtgärder finns som är applicerbara på merparten av målgruppen? 3. Vilka vetenskapliga belägg finns för att interventionsmetoden fungerar? (teoretiska/empiriska) Det empiriska materialet samlades in via en kvalitativ studie på skolan. Studien är baserad på grundad teori. Den tidigare forskningen har kommit fram till att motivation är ett viktigt begrepp i skolan, men också svårt att definiera som begrepp. Examensarbetet kommer fram till att det finns empiriska belägg och en del vetenskapliga belägg för att interventionsmetoden fungerar.

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Bergman, Shelley E. "A developmental analysis of 4- and 6-year-olds' narratives, a comparison of formal storytelling to fantasy play." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1997. http://www.collectionscanada.ca/obj/s4/f2/dsk3/ftp05/mq24646.pdf.

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41

Ngota, Daniel Odhiambo. "The process of rehabilitation for 0-6 year old children with cerebral palsy at Kenyatta National Hospital, Kenya." University of the Western Cape, 2018. http://hdl.handle.net/11394/6585.

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Magister Scientiae (Physiotherapy) - MSc(Physio)
Introduction: Cerebral palsy is one of the leading causes of disability globally. The number of new cases of children with cerebral palsy (CP) is on the increase. Rehabilitation is the most common intervention used to help children with CP in Kenya. Early initiation of the rehabilitation process, and involvement of the family are important for optimal functional outcomes for children with cerebral palsy. This study aimed to establish the incidence of children under six years old with CP at the physiotherapy and occupational therapy department at Kenyatta National Hospital, Kenya in 2015. This was done in order to establish the need for rehabilitation services. Furthermore, the study aimed to explore and describe the direct patient process of care as part of the current rehabilitation process followed for children with CP from the age of 0to 6 years in order to identify any room for improvement. Study population and Methodology: Data were collected in two phases. Phase A consisted of collecting information pertaining to the number of new cases (incidence) of children with CP under six years of age in 2015 treated at the therapy (occupational and physiotherapy) departments at KNH. For this purpose, all records of children with CP under the age of six years at the rehabilitation department in 2015 were included and reviewed. For Phase B, a mixed methods approach and a parallel convergent design were used to explore the direct patient process of care component of the rehabilitation process.

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Summers, Nicole M. "Adam or Aziz| Mothers' socialization of prosocial tendencies in 6- to 8-year olds during joint book reading." Thesis, Saint Louis University, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10096626.

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Mothers’ socialization has been shown to impact prosocial tendencies in children. Discussions during joint book reading may provide a context to observe mothers’ strategies for evoking emotions. More specifically, mother-child talk about emotions, cognitive states, and inductive reasoning may enhance children’s perspective taking about characters experiencing diversity. However, mothers may differ in their amount and type of talk if the characters in the story are from an in-group or out-group. While not all mothers may engage in these strategies during book reading, evoking sympathy in children has been shown to predict children’s prosocial attitudes and behaviors toward others in need. The goal of this study was to explore mothers’ discourse strategies during a joint book reading task with first and second graders. Moreover, this study aimed to test whether reading and discussing a story about an in-group or out-group member differed and whether certain differences increased donating behavior and prosocial attitudes and from pre- to post-tests. In the main results, children’s donations did not significantly increase from pre-test to post-test as hypothesized nor did donations differ between the in-group or out-group story condition. However, children’s prosocial attitudes toward both in-group and out-group children improved equally from pre-test to post-test. Also as hypothesized, maternal discourse differed between story conditions. More specifically, there was an interaction between child gender and story condition where mothers with daughters used more emotion talk and cognitive state talk when discussing out-group members than did mothers with sons. Exploratory analyses revealed that mothers who used more emotion talk and inductive reasoning had children with lower prosocial attitudes when averaged across time of measurement toward both the in-group and out-group. Alternatively, children’s trait sympathy predicted higher average donations and prosocial attitudes. Finally, children’s civic identity scores predicted children’s average prosocial attitudes and maternal discourse variables (i.e., emotion words, cognitive state words, and number of inductive sequences). Future research should continue to investigate the relationship between children’s civic identity and maternal discourse, as this was the first study to explore the two. In conclusion, inducing sympathy in children may be an effective strategy for fostering more favorable attitudes toward other people in need regardless of their group identification. Additionally, individual child characteristics may predict children’s inclination to help others in need; however, aspects of mothers discourse may hinder such prosocial tendencies with children if they induce personal distress.

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Sanders, Gabriel J. "A friend versus a group of friends effect on physical activity behavior in 6-10 year old children." Kent State University / OhioLINK, 2012. http://rave.ohiolink.edu/etdc/view?acc_num=kent1342025537.

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Naylor, Jonathan Brooks. "The Effect of Modern Screen-Based Media Devices on Physical Activity Variables in 6-10 Year Old Children." Kent State University / OhioLINK, 2018. http://rave.ohiolink.edu/etdc/view?acc_num=kent1530401358396427.

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Cooper, A. M. "Effectiveness of a global oral health programme targeting 6-7 year old primary schoolchildren in NW England, UK." Thesis, University of Salford, 2015. http://usir.salford.ac.uk/35696/.

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Overall aim of thesis: To evaluate the effectiveness of a pre-designed school oral health programme (SOHP), aimed at the establishment of sustained twice-daily toothbrushing. Methodology: A unique aspect of this thesis was the use of a child-centred mixed-method design, targeting 6–7 year olds. Study one: Piloted a new portfolio of research tools (n=97, in 3 schools), to test the suitability of intervention materials for use in UK schools, and to provide initial contextual understanding of children’s knowledge around oral health. Study two: Evaluated a complex SOHP, using a one-month exploratory matched-cluster controlled trial (n=8 intervention and n=5 control clusters, n=256 children n=256), with a 6 month follow-up. Study three: Validated a children’s self-report questionnaire (n=108, 5 schools) against an objective measure (data loggers) in a one-month test-retest study. Results: Study one: there were a number of changes made to two of the three research tools (children’s focus groups and draw & write); and some initial changes were made to the SOHP materials. Study two: the current SOHP produced no overall intervention effect relating to children’s plaque outcomes and self-reported brushing rates. Post-intervention there was a significant association between sugar-snacking behaviour and group in favour of the intervention group, although this was not sustained at follow-up. Overall the intervention group’s knowledge improved, along with sub-cohorts reporting positive changes in toothbrushing behaviour. Study three: The children’s questionnaire showed good reliability across the 2-week test-retest period, but showed a statistically non-significant association between subjective and objective measures. Objective brushing behaviour highlighted the difference between weekday and weekend brushing rates, with children’s average brushing time being 71.93 seconds. Conclusion: 6–7 year olds are capable of being active participants and effectively expressing their current knowledge and behaviours regarding OH, hygiene and nutrition in research when provided with suitable research tools. Transferring a SOHP into the home is challenging but necessary to improve effectiveness. The use of data loggers can potentially aid evaluations by complementing self-report and providing objective feedback to children, parents and stakeholders.

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SCRAMINGNON, GABRIELA BARRETO DA SILVA. "BEING A CHILD, BEING AN ADULT, BEING A TEACHER: ENCOUNTERS, DIALOGUES AND DEVIATIONS WITH 6-10 YEAR OLD CHILDREN." PONTIFÍCIA UNIVERSIDADE CATÓLICA DO RIO DE JANEIRO, 2017. http://www.maxwell.vrac.puc-rio.br/Busca_etds.php?strSecao=resultado&nrSeq=30706@1.

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PONTIFÍCIA UNIVERSIDADE CATÓLICA DO RIO DE JANEIRO
Ser criança, ser adulto, ser professor: encontros, diálogos e desvios com crianças de seis a dez anos, tem como objetivo conhecer o que falam crianças de seis a dez anos da experiência de ser criança no mundo contemporâneo e de como se dão as relações entre elas e os adultos. O referido objetivo se desdobra em questões que orientam a investigação: o que as crianças falam sobre ser criança? Como revelam em seus discursos e brincadeiras a compreensão que têm de si, dos outros e do mundo social? O que as crianças falam da relação delas com os adultos, jovens, idosos? Que temas, conversas e perguntas as crianças trazem? As crianças falam da escola, dos professores? O que as crianças falam sobre a realização de pesquisas com elas? Que assuntos consideram importantes como temas de pesquisa? A escuta das crianças aconteceu em dois campos empíricos: dentro e fora da escola. Dentro da escola, o diálogo se deu com crianças dos primeiros anos do Ensino Fundamental em uma instituição da rede pública municipal do Rio de Janeiro. Fora da escola, o encontro com as crianças ocorreu em uma instituição não governamental sem fins lucrativos, empenhada na formação e na produção artística cultural. O estudo teve como estratégias metodológicas a observação e a realização de entrevistas coletivas. A investigação aborda as contribuições dos Estudos da Infância como campo interdisciplinar de conhecimento, que fornece elementos para pensar a infância e a criança no âmbito das Ciências Humanas e Sociais. A pesquisa problematiza as condições que a contemporaneidade tem oferecido para as relações entre adultos e crianças. A atualidade desta reflexão, que indica a contemporaneidade como tema de análise, traz para o debate as contribuições da antropologia filosófica de Martin Buber e de Walter Benjamin, interlocutores teórico-metodológicos desse estudo. A tese discute a concepção de infância fundamentada na obra de Benjamin. As análises destacam: (i) a categoria ser criança, considerando o que dizem e percebem desta condição e os significados de ser criança para elas; (ii) as crianças como depoentes privilegiados de sua condição, nos dão pistas sobre o mundo que construímos para elas e sobre as relações estabelecidas entre elas e os adultos; (iii) temas, conversas e indagações trazidas pelas crianças. Na escuta das crianças a tese enfatiza a necessidade de pensar a criança como semelhante ao adulto na sua humanidade, valorizando-a, em busca de estabelecer com ela uma relação de alteridade. No mundo contemporâneo, o olhar da criança como outro olhar é precioso para a história do homem.
Being a child, being an adult, being a teacher: encounters, dialogues and deviations with 6-10 year old children aimsto cognize 6-10 year old children s discourses about their experience of being children in a contemporary world and how the relationship between them and adults happen. The research objective is unfolded into issues which conduct the investigation: what do children say about being a child? How is it revealed in their speeches and plays their understanding about themselves, about the other and about the social world? What do children say about their relationship with adults, young people and elders? Which topics, discourses and questions do children bring? Do children talk about school, about the teachers? What is the children s opinion about conducting a research with them? Which issues do they believe to important as research themes? The listening to the children s discourses occurred in two empirical fields: inside and outside school. Inside school, the dialogue took place with children in the first grades of an elementary Rio de Janeiro city public school. Outside, meetings with the children were arranged in a nongovernmental and nonprofit institution which deals with artistic cultural-artistic formation and production. Observations and group interviews were used as the study methodological strategies. The research approaches the contribution of the Children s studies as an interdisciplinary field of knowledge, which provides elements to consider the child and the childhood in the scope of Human and Social sciences. The thesis questions the conditions that contemporaneity has offered to the relationship between children and adults. The topicality of such reflection, which results in the modernity as topic of analysis, bring out the debate on Martin Buber and Walter Benjamin s (theoretical-methodological interlocutors of this research) philosophical anthropology contributions. The study discusses the understanding of childhood based on Benjamin s work. The analyses underline: (i) the being a child category, taking into account what is said and perceived by children about this condition and the meanings they convey of being a child; (ii) the children, as privileged deponents of their own condition, offer us some hints on the world we build for them and on the relationship set between them and the adults; (iii) topics, conversations and inquiries raised by the children. When listening to the children s discourses, the present thesis stresses the necessity of considering the child as similar to an adult in respect to their humanity, valorizing the child, in the search of establishing with them a relationship of otherness. In the contemporaneous world, the child s eye as another eye is needed in the human history.

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47

Paraskevas, Costas Barry. "The voices of year 6 children : their views on physical education and the implications for policy practice and research." Thesis, University College London (University of London), 2011. http://discovery.ucl.ac.uk/10019967/.

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Taking a constructivist-interpretivist stance, this mixed methods case study gives a voice to 236 children from East London between 2007 and 2010 through the use of questionnaires and interviews. The aim was to explore what the children thought about Physical Education, with a view to illuminating and informing current policy, practice and research in relation to the aims which under-pin the national curriculum. The children's voices, conspicuously absent from discussions about their physical education, over the last twenty years, give a view of the curriculum from the recipient's perspective. Through the vibrancy of their voices, the current status quo in primary PE is examined, and ways forward are offered as recurring themes throughout the thesis. In addition to valuing children's voices this thesis shows that through democratising the discussion, the children were more than just 'empty vessels', and were able to offer informed views. The children largely enjoyed Physical Education, valued their health and had ideas on curriculum content, timetabling, fund raising, and asked for a greater range of physical activities to be made available them.

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48

Stjernholm, Klara, and Gros Lisa Wennergren. "Movement initiation and execution in 6 - 8 year old children born preterm: effects of gestational age and physical activity." Thesis, Umeå universitet, Institutionen för psykologi, 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:umu:diva-171360.

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The purpose of this study was to explore differences in movement initiation and execution, and their associations with amount of physical activity (PA) and cognitive abilities, in 6 to 8 year old children born PT compared to peers born at term. The sample consisted of in total 78 children divided in subgroups, 16 born very preterm (VPT), 24 born moderate preterm (MPT) and 38 age matched controls born at term (FT) with no diagnosed cognitive or motor impairments. Three-dimensional (3D) kinematic recordings of wrist movements during two bimanual tapping tasks (horizontal and vertical) were finalized and kinematic outcome measures were investigated in relation to PA and performance on WISC-IV. Children born VPT showed significantly longer Latency times and longer Duration of movement execution compared to children born MPT and FT. No significant within group correlations between PA and movement performance were found. Duration of movement execution and Total duration of movement execution were negatively associated with Full-scale intelligence quotient (FSIQ) and processing speed index (SI) in the PT group. Early school aged children born VPT need longer planning time to initiate and execute goal directed bimanual movements, compared to peers born MPT and FT. Kinematic performance did not evidently associate with amount of PA, although kinematics, by means of longer Latency time and Duration of movement execution, negatively associated with SI.
Syftet med denna studie var att undersöka skillnader i initiering och utförande av en rörelse samt deras associationer med fysisk aktivitet och kognitiv förmåga hos förtidigt födda barn i åldrarna 6 till 8 år samt åldersmatchade fullgångna jämnåriga barn. Urvalet bestod av total 78 barn uppdelade i subgrupper, 16 väldigt förtidigt födda, 24 moderat förtidigt födda och 38 åldersmatchade fullgångna kontroller utan några kända kognitiva eller motoriska nedsättningar. Tredimensionella (3D) kinematiska registreringar av handledsrörelser under två bimanuella knapptrycksuppgifter (horisontell och vertikal) genomfördes. Utfallet av rörelsemätningarna studerades i association till fysisk aktivitet och resultat på WISC-IV. Väldigt förtidigt födda barn visade längre latenstid och längre duration av rörelse jämfört med moderat förtidigt födda och fullgångna barn. Inga signifikanta inom grupps korrelationer mellan fysisk aktivitet och rörelseutförande hittades. Utförandets duration samt hela utförandets duration associerade negativt med IQ kvot och processhastighet (SI) hos för tidigt födda barn. Väldigt förtidigt födda barn i tidig skolålder behöver mer tid till rörelseplanering, initiering och utförande av viljestyrda målinriktade rörelser jämfört med jämnåriga barn födda senare i graviditeten. Kinematiskt utfall associerade inte signifikant med fysisk aktivitet, däremot associerade kinematiskt utfall, i form av längre latenstid och duration av utförande, negativt med kognitiv processhastighet.

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Soanes, Heather Rhona. "A study of three child's voice initiatives and their impact for the year 6 participants and their junior school." Thesis, University of Greenwich, 2015. http://gala.gre.ac.uk/14324/.

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This case study carried out during 2007 – 2009 investigates how a Junior School has been able to give primary school children a voice through the provision of decision and democratic power-sharing opportunities in its inherent culture. An inclusive philosophical vision has been created within an educational and broad socio-cultural context where children’s contributions are deemed valid and important. A pedagogy has developed which provides experiences that enable children to practice and experiment with critical elements of consultation, participation, responsibility, emotional intelligence and transformational learning. It is proposed that pupils are able to develop confidence in preparing for their next phase of education and a world ‘not yet known’ (Lodge, 2000: 97). Data is drawn from three school based initiatives: School Council Initiative; Guardian Angel Initiative and the Master Class Mentor Initiative involving 16 children (15 aged 10 – 11 years and 1 aged 12 years), and 12 adults, and takes the form of individual and group interviews. The data analysis identified 4 emergent themes: confidence, trust, autonomous agency and transformation of self, and showed that there was a positive impact on the pupils through decision-making opportunities both on the school culture and the school community itself characterised by trust and the development of autonomy. The findings show that there is an ongoing dichotomy that exists between ‘giving children a say’ and empowering them through taking notice of their viewpoints and insights. If children obtain the trust from adults around them, they frequently rise to the challenge and will accept the responsibility offered to them, and in many cases surpass expectations. It is proposed that the findings of this study will be of relevance to a variety of professionals looking to refocus 21st century education and improve the contribution of children. A model and toolkit has been devised to support this approach.

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Haug, Peder. "Educational reform by experiment : the Norwegian experimental educational programme for 6-year-olds (1986-1990) and the subsequent reform." Doctoral thesis, Stockholm : HLS Förlag, 1992. http://catalogue.bnf.fr/ark:/12148/cb35837352t.

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